Research on the Teaching Methods of Accounting Major in Application-oriented Universities Based on Flipped Classroom

2021 ◽  
Keyword(s):  
Teaching Methods ◽  
Flipped Classroom ◽  
Accounting Major

THE FLIPPED CLASSROOM AS AN INSTRUCTIONAL MODEL

2021 ◽  
Vol 10 (1) ◽  
pp. 56-67
Author(s):  
SANDA VEREŞ ◽  
ADRIAN-DANIEL MUNTEAN
Keyword(s):  
Teaching Methods ◽  
Flipped Classroom ◽  
Learning Processes ◽  
High Time ◽  
Instructional Model ◽  
International Context ◽  
Learning Framework ◽  
Advantages And Disadvantages ◽  
Innovative Learning ◽  
Teaching Paradigm

The current national and international context has determined teachers to evaluate teaching methods and utilise active student involvement strategies in the classroom during learning processes. This article presents the Flipped Classroom instructional model, analyses its application, and proposes stages to follow in order to create a successful flipped classroom. Even though the flipped classroom instructional model is not utilised in Romania, the authors aim to attract attention to it, presenting its advantages and disadvantages. A change is due in the current teaching paradigm and it is high time to promote an innovative learning framework using the flipped classroom instructional model.

scholarly journals Quality-Improving Strategies of College English Teaching Based on Microlesson and Flipped Classroom

2017 ◽  
Vol 10 (5) ◽  
pp. 243 ◽  
Author(s):  
Fan Zhang
Keyword(s):  
Teaching Methods ◽  
Evaluation System ◽  
Flipped Classroom ◽  
Information Technologies ◽  
College English ◽  
English Teaching ◽  
Classroom Time ◽  
Educational Information

Microlesson and flipped classroom, which incorporate the educational information technologies, are a new trend of college English teaching. Exploration on how the flipped classroom and microlesson promote innovation and application of educational information technology are of great significance. According to a survey among teachers, strategies that can improve the quality of college English teaching may include: strengthening teacher training; reforming the previous teaching evaluation system; managing the pre-class and classroom time; correctly understanding the role of modern education technology in college English teaching; paying attention to convergence between teaching materials and teaching software; implementing a variety of teaching methods, and strengthening the interaction inside and outside of the classroom.

scholarly journals Flipped Classroom Instruction as a Teaching Tool for Meaningful Learning of the core Subjects in Junior High School: Basis for Instructional Development Plan

2021 ◽  
Vol 2 (3) ◽  
pp. 97-104
Author(s):  
Renz Jervy Book
Keyword(s):  
Instructional Development ◽  
Teaching Methods ◽  
Flipped Classroom ◽  
Classroom Instruction ◽  
Junior High ◽  
Meaningful Learning ◽  
Conventional Instruction ◽  
The Core ◽  
Core Subjects ◽  
Post Test

This study aimed to determine the effects of two teaching methods namely, flipped classroom instruction and conventional instruction in teaching the least mastered competencies in the core subjects among Grade 8 students in one of the Junior High Schools in Zamboanga City who were purposively selected. A Quasi-Experimental Research using the non-randomized pre-test - post-test control group design and qualitative approach explored the effectiveness of the two teaching methods. The findings indicated that students in flipped classroom instruction and conventional instruction obtained higher scores in the post-test than the pre-test results in the core subjects. But, flipped classroom students got slightly higher mean scores as compared to those students who have been taught in the conventional instruction. However, statistically, no significant difference was found between the two methods in learning the least mastered competencies in Science, Mathematics and English. Further, results revealed that the students who were exposed to flipped classroom instruction and the conventional instruction improved in their level of knowledge in mastering the least learned concepts in the core subjects. The problems encountered in the flipped classroom model, however, were identified based on the interview conducted. It was found out that teachers were unfamiliar with the flipped classroom model and lack of time and resources hindered them to utilize the approach in their classes. Students were also challenged particularly on the availability of resources like gadgets and internet connection that resulted to disengagement of the students to watch the flipped videos at home. This study revealed that whatever method or approach used in teaching least mastered competencies would be considered effective in achieving life-long and meaningful learning. An instructional development program was developed to capacitate and elevate the performance of teachers in the implementation of the flipped classroom instruction to improve students’ performance.

scholarly journals Flipping The Classroom: Turning An Instructional Methods Course Upside Down

2015 ◽  
Vol 12 (4) ◽  
pp. 241-248 ◽  
Author(s):  
Diane B. Marks
Keyword(s):  
Best Practices ◽  
Teaching Methods ◽  
Curriculum Design ◽  
Information Society ◽  
Flipped Classroom ◽  
Teacher Educators ◽  
New Technologies ◽  
Instructional Methods ◽  
Learning Objectives ◽  
Methods Course

Higher education and teacher education in particular are entering a time of transformation.  With major forces like shifting demographics, new technologies, and the move from an industrial to an information society, teacher educators need not only to prepare teachers for new ways of teaching, but also must adopt and model best practices for these new teaching methods.  This study examines how several key strategies from Flipped Classroom theory can be adapted to an instructional methods course.  Findings show that with careful curriculum design, both content and methods learning objectives can be taught and mastered with Flipped Classroom methods.

scholarly journals Pedagogical Approaches in the Knowledge Society: The Flipped Classroom Method for the Development of Creativity and Dialogical Learning

2020 ◽  
Vol 15 (03) ◽  
pp. 4 ◽  
Author(s):  
Inmaculada Aznar-Díaz ◽  
Francisco-Javier Hinojo-Lucena ◽  
María-Pilar Cáceres-Reche ◽  
José-María Romero-Rodríguez
Keyword(s):  
Teaching Methods ◽  
Flipped Classroom ◽  
Quantitative Method ◽  
Ad Hoc ◽  
Teaching Method ◽  
Knowledge Society ◽  
Pedagogical Approach ◽  
Academic Level ◽  
Flipped Classrooms ◽  
Pedagogical Approaches

Dialogical learning and teamwork have become the principles demanded by the knowledge society, given that we are currently living in a completely globalised world that requires skilled citizens to collaborate on a social, pro-fessional and academic level. Likewise, creativity is another key element re-quested by organisations to solve problems. Against this background, some student-centred teaching methods like flipped classrooms are appearing. Therefore, this paper aimed to analyse the implementation of the flipped classroom method as a factor to develop dialogical learning and creativity. To this regard, a quantitative method was used, applying a survey prepared ad hoc to a sample of 308 students from Spain and Colombia, in order to know whether implementing the flipped classroom truly enhances the develop-ment of such skills. According to the results obtained, it is stated that devel-oping the flipped classroom method promotes a team-based work dynamic, which generates dialogical learning among students. It also enhances creativ-ity, since it provides students with autonomy to carry out their tasks. Final-ly, the flipped classroom pedagogical approach is a teaching method with numerous advantages and benefits for students to adapt to the competencies required by the knowledge society.

scholarly journals Flipped Classrooms in Undergraduate Statistics: Online Works Just Fine

2021 ◽  
pp. 009862832110463
Author(s):  
David Playfoot
Keyword(s):  
Student Performance ◽  
Teaching Methods ◽  
Flipped Classroom ◽  
Classroom Context ◽  
Class Time ◽  
Active And Collaborative Learning ◽  
Improve Student Performance ◽  
Flipped Classrooms ◽  
Approach Method ◽  
Current Article

Background The flipped classroom method requires that students engage with homework before coming to the classroom so that class time can be spent on active and collaborative learning exercises. Research has demonstrated that this can improve student performance versus traditional lecturer-led teaching methods. Objective: During the COVID-19 pandemic, the vast majority of teaching has been entirely online such that even ‘in-class’ time has been virtual. The current article examined whether online-only delivery affects the efficacy of the flipped classroom approach. Method: Grades for a research methods and statistics module and a statistics portfolio assignment were compared across consecutive cohorts of undergraduate psychology students taught by different methods. Results: Overall grades on the module did not differ significantly across teaching methods but student performance on statistics tests did. Flipped classrooms, whether accompanied by on-campus or synchronous online classes, led to significantly better performance than traditional methods. No detriment was observed by teaching entirely online. Conclusion: The key advantages of the flipped classroom method appear driven by active learning which can occur irrespective of classroom context. Teaching Implications: Using flipped classrooms can be a useful tool, particularly in subjects where students may otherwise be less engaged with the content.

Sign in / Sign up

Export Citation Format

Share Document