Flipped classroom" as new challenge in higher education: a multi case study (original) (raw)
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We find ourselves in the era of a new paradigm of education, in which learning ceases to be an internal and individual activity and becomes an activity performed collectively, critically, in participation with others, and online . It is in this sense that the flipped classroom model arises. The present study provides evidence of the model's efficacy at the university. The study investigates whether the model improves: the teaching and learning processes, the satisfaction in the development of the course, the academic performance of students and the assessment of professors. The method used consisted of an evaluative study and the collection of data from both professors and students. Regarding students, we analysed the following set of data: academic results, the university's official survey, a questionnaire created and validated for the purpose of this study, and a focus group. Regarding professors, we collected data by interviewing the professors that organized the course. The results were in line with the previous study carried out by Yarbro, Arfstrom, . The study by Yarbro and colleagues, as well as present study, confirmed that the model contributed to: the enrichment of teaching and learning processes, aspects related to the integration of concepts, the role change of professors and students, the improvement of the processes of participation and communication, the integration of the ICTs, the improvement of academic results, and the promotion of student interest in the course.
Effectiveness of the Flipped Classroom Approach in Higher Education
EDULEARN19 Proceedings, 2019
Flipped classroom is a form of active learning that requires students participation in learning activities. This innovative method that allows for flexible classes transforming the student into a proactive participant with self-evaluation capacity. Active learning strategies are student-centred instructional activities that requires students to ‘do things’ and think about and reflect on what they are doing. The preparatory phase of the class, as well as the precise instructions offered to the student, are considered critical for the success of the flipped classroom design, as they serve to adequately prepare students for productive participation in face-to-face sessions. The effectiveness and success of this methodology is influenced by these factors. The purpose of this study was to determine the effectiveness of the flipped classroom approach to diverse teaching experiences in Higher Education. The approach to flipped learning has been carried out in two levels, initially in the d...
Flipped Classroom for an Active Learning
Journal of Education and e-Learning Research, 2020
Classes, as a critical teaching-learning process in the school culture, remain, essentially and for the most part, without fundamental changes, following the sequence: presentation of the contents by the teacher, and implementation of these contents in a very theoretical way (highly based on the resolution of exercises, either through worksheets and manuals or through the preparation of written assignments, with or without their oral presentation). This position paper offers another teaching model that reverses this sequence, starting from the student's autonomous work and concluding in the materialisation of the knowledge and skills attained, always with the teacher's support-the flipped teaching method. Through a collection and selection of articles on this topic, concurrently with the authors' experience in training in higher education, and also in the monitoring of students' pedagogical internships, the authors describe and analyse flipped teaching, as well as its limitations and challenges. The results of this analysis suggested that flipped teaching has a high potential in student learning regarding the development and attainment, by them, of specific and transversal competences necessary for the 21st century, in terms of their employability, entrepreneurship, innovation, literacy and contribution to sustainable development.
Flipped Classroom in the Realm of Higher Education: Potential and Challenges
The advent of new technologies open infinite opportunities for educational endeavors. One such opportunity can be seen in the so-called 'flipped classroom', also known as 'reverse teaching'. This paper examines the potential of flipped classroom in the realm of higher education by scrutinizing its potential benefits along with challenges that need to be attended to. In particular, this paper argues that flipped classrooms can potentially address a number of classical predicaments associated with conventional lectures. Additionally, it is argued that flipped classroom can potentially make face-to-face time with the teacher more efficient and well-spent while, at the same time, allow for more flexibility, more convenience, and more time for learning outside of the 'brick and wall classroom'. However, in order for a reverse classroom to work, teachers need to appropriately decide on the types of learning activities that need to be flipped (what activities are conducted outside the class meeting and what activities are conducted during class meetings). Inappropriate flip of these activities may result in the learning being hampered. Implications of flipped classroom on education will be examined in this paper.
Flipped Classrooms in Teaching Method Courses at Universities
International Journal of Academic Research in Business and Social Sciences
The expectation from education is to bring 21st century learning skills to the new global and digital world students, as we the world progresses rapidly towards an information society. In this direction, learners should be able to create their own knowledge rather than just receive it; to be active in the learning process, and to discover new information and be able to transfer it. Developments in technology provide great opportunities for students to access and explore knowledge on their own. Together with these developments, the exploration for a learning environment, which will especially provide 21st century skills to students, is continuing. It can be said that the flipped classroom has important potential for students to gain 21st century skills. With the flipped classroom, the classroom time spent for the explanation of courses is moved out of the classroom, and it is aimed to also gets the students` to use experience the application of such info/knowledge internalize the students' knowledge in practice during the class. In accordance with the flipped classroom model, this article aims at first, introducing the measurement and evaluation processes of suitable teaching methods, second, suggesting different activities inside and outside of the classroom, and, third, designing Web 2.0 applications that would help us realize the suggested method.
Flipped Classroom: Technological Teaching and Learning Methodology in University
EDULEARN19 Proceedings, 2019
This article is derived from a qualitative research of interpretative type, under the hermeneutic approach, which aims to generate a theoretical approach about the inverted classroom as a teaching and learning methodology with the effective use of information and Communication Technologies (ICT) in college. This leads to identify the meanings and meanings given by teachers to the dilemmas of the methodology of the classroom invested in the higher Polytechnic School of Chimborazo, Faculty of Computer Science and Electronics, this being the context under study. In the methodology, the technique of the in-depth interview was applied to five social actors of the Master in Planning, evaluation and Accreditation of higher Education, whose transcribing discourses were submitted to the processes of categorization and codification. The findings were defined around the categories: approaches and disciplines, characterization of learning and dilemmas in technology teaching, which revealed thei...
Recibido el 22 de marzo de 2018; revisado el 28 de enero de 2019; aceptado el 26 de marzo de 2019; publicado el 1 de junio de 2019 RESUMEN: El aula invertida es una metodología que se ha venido aplicando principalmente a nivel universitario, posiblemente, debido a la capacidad que le proporciona al estudiante para ser protagonista en el proceso de aprendizaje. En este estudio se realiza una revisión sistemática de esta metodología a nivel universitario en España. Los resultados obtenidos del análisis de 109 investigaciones apuntan a un paulatino incremento en el número de publicaciones por año, tanto en español como en inglés; hecho que podría estar relacionado con un aumento en el uso de esta metodología en las clases universitarias. A pesar de haber pocas universidades que consideran esta metodología como parte común en sus prácticas, casi la mitad de las universidades españolas han tenido un primer contacto con ella. La gran mayoría de estas experiencias han tenido un gran peso en los diferentes campos de la rama de las ciencias sociales y jurídicas, así como en las ingenierías y arquitectura y han empleado principalmente diseños y técnicas cuantitativas. Los principales objetivos en esta temática fueron dos: medir el impacto del flipped classroom en el rendimiento académico de los estudiantes y conocer su percepción o satisfacción con la propia experiencia. A pesar de no existir un claro consenso sobre su efectividad en el rendimiento académico, un alto porcentaje de estudios manifestaron conclusiones generales positivas o positivas y neutras. Finalmente, en vista de estos resultados, se presentan diferentes recomendaciones y futuros temas de investigación. PALABRAS CLAVE: FLIPPED CLASSROOM, UNIVERSIDAD, REVISIÓN, ESTRATEGIAS DE APRENDIZAJE, APRENDIZAJE SEMIPRESENCIAL. ABSTRACT: Flipped Classroom is a methodology that is being more common at university level, surely, due to the active role the students take on the learning process. In this research a systematic review of this methodology at university level in Spain is carried out. The analysis of 109 research studies point out the gradual increment of the number of publications about this topic both, in Spanish and English, as time goes by that could be related to an increment of the use of this methodology at university classes. Despite the fact there are few universities that consider this methodology as part of their common praxis, almost half of Spanish Universities have had a preliminary contact with it. The vast majority of these experiences have been applied to social sciences and law area, as well as engineering and architecture, using fundamentally quantitative designs and techniques. The main objectives of these type of research studies were measure the impact on the academic performance and discover the satisfaction of the experience. Although there is not a clear conclusion about the effectiveness of Flipped Classroom on the students' academic performance, a large amount of research studies points out positive or positive and neutral general conclusions. Finally, in view of this results, recommendations and future research topics are discussed.
The Flipped Classroom: A Twirl on Pedagogy
International Journal of Research and Scientific Innovation, IJRSI (2321-2705) , 2019
Abstract:-The traditional classroom has applied the “I Achieve”, “You Achieve”, “We Achieve” as an approach for teaching and learning for many years. The flipped classroom turns around the table. The teacher utilizes “You Achieve”, “We Achieve”, I Achieve” as a substitute. Flipped classroom “upturned” classroom where homework, investigation and further readings occurred in the classroom. In addition, students involved in preliminary class activities at home such as watching lesson videos, PowerPoint and summary readings. After this, students come to class not as students but as “teachers” ready to start solving problems, probing solutions and appraising text. However, the flipped classroom is still very new in the teaching profession as a strategy for teaching. Although, it has been in use from primary school to the higher institution in many nations of the world. As with most strategies, the flipped classroom has numerous ways of application in schools. This paper is a position paper on the flipped classroom. It studies and illustrates the implementation and perception of the flipped classroom. Furthermore, the paper provides various methods of implementation and tools applicable in a flipped classroom. Also, the explanation was given on the merits and demerits of the flipped classroom as applicable to all teaching techniques. Keywords: Flipped classroom; teaching techniques; pedagogy
An Exploratory Study in Flipped Classroom
Journal of Science and Mathematics Letters, 2017
Flipped classroom is an active learning strategy that used online material to review, with the classroom becoming the place to work through problems and advance concepts. The aim of this study is to examine students' perceptions on learning chemistry in a flipped classroom and their willingness to participate in a flipped classroom again in a matriculation college. One hundred and sixty-three students of a lecture group from Labuan Matriculation College participated in this study. Data were collected by using survey and interview which were analysed both quantitatively and qualitatively. Results of the study indicate that majority of the students were generally positive towards the flipped classroom and 86% of the subjects were willing to participate in a flipped classroom again. From this study, students' responses revealed that the benefits of the flipped classroom are that it: (1) captures attention, (2) gains prior knowledge, (3) facilitates control over own learning, and (4) enhances deeper learning. The findings imply that lecturer should provide videos which are short, simple, animated with subtitles, reflective questions and summary.
A pilot study of the flipped classroom approach in higher education
Huarte de San Juan. Filología y Didáctica de la Lengua
Teaching and learning grammar have become arduous tasks in the English classroom. On the one hand, students feel they are studying the same topics repeatedly. Teachers, on the other one, think students are not able to acquire the grammatical contents of the syllabus. As a direct consequence, it can be assumed it is high time to change the traditional methodology and introduce new approaches which allow us to involve students in their learning process. This paper is aimed at demonstrating the effectiveness of using the flipped classroom approach when teaching grammar. As it is a learner-centred model, students actively expose to contents at home and the in-class time is used to do tasks related to the previously worked contents. The instrument employed for this study is a questionnaire designed to know students’ opinion about a flipped experience implemented in the English classroom. The results show that this teaching model can be a good option to avoid students’ demotivation when t...