MULTI-MEDIA FOR FLIPPED CLASSROOMS: ENGAGED NUTRITION LEARNING IN A MULTI-MEDIA ENHANCED FLIPPED CLASSROOM

2015 ◽  
Vol 37 (1) ◽  
Author(s):  
C. Ravyse ◽  
G. Reitsma
Keyword(s):  
Flipped Classroom ◽  
Flipped Classrooms ◽  
Multi Media

scholarly journals Engineering Education through a Flipped Classroom Model

2018 ◽  
Author(s):  
David Wang ◽  
Adam Gomes
Keyword(s):  
Best Practices ◽  
Student Performance ◽  
Flipped Classroom ◽  
Core Curriculum ◽  
Engineering Students ◽  
Capstone Project ◽  
Variable Control ◽  
Flipped Classrooms ◽  
Comparison Of The Results ◽  
And Control

Abstract – A flipped classroom model is used to teach a 4th year multi-variable control systems course. This course is a technical elective and is not in the core curriculum. The capstone project is to model and control a nonlinear robot in simulation. The students are interdisciplinary Engineering students (Mechanical, Mechatronics, Computer and Electrical). Building upon accepted best practices for flipped classrooms, several additional enhancements are applied and evaluated. The results of student surveys as well as a comparison of the results of student performance in the capstone project between traditional and flipped lecturing techniques are presented. It is believed that the enhancements that were implemented can aid in future flipped classroom initiatives.  

Challenges to Overcome and Scaffolding to Build on

2019 ◽  
Vol 9 (3) ◽  
pp. 50-67
Author(s):  
Hao Yang ◽  
Zhiqiang Ma
Keyword(s):  
Teacher Perceptions ◽  
Flipped Classroom ◽  
Public University ◽  
Test Results ◽  
Learning Behavior ◽  
Long Term Effects ◽  
Exploratory Case Study ◽  
Flipped Classrooms

While current research on the flipped classroom generally focuses on test results and (or) student/teacher perceptions as a measurement of its pedagogical efficacy, students' adaptation to it and the essential conditions for its application are rarely explored. This exploratory case study aims to rectify this by examining how university students adapted to flipped classrooms implemented in a public university in East China. The findings suggest that while the flipped model is impeded by entrenched polarity between students in terms of their learning dispositions and academic competence, students do develop a prototype of theories of learning, a sense of better self through learning from their peers and an awareness of the importance of intrinsic motivation. A gradualist approach is thus proposed for implementing flipped classrooms, which requires longitudinal studies accordingly to understand its long-term effects on learning behavior hitherto left unexplored.

scholarly journals The elimination of anticipated written errors from L1 interference through flipped classrooms

2021 ◽  
Vol 2 (1) ◽  
pp. 216
Author(s):  
Napacha Prapawadee
Keyword(s):  
Flipped Classroom ◽  
Mother Tongue ◽  
Asynchronous Learning ◽  
Positive Attitudes ◽  
Thai Students ◽  
Post Test ◽  
Flipped Classrooms ◽  
Efl Students ◽  
Simple Sentences ◽  
Support Students

Several studies have been conducted on written errors discovered in an EFL classroom, and the findings are similar, and that common errors have been discovered in Thai students’ written work, so these studies conclude that the main cause of errors is L1 interference.  In addition, other related studies reveal that flipped classrooms can support students’ learning process.  It is due to the fact that these days, EFL students still have problems with some grammatical aspects due to their mother tongue, and the class time provided is limited.  Therefore, to ascertain that the flipped classroom can help eliminate the anticipated grammatical problems repeatedly in class; the study looks to develop online lessons on LMS to encourage the students to learn at their own pace and to engage students with class activities.  The online lessons and class activities are currently being implemented, and 25 freshmen participate in this study.  The questionnaire will be completed at the end of the semester to discover their attitudes towards the flipped classroom covering online lessons and class activities.  Also, a pre-test and post-test on simple sentences are used to investigate the students’ learning outcomes via the flipped classroom.  The findings from the pre- and post-tests confirm the results of the former studies that the students produce the anticipated errors such as articles, capitalization, punctuation, nouns, and subject-verb agreement.  Also, synchronous and asynchronous learning can help eliminate those mentioned errors and the students have positive attitudes towards the flipped classroom.Keywords: written errors; L1 interference; flipped classroom

scholarly journals IMPLEMENTASI E-LEARNING FLIPPED CLASSROOM SEBAGAI UPAYA PENINGKATAN KEMAMPUAN MAHASISWA DALAM MENDESAIN MATERI PENGEMBANGAN BAHAN AJAR NON CETAK

2021 ◽  
Vol 14 (1) ◽  
pp. 60
Author(s):  
Evi Susilawati ◽  
Imamul Khaira
Keyword(s):  
Action Research ◽  
Data Collection ◽  
Quantitative Data ◽  
Flipped Classroom ◽  
Teaching Material ◽  
Teaching Materials ◽  
Material Development ◽  
E Learning ◽  
Flipped Classrooms ◽  
Classroom Action Research

Abstrak: Penelitian ini bertujuan untuk meningkatkan kemampuan mahasiswa dalam mendesain materi pengembangan bahan ajar non cetak melalui e-learning flipped classroom. Penelitian ini berjenis penelitian tindakan kelas (PTK) dengan mengikuti langkah-langkah penelitian yaitu: perencanaan, pelaksanaan, observasi, analisis dan refleksi. Subjek penelitian ini adalah mahasiswa semester V Program Studi Dosenan Pancasila dan Kewarganegaraan Fakultas Keguruan dan Ilmu Dosenan Universitas Islam Sumatera Utara pada tahun pelajaran 2020/2021. Pelaksanaan penelitian tindakan kelas ini dilakukan pada matakuliah  Pengembangan Bahan Ajar dengan jumlah mahasiswa 17 orang. Teknik pengumpulan data pada  penelitian ini menggunakan data kuantitatif. Alat pengumpulan data kuantitatif ini menggunakan instrumen materi pengembangan bahan ajar non cetak dengan menggunakan pilihan berganda yang diberikan secara online, sementara pada data kualitatif menggunakan hasil observasi kemampuan mahasiswa dalam mendesain materi pengembangan bahan ajar non cetak di kelas e-learning. Hasil penelitian ini menunjukkan terdapat peningkatan kemampuan mahasiswa dalam mendesain materi pengembangan bahan ajar non cetak dengan menggunakan e-learning flipped classroom. Kata Kunci: Kemampuan Mahasiswa, Bahan Ajar Non Cetak, E-Learning Classroom  Abstract: This study aims to improve students' abilities in designing non-print teaching materials through e-learning flipped classrooms. This research is a classroom action research (CAR) by following the research steps, namely: planning, implementing, observing, analyzing and reflecting. The subjects of this study were students in the fifth semester of the Pancasila and Citizenship Lecturer Study Program, the Teaching and Lecturer Faculty of the Islamic University of North Sumatra in the 2020/2021 school year. The implementation of this classroom action research was carried out in the course of Teaching Material Development with a total of 17 students. Data collection techniques in this study using quantitative data. This quantitative data collection tool uses non-printed teaching material development materials instruments using multiple choices provided online, while the qualitative data uses observations of students' abilities in designing non-print teaching material development materials in e-learning classes. The results of this study indicate that there is an increase in the ability of students in designing non-print teaching materials development materials using e-learning flipped classrooms. Keywords: Student Activity, Non-Printed Teaching Materials, E-Learning Flipped Classroom 

The Flipped K-12 Classroom

2016 ◽  
pp. 38-51 ◽  
Author(s):  
Vanessa P. Dennen ◽  
Jonathan Michael Spector
Keyword(s):  
Professional Development ◽  
Flipped Classroom ◽  
New Technologies ◽  
The Internet ◽  
Classroom Activities ◽  
Internet Resources ◽  
The Usa ◽  
Flipped Classrooms ◽  
The Many ◽  
K 12

New technologies are changing how best to support and facilitate learning in primary and secondary education. Many of these new technologies are available through the Internet, which is an important resource for learning and instruction at all levels and in nearly all contexts. Among the changes that are occurring is the possibility of integrating Internet resources into curricula, which are often linked to mandated standards in schools in the USA and other countries. Among the many possibilities of leveraging these classrooms is the concept of flipping the classroom so that primary presentations of content take place outside the classroom, with classroom activities focused on practice, interaction and feedback. To make a flipped classroom successful requires training teachers about technology integration, providing ongoing professional development, and developing supportive school and home environments with strong educational leadership. The focus of this chapter is on the needs and requirements involved in making flipped classrooms successful learning experiences for students.

Instructional Re-design for an Active Flipped Classroom

2016 ◽  
pp. 91-105
Author(s):  
Kim A. Hosler
Keyword(s):  
Instructional Design ◽  
Design Process ◽  
Flipped Classroom ◽  
Process Model ◽  
Course Design ◽  
Design Principles ◽  
Instructional Design Process ◽  
Flipped Classrooms ◽  
Design Process Model ◽  
Evidenced Based

The purpose of this chapter is to present and discuss the instructional design process model -- ADDIE, and nine flipped course design principles, which when used in parallel, offer a means to support the development and implementation of a hybrid or flipped classroom. Discussion of the pedagogical terms hybrid, blended, flipped classrooms, and active learning, are followed by an overview of the instructional design process model ADDIE, along with evidenced-based flipped classroom design principles. A partial example of how these two frameworks may be applied to the re-design of a fully online course into a flipped or hybrid course is demonstrated, and emergent design-consideration questions are offered.

scholarly journals A Content Analysis of the Studies on the Use of Flipped Classrooms in Foreign Language Education

2018 ◽  
Vol 8 (4) ◽  
pp. 72 ◽  
Author(s):  
Sevil Filiz ◽  
Aycan Benzet
Keyword(s):  
Content Analysis ◽  
Foreign Language ◽  
Quantitative Research ◽  
Flipped Classroom ◽  
Classroom Instruction ◽  
Language Education ◽  
Foreign Language Education ◽  
Foreign Languages ◽  
Flipped Classrooms ◽  
Performance Perceptions

Teaching foreign languages via flipped classrooms, in which the typical elements of a course are reversed, has been apopular pedagogy recently as the modern digital technology is flourishing unprecedentedly. The aim of this study isto review a selected sample of 50 studies on flipped classroom instruction in foreign language education publishedfrom 2014 to 2018 in Turkey and abroad. A content analysis was conducted for each study in terms of study years,study types, study locations, foreign languages taught, language skills taught, research methods, sampling, data tools,data analysis procedure and variables through a ‘Research Classification Form’. Results showed that studies weredone mostly as articles in 2016 in 14 countries mostly in Turkey using quantitative research designs commonly. Inthese studies, flipped classroom instruction was implemented for teaching all skills of English as a foreign language.Samples generally consisted of higher education students with lower than 50 as a sample size. In these studies, asquantitative data collection tools, achievement tests were utilized and as for analysis procedures, mean and standarddeviation were used predominantly. Additionally, the variables of Attitudes towards Foreign Language Lessons,Academic Performance, Perceptions, and Writing Performance were frequently researched. The findings obtainedfrom this study are expected to contribute to future studies conducted on flipped classrooms in foreign languageteaching.

scholarly journals I hvilken grad påvirker omvendt undervisning elevenes matematikkunnskap og oppfatninger om matematikk?

2019 ◽  
Vol 13 (1) ◽  
pp. 4
Author(s):  
Per Øystein Haavold
Keyword(s):  
Mathematical Knowledge ◽  
Flipped Classroom ◽  
Relevant Literature ◽  
Learning Outcome ◽  
Traditional Classrooms ◽  
School Year ◽  
Men I ◽  
Flipped Classrooms ◽  
Positive Effect ◽  
Quasi Experiment

De siste årene har omvendt undervisning, eller flipped classroom, vært mye omtalt i både norsk og utenlandsk skoledebatt. I en gjennomgang av relevant litteratur konkluderer Estes, Ingram og Liu (2014) at omvendt undervisning kan ha en positiv læringseffekt. I denne studien ble et kvasieksperiment gjennomført på tre videregående skoler for å undersøke i hvilken grad omvendt undervisning påvirket læringsutbyttet i matematikk, sammenlignet med tradisjonell undervisning. Det ble også undersøkt om omvendt undervisning kan påvirke elevers oppfatninger om matematikk. På én av de tre skolene var omvendt undervisning innført. Elevenes matematikkunnskap og oppfatninger om matematikk ble testet ved starten og slutten av et skoleår. Elevenes besvarelser ble deretter analysert for å se om det var statistiske forskjeller i endring av læringsutbyttet og oppfatninger om matematikk mellom elever som hadde hatt omvendt undervisning og elever som hadde hatt tradisjonell undervisning. Analysene viste at elevene som fikk omvendt undervisning, hadde en større faglig fremgang enn elevene som fikk tradisjonell undervisning. Analysene viste også at elevene som fikk omvendt undervisning, endret sine oppfatninger om matematikk i større grad enn elever som fikk tradisjonell undervisning. Dette kan tyde på at omvendt undervisning er et tiltak som kan være med på å styrke elevenes læringsutbytte i skolematematikk. Men i denne studien ble ikke selve undervisningen observert. Det betyr at også andre faktorer kan ha påvirket resultatene. For å undersøke omvendt undervisning i matematikk fremover, vil det derfor være nødvendig å undersøke selve undervisningen nærmere.Nøkkelord: omvendt undervisning, læringsutbytte, kvasieksperiment, oppfatningerTo what extent does flipped classroom affect students’ mathematical knowledge and conceptions of mathematics?AbstractFlipped classroom is a popular trend in education. In a review of relevant literature, Estes, Ingram and Liu (2014), conclude that flipped classroom can have a positive effect on students’ learning. In this study, a quasi-experiment was carried out in three upper secondary schools to investigate to what extent flipped classroom can affect students’ learning outcome in mathematics, com-pared to traditional teaching. The study also investigated whether flipped classroom can affect students’ conceptions of mathematics. Flipped classroom was introduced in one of the three schools. Students’ mathematical knowledge and conceptions of mathematics were tested at the start and finish of one school year. The students’ responses were then analyzed to see if there were statistical differences in change of learning outcome between students in flipped classrooms and students in traditional classrooms. The analyses showed that students in flipped classrooms had a larger increase in mathematical knowledge and larger change of conceptions of mathematics than students in traditional classrooms. This indicates that flipped classroom can have a positive effect on students’ learning outcomes, compared to traditional classrooms. However, the actual teaching was not observed. Other variables may therefore have had an effect on the results. Future investigations of flipped classroom in mathematics should therefore also focus on the teaching itself.Keywords: flipped classroom, learning outcome, quasi-experiment, conceptions

scholarly journals The Application of Flipped Classroom in Preventive Medicine Teaching

2020 ◽  
Vol 9 (1) ◽  
pp. 19
Author(s):  
Kangyong Liao
Keyword(s):  
Preventive Medicine ◽  
Flipped Classroom ◽  
Vocational Schools ◽  
Teaching Content ◽  
Flipped Classrooms

<p>The teaching content of preventive medicine courses in secondary vocational schools is too much, but the class hours are few. So students generally have little interest, which affects the teaching effect. This article focuses on the current problems in preventive medicine teaching in secondary vocational schools, analyzes the advantages of flipped classrooms, and discusses the issues that should be considered when flipped classrooms are applied.</p>

scholarly journals Not All Flipped Classes are the Same

2019 ◽  
Vol 19 (5) ◽  
Author(s):  
Alyssa Lawson ◽  
Caylor Davis ◽  
Ji Son
Keyword(s):  
Higher Education ◽  
Active Learning ◽  
Flipped Classroom ◽  
Design Approach ◽  
Cognitive Sciences ◽  
Popular Method ◽  
Instructional Activities ◽  
Flipped Classrooms ◽  
The Individual ◽  
K 12

The flipped classroom has recently become a popular method used in both higher education and K-12 classrooms, yet research has not consistently demonstrated clear benefits of flipping a classroom. Also, any benefits seen might not be from the flipped design itself, but instead from the individual aspects of a flipped classroom (e.g., more active learning in class, more feedback on homework). This suggests that research focused on how to develop the activities and components of the flipped classroom, instead of simply flipping the traditional in-class and out-of-class activities, is critical to flipped pedagogy. These activities (both in and out of the classroom) should be designed based on a theory of learning. We draw upon the Practicing-Connections (PC) hypothesis, supported by contemporary theories and research in the cognitive sciences, to design instructional activities to promote learning by having students practice making connections between concepts and situations. This paper examines the theory-driven-design approach, PC hypothesis, versus a basic flipped classroom. The results of this work offers suggestions as to what dimensions of flipping may be important and how to design and evaluate flipped classrooms based on theories of learning.

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