Implementation of Flipped Classroom as A Supportive and Alternative Approach to Traditional Learning System (original) (raw)
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A mini-Learning Management System Unified Modelling System Flipped classroom
International Journal of Basic Science and Technology, 2024
Integrating a mini-Learning Management System (MLMS) into the pedagogical structure of flipped classrooms has developed as a convincing educational strategy, designed to reshape the traditional teaching and learning models. This study developed a mini LMS platform to empower educators in managing and disseminating instructional materials to engage students before the in-class period. JavaScript, HTML, CSS and MYSQL play vital roles in the design and development mini Learning Management System (LMS) used in this study to create a functional and user-friendly platform. The integration of these technologies in the design of the mini LMS allows for the creation of a robust, operative, interactive and data-driven learning platform. JavaScript provided the dynamism of the user experience, HTML structured the content, CSS styled the interface and MySQL managed the data. Consequently, a mini Learning Management System was developed. This platform was used in implementing the flipped classroom system.
Web Enhanced Flipped Learning: A Case Study
Canadian Journal of Learning and Technology, 2021
This research study is a technology-enhanced flipped learning pilot to observe the students’ engagement and learning in a self-regulated class through their individual feedback. Flipped learning was applied to a segment of the Study Skills course for more than two weeks to 129 students in the foundation year of a Teachers’ College in Bahrain. Divided across four sections, the students worked in small groups, prepared an assigned portion of the course content provided through a Learning Management System (LMS), and presented it to the rest of the class. Students used posters, flash cards, and digital technology in different forms such as PowerPoint slides, mobile phones, and Kahoot!. The reflective individual student responses on this experience were analysed quantitatively and qualitatively. The findings show a favourable response to group work, sharing ideas, saving time through collaboration, and use of technology. It is recommended that the study be extended to a larger sample gr...
Novel approach for adaptive flipped classroom based on learning management system
Education and Information Technologies, 2019
Today with the technology development, the learning activity takes some different methods and approaches. Among these approaches, we can talk about virtual learning using the learning management systems and the flipped classroom concept. Moodle platform represents one of these systems. The limitation of this Platform is the lack of an integrated adaptive mechanism to manage the students' learning process. In this paper, we present a model that can be combined with the Moodle platform to provide students with an adapted content according to their knowledge level and skills. Also, offer the instructors the ability to manage the learning mechanism of their students in the context of flipped learning. The model was validated by the implementation of the Smart Adaptive Management for Flipped Learning (SAM-FL) plugin. The proposed model is based on several hierarchical agents allowing modularity in the development of course content and tests' thresholds. The evaluation of the model was carried out objectively by comparing learner output levels against entry levels, and subjectively by performing a quality of experience with the learners. The obtained results showed the model effectiveness in terms of learners' improvement levels and acceptance of our solution towards them.
The Development of Flipped Learning Model Based on MyBrilian to Support Planned Online Learning
Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika, 2021
The Covid 19 pandemic period has changed the learning system, including the presence of online learning. Literature reviews from various sources state that the Flipped Learning model is an alternative model for planned online learning. Even so, the Flipped Learning model cannot be implemented directly, but it must be adapted to the conditions where students learn. The development of the Flipped Learning model in this study is supported by a Moodle-based e-learning campus, which is called MyBrilian, through the following syntax: (1) Introduction, (2) Exploration, (3) Study, (4) Exposure, and (5) Assessment. This study involved 66 students of Information System study program of Universitas Dinamika who took Basic Mathematics courses. The instrument used is the Lesson Plans, Student Learning Materials and Test Instruments. Data analysis through statistical descriptive and qualitative descriptive techniques. Based on the data analysis, it can be concluded that the learning is classified...
International journal on engineering, science and technology, 2023
The purpose of this study is the development of basic learning of web programming class XI RPL based on Microsoft teams using the flipped classroom model at SMK Al Hafidz Leuwiliang and to find out its feasibility and effectiveness. The research method used is Research and Development (R&D). The learning development model used is the ASSURE learning system design model which is integrated with the PEDATI learning model at the Model Design stage. The subjects of this study were students of class XI RPL. The results of this study based on the results of the feasibility test include (1) the results of testing learning materials obtained a percentage of 78% and are categorized as good; (2) the test results of learning media were 79% and were in the good category; and (3) learning design test results of 83% and categorized as good. One to One test results obtained a percentage of 88% and were classified in the good category, small group test results were categorized as good (85%) and field test results were also in the good category (87%). To determine the effectiveness of learning, it is carried out through testing the N-Gain value from the results of the pre-test and posttest. The result obtained was 0.75 (75%). Based on these values, and the paired test results are T count > T table or 13.72 > 2.06866 so that through flipped classroom learning can improve the learning outcomes of basic subjects of web programming, because there is a noticeable difference between learning outcomes in pretest and posttest data.
Students’ Learning Experiences With LMS Tes Teach In Flipped-Class Instruction
Elinvo (Electronics, Informatics, and Vocational Education)
The purpose of this study was to identify the impact of implementing a Learning Management System (LMS) ‘TES Teach’ on students’ learning experiences in a computer-assisted language learning (CALL) course with flipped-class instruction. For the data collection procedure, an individual interview with ten undergraduate students from an Indonesian college was conducted to demonstrate the potential impacts of the LMS in students’ meaningful learning activities. The observation of students’ learning activities on the LMS was also recorded to support the interview data. The LMS was adopted to distribute and receive information, thus, the students were able to monitor learning activities, learn the contents before coming to class, evaluate learning process, and interact with others outside of class hours. The finding of this study suggests that the LMS TES Teach is recommended to be performed in teaching CALL for higher education in Indonesia. It offers students’ occasion to practice and e...
The flipped learning model in online based education for secondary teachers
Journal of Technology and Science Education, 2019
The online-based model known as “flipped learning” raises new challenges that are different from those of face-to-face teaching. The flipped learning model enhances the active and autonomous learning of students, changes the relationships between them and with the teacher, and encourages innovation within the learning process. The following paper presents a descriptive, poll-based study after having implemented the model in the Curricular design course offered in two different departments, Mathematics and Technology and Computer Science, as part of the Master's Degree program in Secondary Education Teacher Training, taught online by the International University of La Rioja (UNIR). For this purpose, we have designed a learning model with a series of stages based on the events proposed by Gagné for the design of a teaching unit. In order to analyze the impact that the model has on student performance, the final grades obtained by the students are collected after individually desig...
Designing a Technology-Enhanced Flipped Learning Model Using Schoology LMS
IEEE, 2018
This study aims to provide a design of the flipped learning instructional model for teaching a Cross-Cultural Understanding course for EFL students. A bottom-up of the flipped learning model based on Blooms’ taxonomy of the cognitive domain has been produced. A Learning Management System (LMS), known as ‘Schoology’ adopted as a platform to share the recorded video lectures for students’ learning before attending class. Three main activities are proposed and recommended for students’ learning outside of the class, namely, ‘Watching’, ‘Note-taking’, and ‘Quiz’ (WNQ), while group discussions and peer-evaluation are two mains activities practiced in the class. This study suggests that a bottom-up of flipped learning model based on Blooms’ taxonomy is potentially implemented not only for teaching a Cross-Cultural Understanding but also other subjects. Finally, this study recommends that the Ministry of Research, Technology and Higher education or policymakers in Indonesia, including instructors, students, and community members, must be actively involved in developing, supporting, and maintaining a transformed learning culture, from being traditional to a technology-based learning environment.
A Novel Pre-Class Learning Content Approach for the Implementation of Flipped Classrooms
International Journal of Advanced Computer Science and Applications, 2020
The nascent recognition of computing in curriculum across countries is also accompanied by several pedagogic inefficiencies especially concerning insufficient time available for teacher-student interaction. In this paper, a flipped classroom concept was identified as an effective approach to teaching students at various levels in the academia including Higher Education. Preparing the pre-class content and considering the format used to deliver it has not gained much consideration. There are several ways in which this content could be provided to students to prepare them before an in-class activity where a flipped-classroom approach can be implemented. The present study analyzed the success of the flipped classroom concept based on a comparative analysis of the two types of flipped classroom pre-class content delivery methods: online videos and online PowerPoint slides. Evaluation was performed using paired T-test. The results show that the two approaches have significantly different means and huge differences between them. The students preferred online videos to online PowerPoint (ppt) methods underlining the importance of the proposed flipped classroom approach.
Role of Flipped Classroom in Education
Education is one field that is constantly changing and adapting to meet the needs of students. Educators are continually challenged to find new strategies for engaging students in the classroom so as to increase the effectiveness of the learning process. A flipped classroom inverts the normal learning process. It “moves the lectures outside the classrooms and uses learning activities to move practice with concepts inside the classroom” (Strayer, 2012, p. 171). The strategy “flipped classroom” also known as the “inverted classroom” or “reverse instruction” - a method incorporates technology to “flip” or “reverse” what is typically done in class with what is typically done as homework which supports instructional material for students that can be accessed online. At the heart of the flipped classroom which is moving the “delivery” of material outside of formal class time and using formal class time for students to undertake collaborative and interactive activities relevant to that material. This frees up classroom time that had previously been used for lecturing. This paper examines the concept of flipped classroom concept, challenges and its application on a virtual learning environment ahead of class