Search results

1 – 10 of over 4000
Article
Publication date: 2 March 2015

Allison Nederveld and Zane L. Berge

The purpose of this paper is to serve as a summary of resources on flipped learning for workplace learning professionals. A recent buzzword in the training world is  

3606

Abstract

Purpose

The purpose of this paper is to serve as a summary of resources on flipped learning for workplace learning professionals. A recent buzzword in the training world is “flipped”. Flipped learning and the flipped classroom are hot topics that have emerged in K-12 education, made their way to the university and are now being noticed by the corporate world. Unfortunately many learning professionals have misconceptions about what it really means to flip a learning experience, and little literature exists to support implementation of flipped learning in the workplace.

Design/methodology/approach

The methodology adopted in this article is a literature review.

Findings

The paper presents several tools for moving lecture outside of the classroom and for making class time more student-centered through active learning techniques.

Practical implications

This paper discusses the benefits and challenges of a flipped learning approach, both in general and specifically in the workplace. Additionally, the paper explores several case studies of flipped learning use in the workplace.

Originality/value

The paper is a literature review that explores the definition of flipped learning as a learner-centered approach to education and looks at two models of flipped learning with applicability to workplace settings.

Details

Journal of Workplace Learning, vol. 27 no. 2
Type: Research Article
ISSN: 1366-5626

Keywords

Abstract

Details

The Flipped Approach to Higher Education
Type: Book
ISBN: 978-1-78635-743-4

Open Access
Article
Publication date: 27 October 2021

Janaha Selvaras

Legal education, like any other discipline in higher education, necessitates in use of various teaching and learning pedagogies in order to provide a sustainable teaching…

Abstract

Purpose

Legal education, like any other discipline in higher education, necessitates in use of various teaching and learning pedagogies in order to provide a sustainable teaching and learning experience. This article aims to examine the feasibility of implementing flipped learning method as a pedagogy on legal students at the Open University of Sri Lanka, as well as the perceptions of students and lecturer on the teaching and learning process in a flipped class in preparation for future implementation.

Design/methodology/approach

A mixed research method was used. A survey and a semi-structured interview were used to collect student perceptions, and observations of the lecturer were used to document the lecturer's perception.

Findings

According to the information gathered from both qualitative and quantitative data, the flipped learning pedagogy enhances the prior learning and student-centered learning of open and distance learning (ODL) and offers a new perspective on the existing pedagogies used in legal education. This article also emphasizes that an equitable implementation of designing and delivering a flipped class will ensure the effectiveness in teaching and learning law in Sri Lanka through ODL.

Originality/value

Despite the fact that there is substantial academic literature on flipped pedagogy, including in legal education, this article will create an original contribution by incorporating reflections from Sri Lankan legal education as well as ODL.

Details

Asian Association of Open Universities Journal, vol. 16 no. 2
Type: Research Article
ISSN: 1858-3431

Keywords

Open Access
Article
Publication date: 8 February 2021

Wagdi Rashad Ali Bin-Hady and Abduljalil Nasr Hazaea

Existing research has examined English as a foreign language (EFL) students’ attitudes towards flipped learning. However, no study seems to have correlated students 

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Abstract

Purpose

Existing research has examined English as a foreign language (EFL) students’ attitudes towards flipped learning. However, no study seems to have correlated students’ achievement and their attitudes towards flipped learning. Yemeni EFL students also face pronunciation problems and they lack technology-enhanced language learning. The flipped learning approach promotes active learning and increases students’ learning outcomes. This study aims to measure the achievement level and the attitudes of Yemeni EFL students towards flipped pronunciation classrooms. It also correlates between achievement and attitudes towards this new experience.

Design/methodology/approach

Using a correlational research design, quantitative and qualitative data were collected through a test, questionnaire and structured interview from an intact class of Yemeni EFL students at the College of Education in Socotra.

Findings

The one-sample t-test analysis shows that the respondents scored high in the achievement test. The analysis of both the questionnaire and the structured interview revealed that the students have a positive attitude towards the flipped pronunciation classroom. The correlation analysis indicated a high-level positive relationship between students’ achievement and their attitudes where r = 0.779 with p < 0.001, two-tailed.

Research limitations/implications

The present study has some limitations regarding the sample size. This context-specific study recruited the available EFL class at the College of Education in Socotra, Hadhramout University. It would be more reliable should the study compared large groups of students so that the results can be generalized.

Practical implications

The study recommends using flipped learning to enhance pronunciation among EFL students.

Originality/value

This study contributes to the correlational studies in flipped learning.

Details

PSU Research Review, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 2399-1747

Keywords

Article
Publication date: 5 January 2021

Sunyoung Park and Nam Hui Kim

The purpose of this study is to examine the effect of students’ self-regulation, co-regulation and behavioral engagement on their performance in flipped learning

Abstract

Purpose

The purpose of this study is to examine the effect of students’ self-regulation, co-regulation and behavioral engagement on their performance in flipped learning environments in higher education.

Design/methodology/approach

The subjects were college students taking an education course offered at a 4-year university in South Korea. Structural equation modeling was adopted to analyze 221 student responses.

Findings

The findings indicated that the more students self-regulated, the more likely they were to engage in co-regulation with other students in the class. Students’ self-regulation and co-regulation also significantly affected their behavioral engagement. Finally, students’ self-regulation positively affected their academic performance, while co-regulation and behavioral engagement did not affect their performance.

Originality/value

Based on these findings, this study provides meaningful implications for scholars and practitioners on how to select and use more appropriate instructional and evaluation strategies to improve students’ positive behavior, engagement and performance in a flipped learning environment.

Details

European Journal of Training and Development, vol. 46 no. 1/2
Type: Research Article
ISSN: 2046-9012

Keywords

Content available
Article
Publication date: 6 April 2021

Cecilia Latorre-Cosculluela, Cristina Suárez, Sonia Quiroga, Natalia Sobradiel-Sierra, Raquel Lozano-Blasco and Ana Rodríguez-Martínez

The confidence placed in the use of technology and other computing resources is an important support for the deep transformation toward processes of very high quality…

4979

Abstract

Purpose

The confidence placed in the use of technology and other computing resources is an important support for the deep transformation toward processes of very high quality teaching-learning based on active learning. This paper aims to present and describe a higher education experience with Flipped Learning before and during the transformation of education due to the COVID-19 pandemic. In addition, the study analyzes the effectiveness perceived by university students of Flipped Learning for the development of competencies for the 21st century.

Design/methodology/approach

For this study, a quantitative methodology is used in which 376 university students fill out a questionnaire after experiencing several sessions with an inverted classroom under both onsite and online instructions.

Findings

On average, the results show a high agreement among students on the benefits or effectiveness that learning designs with Flipped Classroom have on the development of skills that will be useful for their personal and professional future. These competencies include character building, collaboration, communication, citizenship, critical thinking and creativity. At the same time, and depending on some control variables such as the modality of teaching (onsite or online), the course, the predisposition to innovate or previous experience with innovation, significant differences are also observed.

Originality/value

Education and learning have the need to respond to the different educational and training needs for the future. In this sense, the Flipped Classroom methodology allows the development of skills for the 21st century. In turn, this approach also makes it possible to approach blended learning. Experiences such as the one described in this study will characterize the future of education.

Details

Interactive Technology and Smart Education, vol. 18 no. 2
Type: Research Article
ISSN: 1741-5659

Keywords

Article
Publication date: 7 June 2019

Zamzami Zainuddin, Yin Zhang, Xiuhan Li, Samuel Kai Wah Chu, Saifullah Idris and Cut Muftia Keumala

This paper aims to analyze the trends and contents of flipped classroom research based on 48 selected empirical articles published during 2017 and 2018.

Abstract

Purpose

This paper aims to analyze the trends and contents of flipped classroom research based on 48 selected empirical articles published during 2017 and 2018.

Design/methodology/approach

The inductive content analysis was used as a methodology to investigate the content of flipped classroom research, including subject-specific areas, methodological approaches, technology tools or platforms, the most frequently used trending searches, countries of research, positive impacts and challenges.

Findings

The results of the analysis were interpreted using descriptive analysis, percentages and frequencies. This analysis found that various subjects were implemented in flipped classroom learning, and some technological tools were also used to enhance teaching and learning. Analysis of the impact revealed that the flipped classroom yielded positive learning outcomes on students’ learning activities such as learning motivation and engagement, social interaction and self-directed learning skills. Meanwhile, the most significant challenges encountered by the instructor were the lack of students’ motivation to watch pre-recorded video lectures or to study the contents outside of the class time.

Originality/value

The findings suggest that the flipped classroom concept might be effective in promoting twenty-first-century learning skills and developing the technology and information literacy competency based on national standards.

Details

Interactive Technology and Smart Education, vol. 16 no. 3
Type: Research Article
ISSN: 1741-5659

Keywords

Article
Publication date: 17 September 2019

Qiang Jian

This paper aims to study the effects of digital flipped classroom teaching method integrated cooperative learning model on learning motivation and outcome. From the…

1447

Abstract

Purpose

This paper aims to study the effects of digital flipped classroom teaching method integrated cooperative learning model on learning motivation and outcome. From the perspective of promoting students’ learning engagement, this study puts forward suggestions for the effective implementation of flipped classroom teaching, so as to provide reference for the implementation of flipped classroom teaching practice in colleges and universities. Along with the time change and promotion of 12-year compulsory education, traditional didactic instruction can no longer satisfy all students. The reform wave in education is therefore emerged in past years, where the “flipped classroom” model strikes a chord and becomes a trend.

Design/methodology/approach

By applying nonequivalent pretest posttest control group design to the experimental research, 242 college students in Henan Province are selected as subjects of study. They are divided into four groups. The first group adopts the flip classroom teaching method. The second group adopts the cooperative teaching method. The third group adopts the flipping classroom teaching method integrated the cooperative teaching method. The fourth group (control group) adopts the traditional teaching method. The study lasted 15 weeks with sessions carried out 3 h a week.

Findings

The research results show significant effects of flipped classroom teaching method on learning motivation, flipped classroom teaching method on learning outcome, cooperative learning on learning motivation, cooperative learning on learning outcome, flipped classroom teaching method integrated cooperative learning on the promotion of learning motivation and flipped classroom teaching method integrated cooperative learning on the promotion of learning outcome.

Research limitations/implications

First, on the basis of consulting the links of many teaching strategies and summarizing the experience of flipped classroom practice in famous universities, a series of teaching strategies is put forward. However, the pertinence of different subjects may be different, which requires teachers to focus on the specific practice of reference. Second, due to the limitation of time, the author spent more time and energy on the proposal part of strategy, and the scientific nature of the strategy is not verified in practice, so it needs to spend time and practice in the later stage to improve this work.

Practical implications

This topic is the integrated design practice and research of flipped classroom in current teaching. The practical significance of the research is to find a solution to the problem of low learning efficiency of students in traditional classrooms, so as to update teachers’ teaching concepts, change teaching methods and promote teaching behaviors. In flipped classroom, there is a systematic integrated design process before, during and after class, which can effectively improve teachers’ teaching design ability, help students change their learning methods and truly improve students’ learning efficiency and effectiveness. The research on the implementation of flipped classroom can enrich the theory of flipped classroom, including the research on the orientation of learning theory and the reorientation of the role of teachers and students. This study can provide theoretical support for the strategies and environment for the cultivation of students’ independent learning ability. The results of this study can provide a reference for improving the scientificity and diversity of research methods.

Originality/value

Based on the integrated design of flipped classroom before, during and after class, this research systematically explores the role of flipped classroom in cultivating students’ autonomous learning ability in the teaching of information science and technology, and studies how to maximize the role of flipped classroom in teaching to promote and help students’ learning. In addition, a special iterative method is adopted. In each round of research, according to the opinions of students and peers, the inadequacies and improvements in the last round of research is found, certain links are increased or decreased, and finally the research goals are achieved.

Details

The Electronic Library, vol. 37 no. 5
Type: Research Article
ISSN: 0264-0473

Keywords

Article
Publication date: 31 May 2019

Zamzami Zainuddin, Hussein Haruna, Xiuhan Li, Yin Zhang and Samuel Kai Wah Chu

Despite the enhanced popularity of flipped classroom research, there is a lack of empirical evidence reported about the different impacts revealed by the implementation of…

1491

Abstract

Purpose

Despite the enhanced popularity of flipped classroom research, there is a lack of empirical evidence reported about the different impacts revealed by the implementation of this concept. Therefore, to respond to this issue, this study aims to review and analyze the trends and contents of flipped classroom research based on 48 studies recently published in 2017 and 2018. The analysis was based on flipped classroom impacts from various fields.

Design/methodology/approach

A systematic literature review and content analysis were used as a methodology to investigate positive impacts and challenges of flipped classroom implementation.

Findings

The results of the analysis were interpreted using descriptive analysis. Analysis of the impact revealed that the flipped classroom yielded positive impacts on students’ learning activities such as academic performance, learning motivation and/or engagement, social interaction and self-directed learning skills. Meanwhile, the most significant challenges encountered by the instructors is a lack of students’ motivation to watch the pre-recorded video lectures or to study the contents outside of the class time.

Practical implications

Several issues in this discussion become implications that can be taken into consideration for future research. The findings suggest that the flipped classroom concept might be effective in promoting the twenty-first century learning skills.

Originality/value

While highlighting the limitations of an ineffective flipped classroom implementation, this study proposes further recommendations for future research.

Details

On the Horizon , vol. 27 no. 2
Type: Research Article
ISSN: 1074-8121

Keywords

Article
Publication date: 26 February 2021

Roberto Reinoso, Jaime Delgado-Iglesias and Itziar Fernández

The purpose of this paper is to analyse student performance and perceptions when a flipped classroom setting is used, in comparison with the traditional model.

Abstract

Purpose

The purpose of this paper is to analyse student performance and perceptions when a flipped classroom setting is used, in comparison with the traditional model.

Design/methodology/approach

The inverted learning model or “flipped classroom” is a pedagogical approach that attempts to reverse the traditional teaching and learning process, making the student the protagonist of their own learning, and is characterised by the theoretical contents being taught “outside the classroom”, allowing students to spend more class time carrying out other types of more practical activities that encourage much more active learning, such as enquiry exercises, problem solving, collaborative projects and so on. The study was conducted on a biology course of the Primary Education Bachelor’s Degree during the 2017/2018 academic year (n = 240).

Findings

The results revealed that better learning outcomes were achieved by students when the flipped classroom methodology was proposed. It has also been found that student perceptions of the teaching approach were more positive when the flipped model was followed. The flipped classroom methodology also seems to foster student participation and motivation more effectively than traditional teaching formats, mainly because the active learning activities that are carried out in this new educative approach manage to involve the students in their own learning processes.

Originality/value

Despite the enhanced popularity of flipped classroom research in multiple educational contexts and the growing number of studies published in recent years, there is little empirical evidence regarding the effect of the flipped classroom on learning outcomes and satisfaction in pre-service teachers.

Details

Information and Learning Sciences, vol. 122 no. 1/2
Type: Research Article
ISSN: 2398-5348

Keywords

1 – 10 of over 4000