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The purpose of the study is to examine the effects of “flipping the classroom” on student performance, evaluation, and attendance in managerial accounting principles.

The study uses a crossed within-participants research design (each student experiencing both traditional instruction and simplified flipped instruction) allowing for control of individual differences between students; repeated-measures regression analysis for overall effects; quantile regression for performance-segregated effects.

Flipping the classroom resulted in significant performance improvement, particularly for lower performing students. Course evaluations indicate a few instructor-related ratings were lower for the flipped approach. Attendance was lower under the flipped approach for initial class meetings where the instructional manipulation occurred.

The study design included a weak form of flipping. A stronger form of flipping with greater incentives for class preparation as well as lecture videos could have stronger results.

Flipping the classroom could be effective for application-oriented accounting courses, particularly for lower performing students.

This is one of very few studies on flipping providing evidence of effectiveness using a crossed within-participants research design.

The purpose of this paper is twofold: first, to assess student perceptions of a flipped classroom model used in an introduction to management course; and second, to determine the relationship between student perceptions and student grades.

A quantitative approach was used, and a survey was created to assess student perceptions of their flipped classroom experience. Correlation analysis was used to explore the possible association between student performance (measured by test scores) and perceptions of the flipped classroom experience.

Results indicate several significant differences in student perceptions of a flipped classroom model between successful (grades A-C) and unsuccessful (grades D-F) students.

During the past several years, an active learning approach called the “flipped classroom model” has begun to be applied to higher education. Research on the effectiveness of the flipped classroom model in higher education has focussed on either grade outcomes or student perceptions, and is recent and limited. Findings can contribute to educators using a flipped classroom model, as well as to researchers investigating the impact of key factors related to student perceptions of their flipped classroom experience. Implications for applying the flipped classroom model are discussed along with implications for much-needed future research.

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.

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.

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.

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.

The purpose of this paper is to describe and analyze how one-shot library instruction sessions for large lecture classes can effectively be “flipped”, and can incorporate active learning activities as part of both online and face-to-face classroom.

This case study discusses the challenges of using flipped classroom methods with large enrollment courses and investigates the use of technology to facilitate the active learning components. Situated in flipped classroom pedagogy literature for both information literacy instruction and large lecture classes, the paper synthesizes practical information through the analysis of design and implementation.

Lecture classes present unique challenges for utilizing flipped classroom methods, but the obstacles can be overcome with a bit of preparation and faculty buy-in, balanced with the proper utilization of technology.

The paper offers other librarians practical design and implementation information for using flipped classroom methods, specifically for classes with large enrollments, filling a gap in the library literature that presently lacks examples of flipped classroom pedagogy being utilized for information literacy (IL) instruction with lecture classes.

The purpose of this paper is to suggest a methodology for evaluating the effectiveness of the flipped classroom (FC) model over traditional lecture-based teaching. It also proposed a tool to measure students’ perception toward the flipped approach in context of Indian management education.

This study employs an experimental research design to assess the effectiveness of the FC pedagogy over traditional teaching methods. Both qualitative and quantitative research methods are used in order to judge student engagement, content understanding, students’ perception and student academic performance. Experimental research design, along with survey research, is implemented in order to judge the students’ perception toward FCs.

The study proposes a six-dimensional tool to measure learning in an FC setting. These dimensions are as follows: students’ in-class involvement, comprehensive content understanding, students’ academic performance, students’ cognitive capabilities, collaborative learning environment and students’ inclination toward teaching and learning process. Results of this research are promising and encouraging toward the adoption of the FC model.

The present research work is limited to assess the effectiveness of FC teaching for a management subject. Future studies may be carried out in other management subjects and other streams.

The present study provides several valuable insights for future researchers, academicians and management institutions. Although implementation of flipped approach leads to a collaborative learning environment and prepares students for self-learning, it also offers educationalists to remodel their teaching pedagogy as per students’ learning and understanding needs.

The research demonstrates the successful implementation of qualitative and quantitative research techniques to evaluate the effectiveness of FC model in context of management education in India.

This study has explored the flipped classroom model in a private university in Malaysia. It aims to present a flipped classroom intervention for engineering education innovation.

The research (1) revisited prominent educational theories for a flipping or flapping pedagogy, (2) implemented and explored the flipped classroom experiences in one engineering subject using the action inquiry method with thematic analysis and (3) reflectively evaluated both students’ and educators’ “flipping or flapping experience”.

The responses of the research participants are analysed and used to develop the flipping or flapping classroom principles and an ideal flipped classroom model. From passive lectures to active learning with collaborative discourse and reflective communication, flipping the classroom can offer a seamless learning experience.

The flipped classroom model can provide good reference for other educational researchers who intended to conduct a flipped classroom. However, the small sample size with qualitative method and thematic analysis useds led to considerable theoretical development, but it may not achieve the validity standards to generalise the findings. Further empirical investigation with a systematic controlled group is recommended for future work across disciplines for extrapolation.

This is a genuine case study with an identified innovative teaching need to investigate how flipped classrooms can be enabled and enhanced in engineering education innovation.

This paper aims to present recently published resources on information literacy and library instruction providing an introductory overview and a selected annotated bibliography of publications covering all library types.

This paper introduces and annotates English-language periodical articles, monographs, dissertations and other materials on library instruction and information literacy published in 2016.

The paper provides information about each source, describes the characteristics of current scholarship and highlights sources that contain unique or significant scholarly contributions.

The information may be used by librarians and interested parties as a quick reference to literature on library instruction and information literacy.

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.

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.

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.

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.

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.

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.

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.

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).

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.

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.

A ‘flipped’ or ‘inverted’ teaching approach (Lage et al., 2000) reverses the traditional use of in- and out-ofclass time, delivering instructional input to students before class and devoting classroom time to applying this input in small group tasks. This study investigates the use of videoed lectures and attitudes to in-class activities among undergraduate students in first year Calculus classes using either a lecture-based or a ‘flipped classroom’ approach. Survey results indicate that while the majority of the students embrace the flipped experience and more specifically the in-class group work activities, they lacked the confidence in their self-learning abilities to completely part with an instructor-led class. This finding and its impact on implementing a flipped classroom supports concerns found in the literature that first- and second-year students may need more guidance from their professors before they can truly benefit from the flipped learning model of instruction.

بلقي جهنم سيردتلا " بولقملا " وأ " سوكعملا ) " جيل ،هئﻼمزو 2000 ( فيظوتلا يديلقتلا تقولل لخاد فصلا هجراخو ذإ دوزي بلاطلا داوملاب ةيميلعتلا لبق ءدب فصلا صصخيو تقو ءاقللا يفصلا قيبطتل ام هملعت بلاطلا كلذو نمض تاعومجم مّ ل عت ةريغص ةفداه . لوانتت هذه ةساردلا فيظوت تارضاحم ويديفلا فقاومو ةبلطلا نم ةطشنﻷا ةيفصلا نيب بﻼط ةنسلا ةيعماجلا ىلوﻷا نيقحتلملا تاقاسمب باسح لضافتلا لماكتلاو ) سلوكلاك ( ، كلذو اقﻼطنا نم جهنم دمتعي امإ تارضاحملا وأ فوفصلا ةبولقملا . ريشتو جئاتن حسملا ىلإ هنأ يف نيح لبقي بلغأ بﻼطلا ىلع ةبرجت فصلا ،بولقملا ىلعو هجو ديدحتلا ةطشنأ لمعلا يعامجلا لخاد ،فصلا ريغ مهنأ نورقتفي ىلإ ةقثلا يف مهتاردق ىلع ملعتلا يتاذلا ىلإ دح مهلعجي ريغ نيرداق ىلع يلختلا امامت نع فص هروحم ذاتسﻷا . دناستو هذه ةجيتنلا اهريثأتو ىلع ذيفنت فوفص ةيسارد ةبولقم فواخملا ةدوجوملا يف تايبدﻷا اهدافمو نأ بﻼط ةنسلا ىلوﻷا ةيناثلاو دق نوجاتحي ىلإ ديزم نم هيجوتلا نم مهتذتاسأ لبق نأ اونكمتي نم ةدافتسﻻا اقح نم جذومن ملعتلا بولقملا يف سيردتلا .