Flipping the classroom with a LMS: Designing a technology-based learning model (original) (raw)
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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.
Himalayan Journals, 2023
The purpose of this research was to find out students' perceptions of the flipped classroom learning model in teaching writing. By using an approach, data was collected using interview instruments. Five students in the eleventh grade were in this study. List of interviews used to observe students' perceptions. The findings indicate that there is a generally positive perception. Students' interest in the learning model shows a positive perception. The highly positive perception of students shows that the participants have an awareness of the importance of the flipped classroom learning model applied in Islamic boarding schools in Indonesia. In the Reverse Classroom Learning Model, students have a choice of when and where they can view or study the material. There is one limitation found in this study; the sample size of this study is small compared to other qualitative studies in the research area of the flipped classroom learning model. This study adds to our understanding of how the Flipped Classroom Learning Model works in an Indonesian Modern Islamic Boarding School. So, teachers will be able to come up with good ways to help students with their learning problems and also make the teaching and learning process good and fun
2021
Flipped classroom is an active, student-centered approach that has been developed to enhance the quality of time in the classroom. This study investigates the perceptions of third year Bachelor in Teaching English as a Second Language (BTESL) and Bachelor in Accounting (BIA) students in a Higher Education Institute, Malaysia. It aims to examine the students’ perceptions towards the use of flipped classroom approach in Islamic Civilisation and Asian Civilisation subject (TITAS) and to identify whether there is any significant difference between the perceptions of two groups of students with different educational backgrounds. This study involves 124 respondents consisting of 82 (66.1%) third year BTESL students and 42 (33.9%) BIA third year students. It adopted a quantitative research design using a survey method for data collection. The questionnaire was adapted from previous studies as the instrument for this study. Data were analysed through SPSS software and were interpreted throu...
European Journal of Education and Pedagogy
The pilot study was conducted in one of the Sultanate of Oman’s government universities. In an isolated case, the researchers conducted one whole course only using a flipped classroom set-up for an entire semester. Advanced lectures were given in the form of short videos and reading materials to the students. Class time was spent for follow up, assessment and reinforcement of learning and was conducted by giving classroom activities ranging from group work, self-assessment exercises, case studies, muddiest point assessment etc. The study revealed five explanatory variables to flipped classroom effectiveness and through focus group discussions, the common learning challenges faced by the students were also determined.
Implementation of Flipped Classroom at Malaysia's Teacher Education Institute
Redesigning Higher Education Initiatives for Industry 4.0, 2019
In a teacher education institute in Malaysia, blended learning is considered as a strategic and effective learning instruction with unique features to help improve student-teacher's discussion skills, improve their communities of practice, and achieve their course purposes. One of the tools of blended learning is flipped classroom. Flipped classroom should be implemented especially among student teachers. The definition of flipped classroom was explained in detail, and furthermore, flipped classroom activities are based on social and cognitive constructivist theory that is suitable to be implemented in teacher education institutions in Malaysia because it is student-centered and involved students actively during the learning process. A research done in one of the teacher education institutions was discussed to find out the effect of flipped classroom in achievement history test and motivation among the 20 student teachers who enrolled for Early European History until 21st Centur...
The views of lecturers about flipped classroom model
The aim of this study is determining views of lecturers about Flipped Classroom Model. Qualitative research techniques used to identify individuals view about a subject. Therefore, this study was carried out as a phenomenological approach. The participants included 11 lecturers in Alanya Alaaddin Keykubat University in Turkey. All of them observed Flipped lessons in classes. The data were collected the semi-structured interviews around persuasion stage and had been analyzed inductively through descriptive analysis and content analysis. Based on the results it has been determined that, according to lecturers' views, Flipped Classroom Model facilitates teaching; improves learning by supplying flexible learning environment, doesn't have complexity, is applicable for all kind of lectures except practical ones. Besides, the lecturers want to use this model in lessons. Consequently, this model' observability is the most important feature. It can be stated that the usage of this model by the lecturers should be increased. / Tel.: 0 242 678 12 55
DOES FLIPPED CLASSROOM WORK IN INDONESIAN SCHOOLS? POTENTIAL AND ITS CHALLENGES
The flipped classroom also known as reverse teaching was still considered a new teaching method in the Indonesian context. This method is known as an innovative pedagogical approach that teachers and students have more efficient and quality time to meet face to face, at the same time allow more flexibility to students using their time for learning outside of wall classroom. However to make it works, the teachers need to determine the types of learning activities that need to be flipped. Many potential along with challenges if the flipped classroom will be used in Indonesian schools. Our paper aims to provide synthesis of knowledge and applicability of flipped classroom methods in Indonesian schools from theoretical views and research trends. This paper used a qualitative approach as a methodology such as focus group discussion with school stakeholders, interview with policy makers, and integrative reviews with multiple academic database was gathered, ranging in scope, including Elsevier, Ebsco, Scopus, web of science and google scholar. The paper ends with a hypothetical model conceptualizing the flipped classroom in Indonesian school context. Implications of flipped classroom in Indonesia education will be examined in this paper with stakeholder and policy perspective.
Flipped Classroom Method in Contemporary Teaching Learning Environment
International Journal of Movement Education and Social Sceince, 2018
Keeping in view the present scenario of Education in J&K, we are witnessing certain issues which are affecting our Educational Environment day in and day out. The teaching learning process is severely affected as classroom activities are out of order and the distance between teacher and student increases as no classroom activity takes place for weeks, months or years. It is because our educational system still depends on traditional classroom practices. Even in the absence of teacher, students can be engaged in teaching learning processes even if the existing conditions doesn"t permit the normal functioning of educational institutions. For this reason, educational institutions should employ a variety of teaching strategies in an attempt to engage all of their students. One such type of classroom is "flipped classroom". The idea of the "flipped classroom" is a relatively new concept in education that has become increasingly popular. Instructors who flip their classrooms reverse the roles of school work and homework by recording video lectures for students to watch before coming to class. Students then work on their homework in the classroom while the instructor is present to help them. The primary objective of this paper is to make stakeholders aware about the use of the new methodological and technological tools for teaching different subjects in Educational Institutions and continuing educational process despite aversive conditions that affect classroom environment. This paper also acts as a policy implication for government or policymakers or teachers to use the flipped classroom as a contemporary model to be implemented in teaching-learning activities for higher education.
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...
The study examines students' assessments of the use of the flipped classroom approach in an undergraduate course in the Business Department at the College for Academic Studies in Israel. In its essence, learners prepare for classes by watching videos away from class, allowing the classroom encounter to focus on discussion, exercises, and discourse. Data were collected by a questionnaire distributed toward the end of the course. The students reported that watching videos between lessons enhanced interest, alleviated boredom, and enriched the learning. To a lesser extent, they reported it increased their involvement in learning, understanding of the learning material, and confidence in their ability to understand it. While acknowledging the convenience of watching course videos between classes, however, the participants clearly preferred to watch them in class. Multivariate analysis revealed that working students were less positive about using the flipped-classroom approach than non-working students, female students were more positive than male ones, and older students were more positive than younger ones. Furthermore, the stronger the senses of having classmates nearby, the more positive the participants were about the contribution of watching the videos.