An Adaptive Teaching Model For Flipped Classroom (original) (raw)
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The Effect of Flipped Classroom toward Students’ Achievement in Teaching Reading
JET ADI BUANA
Flipped Classroom is a teaching strategy that combines technology in traditional teaching which today is commonly called blended learning. The flipped classroom is an opposite of traditional instructional procedures and usually done in the classroom in traditional learning to be performed at home in the flipped classroom, and usually carried out at home as homework in traditional learning to be implemented in the classroom in the flipped classroom. This research is aimed to knowhow students reading achievement can be improved by the effect of flipped classroom. To design this research, Action Research was chosen. There are two cycles on this research. Each cycle covered four steps; those were planning, implementing, observing and reflecting. The subject of this study was students in critical reading class consisting of 32 students. To gain the data, test, observation sheet, and interview were used. From the result analysis showed that the students reading achievement was improved by...
This study aims to search the effect of flipped classroom on students' learning a new grammar structure and their attitudes towards the English course. The study was carried out for 6 weeks with 56 students studying in five different preparatory classes at a black sea region university's foreign languages school in the fall term of 2015-2016 academic year. The design of the study was 'non-equivalent control group design' which is one of quasi-experimental designs. Data were gathered with help of an achievement test and an attitude scale. Flipped classroom model was applied in the experimental group while traditional instruction was applied in the control group. At the end of the study, it was concluded that flipped classroom had medium effect on students' academic achievements and attitudes comparing to traditional instruction.
The Effect of Flipped Learning (Revised Learning) on Iranian Students’ Learning Outcomes
Advances in Language and Literary Studies, 2015
The purpose of this study was to investigate whether the flipped (revised) learning had effect on student learning outcome. Lage et al (2000) describes the flipped classroom as " Inverting the classroom means that events that have traditionally take place inside the classroom now take place outside the class and vice versa" (p.32). The participants in this study were 250 students and five teachers from a secondary school in Ardabil. Homogenous students were selected on the basis of their scores in the last year. Ten classes were considered for investigation. There were 25 students in each class and each teacher taught two classes that one of classes was flipped class and another was ordinary class. Ttest was used to compare the overall performances of two classes in each subject in order to determine the effect of flipped learning on students' learning outcomes. The findings of this research demonstrated that there were significant differences between flipped and ordinary classes in students' learning outcomes.
Psychology and Education Journal, 2021
This article aims to describe the flipped classroom model as an effective and meaningful learning model in various times. The flipped classroom model (flipped model) is a learning model that emphasizes learning in the classroom and outside the classroom, where conventional activities are carried out in class into activities at home, and activities carried out at home become activities in class. The flipped classroom model makes learning effective with active student involvement in the learning process, and meaningful learning with the influence of better changes in cognitive, affective, and skill aspects in students. The flipped classroom model is closely related to a more efficient use of learning time, where outside the classroom (at home) students have studied material and done assignments, then in class problem solving is carried out by discussing and completing assignments/ evaluations given by the teacher. Assessment in the flipped classroom model with comprehensive and authen...
An Analytical Study Related Learning with Flipped Classrooms Model
2017
The Flipped Classroom Model is a student-centered learning model in which students effectively assimilate subjects in the classroom, where they often perform their learning out of school with materials such as narrative, film, presentation, or video. The purpose of this study is to examine the effect of the Flipped Classroom Model on the academic success of prospective teachers. Experimental pattern model with pretest-posttest control group was used in the study. One experimental and the other control group were determined for the study. The study group of the investigation is the second grade students who study at the Department of Elementary Teacher Education in Mustafa Kemal University Faculty of Education in 2016-2017 academic years. The study continued 6 weeks. An achievement test was developed previously by the researcher and the developed achievement test was applied twice to the groups as pretest and posttest for the study. The Cronbach Alpha coefficient, which is the coef...
HBMSU, 2017
United Arab Emirates government schools are shifting its education system to edu-tech system, that creates attractive and more engaging learning environment. Al Salama Secondary School in Um Al Quiwain had the precedence to use Salasil.com (http://www.salasil.com/ ) which is basically an E-learning platform. Via Salasil.com, flipped classroom approach was applied on teaching English language subject in an attempt to change students studying methods to master English language by applying constructive and communicative learning theories. This case study was conducted in the UAE, 2017 to investigate, to what extent utilizing flipped classroom approach can effect on English language acquirement in terms of four skills (listening, reading, grammar and writing)? And how flipped learning process can alter students’ attention towards learning a language based on applying various engagement strategies? Based on qualitative methods, two instruments were used (interview and observation) as tools to collect data for 100 students. These students had logged in Salasil.com, E-learning platform, (http://www.salasil.com/ ) to practice the flipped lessons which were uploaded and updated by the teachers. Teachers’ experimental group interviews indicated that applying the different approaches of flipped classroom assisted them in terms of converting the traditional teaching learning process from teachers learning-center to students learning-center. In addition, the flipped classroom helped them to distribute the classroom time according to students’ needs by customizing the curriculum content instructing process. Teachers noted that students’ perspective towards homework concept had changed to independent learning. However, students’ experimental group interviews showed that employing the different methods of flipped classroom raised their willingness to involve in the learning process and as a result their achievements had enhanced as will. Students noted that they were learning at their own pace through being able to use and improve their abilities and potentials. Students mentioned that the flipped classroom had contributed in allowing them to have clear understanding of their learning styles. Although 15% of the experimental group couldn’t follow up with all the flipped lessons due to internet connection problems that they faced at home and lack of devices availability but they were impressed by their colleagues’ enthusiasm during classroom lessons which encouraged them as will to participate.
The Effect of Using Flipped Classroom Model on Libyan University Students' English Learning
(Faculty of Arts Journal) مجلة كلية الآداب - جامعة مصراتة
This study aimed at investigating the effectiveness of using flipped classroom model on learning English as a foreign language and students’ attitudes towards flipped classroom. The sample of study consisted of 31 students at Faculty of Arts, Misurata University. The participants were divided into two groups: 16 students for the experimental group and 15 students for the control group. The data collection tools used in this study were an EFL (English as a Foreign Language) test and a questionnaire to explore students’ attitudes towards flipped classroom. Participants in both groups were pre-tested using the EFL test before the experiment. Then, the experimental group was taught using flipped classroom strategy while the control group was taught using the traditional teaching method. After the experiment, students in both groups were post-tested using the EFL test while the questionnaire was administered to the students of the experimental group only. The results of the study showed ...
The latest learning methods of 21st century emphasizes on student-centered learning and the use of technology in teaching. Flipped Classroom is one of the latest pedagogies that give attention to active learning through the use of technology as an intermediary in learning and teaching. In contrast to the traditional method where the teacher use 'chalk and talk', Flipped Classroom emphasizes on learning through the student's own knowledge construction. Thus, there are two-way interactions which are among the students themselves and between teachers and students. Existing traditional methods have experienced paradigm shift towards the implementation of the methods and patterns that meet the learning styles of students. Implementation of new methods, such as Flipped Classroom are to ensure balanced with the demands of the present century in education system. The main idea of Flipped Classroom is to give meaningful and impactful learning. Previous studies on Flipped Classroom found that this method has positive impacts on student's achievement. Previous researchers also have tested the effectiveness of Flipped Classroom from various aspects such as the use of different instruments for different discipline based on the level of their students. This paper will review a number of studies that have been carried out in assessing the participants after the implementation of Flipped Classroom approach.
Erudio Journal of Educational Innovation, 2021
This research aimed to determine the influence of the flipped classroom model on students learning outcomes on the chemistry subject, particularly on electrolyte and non-electrolyte solutions. This research employed pre-experimental research and a one-group pre-test post-test design on one sample group. We used the method to compare pre-test and post-test results. This research was conducted in Public High School 9, Bengkulu City, Bengkulu Province, Indonesia. The population was 76 tenth graders of Mathematics and Natural Science Class. As many as 25 students of Class X-I were chosen as the samples using purposive sampling. The research instrument was pre-test and post-test, consisting of 10 questions to assess learning outcomes. We analyzed the average value of learning outcomes. The SPSS application was used to evaluate the normality, homogeneity, and hypotheses. The average pre-test score was 64.6, and the average post-test score was 87.8. Learning outcomes were normally and homogeneously distributed. The hypothesis testing produced a significance value of 0.000<0.05. Therefore, the flipped classroom model using a scientific approach and e-modules significantly affected the learning outcomes of the chemistry subject. The research result showed that the implementation of the flipped classroom model positively affected and improved the learning outcomes on the chemistry subject, particularly on electrolyte and non-electrolyte solutions.
Students’ learning and academic achievement will always be the heart of teaching. To keep on the track of helping our learners to have good academic achievement performance teachers find ways to innovate in terms of teaching styles and strategies. Within the education world the flipped classroom has been embraced as a way to encourage teachers and students to break out of old molds and develop creative, active, learning environments in which to build skills and knowledge. The purpose of this study is to determine the effectiveness of this type of classroom. The research method used for this paper is quasi experimental design in which the process consists of two analyses: first is evaluating the effectiveness of flipped classroom; and second is comparing the effectiveness of flipped with a traditional or conventional-typed of classroom in terms of post-test score and performance of the participants in Araling Panlipunan (Social Studies) subject. This paper concludes that the flipped classroom environment helps our learners to be prepared before the class activity and enhances the 21st century learning competencies needed by our learners. Also, this action research attempts to inform those who are thinking of using new technologies and approaches to deliver lessons in any subjects in the context of public school