The impact of a flipped classroom design on learning performance in higher education: Looking for the best “blend” of lectures and guiding questions with feedback

2017 ◽  
Vol 107 ◽  
pp. 113-126 ◽  
Author(s):  
Ngoc Thuy Thi Thai ◽  
Bram De Wever ◽  
Martin Valcke
Keyword(s):  
Higher Education ◽  
Flipped Classroom ◽  
Learning Performance ◽  
Classroom Design ◽  
The Impact ◽  
Guiding Questions

scholarly journals Integrating inquiry learning and knowledge management into a flipped classroom to improve students’ web programming performance in higher education

2019 ◽  
pp. 304-324
Keyword(s):  
Higher Education ◽  
Knowledge Management ◽  
Flipped Classroom ◽  
Inquiry Learning ◽  
Learning Performance ◽  
Control Group ◽  
Inquiry Based Learning ◽  
Web Programming ◽  
Experimental Group ◽  
Engaging Student

In view of the benefits of inquiry-based learning and knowledge management (KM) in triggering students’ communication and knowledge construction and the benefits of a flipped classroom in engaging student learning in- and out-of-classroom, this study proposed to integrate inquiry learning and KM into a flipped classroom to cultivate student web-programming learning performance in a higher education setting. Fifty-one university students participated in a web-programming course. The students in the experimental group used the proposed approach, while those in the control group used the conventional inquiry-based flipped classroom approach. The results indicated that integrating KM and inquiry-based approach into a flipped classroom can improve students’ programming skills and code comprehension and help them learn more effectively with better learning achievements.

The Impact of Instructor Twitter Use on Course Performance Indicators

2018 ◽  
pp. 222-236
Author(s):  
Eric M. Fife ◽  
C. Leigh Nelson ◽  
Theresa B. Clarke
Keyword(s):  
Higher Education ◽  
Performance Indicators ◽  
Classroom Community ◽  
Learning Performance ◽  
Perceived Learning ◽  
College Level ◽  
Course Performance ◽  
Course Effectiveness ◽  
The Difference ◽  
The Impact

An exploratory quasi-experiment of college-level students was used to examine the difference in a variety of course indicators among instructors when they did not use Twitter as a supplement to their courses, when they moderately used Twitter, and when they used Twitter a great deal in their courses. When instructors used Twitter in their classes, perceived learning via technological mediums, perceived classroom community with regard to technological media, perceived pedagogical affect, perceived course effectiveness, perceived learning performance, and perceived perception of learning from Twitter were all greater than when they did not use Twitter in their courses. Overall results of this study recommend further research and a continued focus on the usage of Twitter in the higher education classroom.

scholarly journals Innovative Pedagogy and Design-Based Research on Flipped Learning in Higher Education

2021 ◽  
Vol 12 ◽  
Author(s):  
Li Zhao ◽  
Wei He ◽  
Yu-Sheng Su
Keyword(s):  
Higher Education ◽  
Flipped Classroom ◽  
Learning Performance ◽  
Control Group ◽  
Flipped Learning ◽  
Information And Communications Technologies ◽  
Educational Models ◽  
Design Based Research ◽  
Innovative Pedagogy ◽  
Continued Learning

In order for higher education to provide students with up-to-date knowledge and relevant skillsets for their continued learning, it needs to keep pace with innovative pedagogy and cognitive sciences to ensure inclusive and equitable quality education for all. An adequate implementation of flipped learning, which can offer undergraduates education that is appropriate in a knowledge-based society, requires moving from traditional educational models to innovative pedagogy integrated with a playful learning environment (PLE) supported by information and communications technologies (ICTs). In this paper, based on the design-based research, a task-driven instructional approach in the flipped classroom (TDIAFC) was designed and implemented for two groups of participants in an undergraduate hands-on making course in a PLE. One group consisting of 81 students as the experimental group (EG) received flipped learning instruction, and another group of 79 students as the control group (CG) received lecture-centered instruction. The EG students experienced a three-round study, with results from the first round informing the customized design of the second round and the second round informing the third round. The experimental results demonstrated that students in the EG got higher scores of summative tests and final scores than those in the CG. In particular, students’ learning performance in three domains (i.e., cognitive, affective, and psychomotor) differ significantly between the two groups.

scholarly journals “A little flip goes a long way” The impact of a ‘partial’-flipped classroom design on student performance and engagement in a first year undergraduate economics classroom

2020 ◽  
Author(s):  
Nadia Singh
Keyword(s):  
Student Performance ◽  
Flipped Classroom ◽  
Control Group ◽  
First Year ◽  
Classroom Design ◽  
Final Exam ◽  
Traditional Lecture ◽  
Traditional Lectures ◽  
Undergraduate Economics ◽  
The Impact

The flipped classroom is gaining prominence as an active learning pedagogy to engage a new generation of students. However, all courses do not lend themselves to a fully flipped design and instructors are often reluctant to flip lectures. In this study, I experimented with a “partial” flipped classroom design in a first-year undergraduate economics course. In this partial flipped format, traditional lectures were substituted with micro-lectures and the remaining class time was devoted to activities like quizzes, group work and student presentations. The full lectures were panopto recorded and put up on the e-learning site, Blackboard. This format enabled me to combine the benefits of a traditional lecture with a flipped classroom design. In order to evaluate the effectiveness of the partial flipped classroom format, I compared the final exam scores of students in the partial flipped classroom with those in the control group, which followed a traditional lecture-based approach. The key results from the analysis revealed that students in the partial flipped classroom performed better in the final exams vis-à-vis students in the traditional classroom format. Furthermore, the partial flipped classroom format was associated with lower odds of students failing in the module. This format also resulted in better student engagement, more flexibility and enhanced student-tutor interaction within the classroom.

scholarly journals The Flip Teaching as Tool to Improving Students’ Sustainable Learning Performance in a Financial Course

2020 ◽  
Vol 12 (23) ◽  
pp. 9998 ◽  
Author(s):  
Patricia Bachiller ◽  
Guillermo Badía
Keyword(s):  
Higher Education ◽  
Active Learning ◽  
Educational Innovation ◽  
Education Institution ◽  
Learning Performance ◽  
Higher Education Institution ◽  
Interesting Contribution ◽  
Research In Education ◽  
The Impact

Flip teaching (FT) is a methodology with a significant impact on the educational innovation trend that encourages active learning and facilitates the learning of students. The main objective of this study is to measure the impact of flip teaching on the learning of a course at a higher education institution. To analyze the differences in the exam marks between students that follow FT and other methodologies, the t-statistic and Mann–Whitney U test have been used. Results indicate that FT allows improving the performance of students and achieving collateral capacities, such as responsibility and awareness, making learning more sustainable. This study makes an interesting contribution to existing research in education and demonstrates that it is possible to introduce FT in a block of the course and can be transferable to other courses.

scholarly journals Evaluation of a Flipped Classroom Model: A Case Study from Oman

2020 ◽  
Vol 9 (1) ◽  
pp. 15-22
Author(s):  
Bilal Ahmad Pandow ◽  
Nihan Kutahnecioglu Inan ◽  
Ananda S.
Keyword(s):  
Higher Education ◽  
Student Performance ◽  
Extracurricular Activities ◽  
Flipped Classroom ◽  
Education Institution ◽  
Pilot Project ◽  
Successful Implementation ◽  
Learning Approach ◽  
Flipped Learning ◽  
The Impact

The flipped learning approach over the years has gained importance, especially in higher educational establishments that primarily focus on more personalized learning for the students. In this context, the current study evaluates a flipped learning approach which was implemented by a higher education institution from the Middle East region as a pilot project and analyses the impact of the flipped approach on the student performance from the educators’ perspective. The study focuses on different aspects like the impact of the flipped approach on student performance in a different type of assessments, the impact of the flipped approach on academic performance, learning and development, and academic support activities. Also, this article analyses whether flipped learning reduces the plagiarism cases, impact on student attendance, student participation in extracurricular activities, impact on student’s knowledge, influence on student collaboration, effect on improvement in the ability to solve problems and impact of this approach on helping students to take the responsibility of their learning and become self-learners. This study empirically identified the learning outcomes from a flipped class and provides recommendations for the educators and higher education institutions for successful implementation of the flipped learning approach.

scholarly journals Flipped Classroom: Active Methodology for Sustainable Learning in Higher Education during Social Distancing Due to COVID-19

2021 ◽  
Vol 13 (10) ◽  
pp. 5336
Author(s):  
Joshua Collado-Valero ◽  
Gemma Rodríguez-Infante ◽  
Marta Romero-González ◽  
Sara Gamboa-Ternero ◽  
Ignasi Navarro-Soria ◽  
...  
Keyword(s):  
Higher Education ◽  
Flipped Classroom ◽  
Ad Hoc ◽  
University Education ◽  
University Professors ◽  
Social Distancing ◽  
Virtual Teaching ◽  
The Impact ◽  
Methodological Guidelines ◽  
Educational Methodology

Methodological guidelines for virtual teaching during the lockdown, tailored to Flipped Classroom, are suggested by the Spanish University Education System. This educational methodology is recommended as an effective method for distance learning due to COVID-19 by several articles, studies, research, universities and institutions in different countries around the world. However, what is the impact of these extreme circumstances on the implementation of Flipped Classroom in Higher Education? The study design is a descriptive and correlational research that compares the frequency of the implementation of Flipped Classroom before and during social distancing. This information is provided by the participants, university professors from the Faculty of Education Sciences of the University of Malaga, through an ad hoc questionnaire. The results reveal a significant increase in the frequency of Flipped Classroom sessions (z = −4.80; p <.001) during the lockdown. The data also show a significant increase in the quantity and variety of didactic resources (t = −2.390; p = 0.021), mainly those related to Flipped Classroom, with video (z = −2.860, p = 0.004) and audio (z = −2.049, p = 0.040) files. University professors consider virtual teaching during the lockdown an opportunity for Flipped Classroom and digital skills that could improve the quality of university educational methodology.

scholarly journals Impact of the Flipped Classroom Method in the Mathematical Area: A Systematic Review

Mathematics ◽  
2020 ◽  
Vol 8 (12) ◽  
pp. 2162
Author(s):  
Francisco-Domingo Fernández-Martín ◽  
José-María Romero-Rodríguez ◽  
Gerardo Gómez-García ◽  
Magdalena Ramos Navas-Parejo
Keyword(s):  
Higher Education ◽  
Systematic Review ◽  
Flipped Classroom ◽  
Collaborative Work ◽  
Self Regulation ◽  
Face To Face ◽  
Knowledge And Attitudes ◽  
Use Of Technology ◽  
The Impact ◽  
Do So

Currently, the use of technology has become one of the most popular educational trends in Higher Education. One of the most popular methods on the Higher Education stage is the Flipped Classroom, characterised by the use of both face-to-face and virtual teaching through videos and online material, promoting more autonomous, flexible and dynamic teaching for students. In this work, we started to compile the main articles that used Flipped Classroom within the mathematical area in Higher Education, with the aim of analysing their main characteristics, as well as the impact caused on students. To do so, the method of systematic review was used, focusing on those empirical experiences published in Web of Sciences and Scopus. The results indicated that, in most cases, the implementation of Flipped Classroom led to an improvement in students’ knowledge and attitudes towards mathematical content and discipline. In addition, aspects such as collaborative work, autonomy, self-regulation towards learning or academic performance were benefited through this method.

scholarly journals The impact of the flipped classroom in higher education: a case study

2019 ◽  
Vol 37 (2) ◽  
pp. 15-23
Author(s):  
María José Sosa Díaz ◽  
Dolores Narciso
Keyword(s):  
Higher Education ◽  
Flipped Classroom ◽  
Structured Interview ◽  
Educational Process ◽  
Case Study Methodology ◽  
Data Collection Instrument ◽  
Analysis Strategy ◽  
Degree Of Satisfaction ◽  
The Impact

Some of the new teaching models that have emerged, including the Flipped Classroom, can be key to reversing traditional educational practices. However, it is necessary to analyse in detail how these educational experiences are being implemented in the classroom, and how this is affecting students' learning. The present research uses a case study methodology. The objective is to analyse a higher education course taught using flipped classroom methodology and to assess the impact of the implementation of said pedagogical model on the students’ formative process. The study used a data collection instrument based on a structured interview and a data analysis strategy based on the Grounded Theory. In general, the results show that students tend to express positive opinions and a good degree of satisfaction with their experiences with this pedagogical method. Most students confirm that the method successfully stimulates cooperative learning and favours the practical acquisition of knowledge, stimulating in turn the development of a series of key competences in the educational process, along with capabilities such as organisation, autonomy and responsibility, among others.

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