Education Commons^™

An Exploratory Study Of University Students’ Regulation Profiles And Satisfaction With Flipped Classrooms, J. Reinaldo Martínez-Fernández, Ingrid Noguera-Fructuoso, Anna Ciraso-Calí, Antonio Vega-Martínez

Revista Española de Pedagogía

No abstract provided.

Disrupting Pedagogy: High School Students Making Sense Of The Flipped Learning Instructional Videos, Celeca A. Sukra

Journal of Research Initiatives

Technology has impacted every aspect of modern culture, including education. The influx of educational technology in schools presents opportunities to explore ways to engage students in the learning process fully. Although students may enjoy using technology in their daily lives, it is necessary to carefully consider how these students make sense of technology in the learning environment. Using the theoretical framework of constructivism, this Interpretative Phenomenological Analysis (IPA) aimed to understand and describe the lived experiences of three students using technology to learn in a flipped classroom at a New York City public charter high school. The significant findings reveal …

The Flipped-Classroom Instructional Procedure Development And Its Implementation Effectiveness In Improving Procedural Knowledge Learning Outcomes At Vocational High Schools, Admaja Dwi Herlambang, Olivia Dyah Fransisca, Tri Afirianto

Elinvo (Electronics, Informatics, and Vocational Education)

The students' number limitation in a classroom and the compression of face-to-face time challenge teachers to present practical learning scenarios to achieve learning objectives. This study aims to develop student learning procedures with the flipped classroom (FC) instructional model and determine its use in improving student learning outcomes. The research was conducted at a public information technology vocational high school in Malang, East Java Province, Indonesia. The FC instructional procedure development approach is based on the ADDIE (analysis, design, development, implementation, and evaluation) phase. The FC instructional procedure was developed in conjunction with a constructivist instructional strategy, consisting of five …

Innovating The Communication Pedagogy: An Application Of Flipped Classroom Technique In Communication Education, Gamze Yilmaz

Journal of Communication Pedagogy

As students try to make sense of their college experience and the value of attaining a degree post-pandemic, educators are grappling with finding new methods to re-engage students in the classroom using a range of modalities. This case study explored student reactions to flipped classroom learning experiences, and possible relationship between the flipped classroom technique and academic performance in communication education. As a student-centric pedagogical method, the flipped classroom can offer a promising remedy for student disengagement, and the findings of this study provide supporting evidence for this conclusion. Students characterized flipped classroom as a very favorable learning experience as …

Using A Flipped Classroom To Teach Evidence-Based Practice To Entry-Level Occupational Therapy Students, April C. Cowan, Karen Ratcliff, Chih-Ying Li

Journal of Occupational Therapy Education

Constructivist teaching approaches rely on students to be active participants in their learning. A flipped classroom is a constructivist approach that requires the students to complete pre-learning activities outside of class. Thus, in class the students can practice and engage in team-based discussions and teacher guided learning. We delivered evidence-based practice (EBP) concepts to entry level occupational therapy (OT) students in a doctoral program using a constructivist approach, that included a flipped classroom model and reliance on team-based strategies. We used the Evidence Based Practice Confidence (EPIC) Scale to assess the change in students’ confidence in EBP. Students demonstrated statistically …

Heading For The Future After Covid-19: Reflections And Recommendations On Teaching Processes In A Rapidly Changing Learning Landscape, Wanda Reyes-Velázquez, Carmen Pacheco-Sepúlveda

Journal of Communication Pedagogy

The COVID-19 pandemic posed numerous challenges for instructors and students. Professors, for example, struggled to quickly and effectively migrate face-to-face courses to remote teaching modalities. What had not been anticipated, however, were the additional challenges to be managed when returning to face-to-face and in-person teaching. This reflective essay provides some insight into how faculty at the University of Puerto Rico attempted to modify teaching practices to re-engage disengaged students as they returned to the campus classroom. Also, recommendations about how to move forward by applying a pedagogy of renewal are made.

Assessing The Value Of Video Resources In Extension-Led Natural Resources Management Continuing Education Programs, Eli S. Sagor, Marcella A. Windmuller-Campione, Madison G. Rodman

The Journal of Extension

Effective delivery of continuing education programs can improve their impact. Using the first of four two-week modules of a professional short course, we tested outcomes of a flipped classroom approach, comparing professional foresters’ completion rates, preference for, and perceived value of pre-module content delivered via video and reading. Participants in the National Advanced Silviculture Program self-reported significantly higher pre-module completion rates, preference for, and perceived value of video over reading. This simple study suggests the potential for video to serve as an accessible and preferred format for delivery of key content to supplement an in-person continuing education program.

Occupational Therapy Students’ Experiences Of Team-Based Learning: A Multi-Year Study, Bhing-Leet Tan, I-Ling Yeh, Phyllis Liang

Journal of Occupational Therapy Education

Many health sciences disciplines have adopted team-based learning (TBL) as part of their education pedagogy, with studies showing increased classroom participation and learner satisfaction. However, it will be beneficial to explore the learning experiences of occupational therapy students in TBL using a mixed methods approach. In an undergraduate occupational therapy program, students undertook three clinical modules using TBL in years two and three. This study explored their perceptions and experiences of TBL. This was a mixed methods prospective cohort study, during which two cohorts of students from Academic Year (AY) 2016 and AY2017 completed the Team-Based Learning Student Assessment Instrument …

Blended-Flipped Classroom Learning For Physics Students With The Topic Of The Photoelectric Effect, Alvama Pattiserlihun, Stephanie Jessy James Setiadi

Jurnal Inovasi Pendidikan IPA

Blended-Flipped Classroom Learning is a learning method that combines blended learning with flipped classroom learning. This study aims to: (1). Design and implement Blended-Flipped Classroom Learning with the topic of Photoelectric Effect for Physics and Physics Education students in Modern Physics course; (2). Determine how the effect of Blended-Flipped Classroom Learning on student learning outcomes for the topic of Photoelectric Effect; (3). Determine students' responses toward Blended-Flipped Classroom Learning for the topic of Photoelectric Effect. This research was descriptive and conducted at the Physics and Physics Education Department, Universitas Kristen Satya Wacana in the Modern Physics course. From the results …

Guided Online Case Scenarios Support Development Of Clinical Decision-Making Skills In Speech-Language Pathology Master’S Students, Krystal L. Werfel, Gabriella Reynolds

Teaching and Learning in Communication Sciences & Disorders

Flipped classrooms are increasingly recommended by scholars of teaching and learning, and some have argued that active learning is the key ingredient in this model’s success. This paper describes the creation and implementation of online guided case study scenarios using the test function of a learning management system, as well as evaluation of their effectiveness based on (a) performance of students on separate graded case study assignments and (b) student self-reflection of learning and feedback elicited in an end-of-course survey. The case studies were developed for use in a master’s level speech-language pathology course on aural rehabilitation that occurs during …

Student Involvement In Flipped Classroom Course Design, Whitney Henderson, Lyndi Plattner, Bailey Baucum, Tymeshia Casey, Allison Grant, Paige Headlee

Journal of Occupational Therapy Education

The purpose of this mixed-methods study was to examine changes in content knowledge, clinical reasoning, and metacognition with occupational therapy students involved in course design (collaborative participants), with participants engaged in flipped classroom model only (course participants), and to compare results between the collaborative and course participants. Forty-three occupational therapy students participated in this study. Researchers administered three pre- and post-test questionnaires and completed three focus groups. Results demonstrated both groups experienced growth in active learning and clinical reasoning and changed their perception of student involvement. The collaborative participants demonstrated additional benefits of development of relationships, increased accountability, and improved …

Flipping An Agricultural Teaching Methods Course At A Non-Land Grant University, Nathan W. Conner, Christopher T. Stripling, Stacy Tomas, Dennis Fennewald, Billye Foster

Journal of Human Sciences and Extension

The purpose of this study was to analyze undergraduate students’ perceptions of experiencing a flipped classroom in a teaching methods course at a Non-Land Grant Public Institution. The flipped classroom moves lectures and online videos outside of the classroom and uses class time for learning activities that promote problem-solving and discussion. Basic qualitative methods were used to provide flexibility, rich description, and the emergence of common patterns and themes. Participants reported the online lectures were beneficial and provided order and structure to the learning process. Personal responsibility emerged as a subtheme with mixed responses. Some participants felt it was the …

Faculty Members’ Experiences With The Implementation Of Flipped Classroom Environments In Higher Education, Fatimah Alebrahim, Heng-Yu Ku

Journal of Educational Research and Innovation

Active learning is an instructional strategy that focuses on the active learning process by involving students with engaging materials and activities in the class which leads to higher order thinking and increases students’ performance. The flipped classroom is one of the latest models that allows more time in class for applying active learning strategies. This model focuses on providing a media lesson to the students that must be completed outside of the classroom and prior to the class after which the teacher demonstrates different activities related to the media lesson during class time. The purpose of this qualitative study was …

An Exploratory Investigation Of A Flipped Classroom Model In Human Services Education, Nicola A. Meade, Narketta M. Sparkman-Key Phd

Journal of Human Services: Training, Research, and Practice

Human services education has unique needs due to the practical elements that are a part of preparing students for the field. One aspect is for students to graduate with a firm capacity to enact the skill detailed by the National Organization of Human Services (NOHS, n.d.). A blending of on-campus and on-line components has been found to encourage higher order thinking and offer experiential learning (Rehfuss, Kirk-Jenkins, & Milliken, 2015). The flipped classroom pedagogical model offers one potential way for educators to create an environment that facilitates the learning needed and recommended. This study altered a class to the flipped …

Achieving A Scaled Implementation Of Adaptive Learning Through Faculty Engagement: A Case Study, Constance Johnson, Emma Zone

Current Issues in Emerging eLearning

This paper presents a case study describing the implementation of adaptive learning at Colorado Technical University (CTU) with a focus on faculty adoption. A number of barriers to the adoption of technology will be discussed and more importantly, how CTU overcame these barriers. A description of the key elements of faculty support including training will be outlined as well as the information about the adoption of faculty using data to inform teaching strategies. The authors argue that if given the choice, faculty at CTU would prefer adaptive learning technology in their courses and welcome the use of technology and data …

The Impact Of Flipping An Educational Psychology Classroom On Learning At Different Levels Of Bloom's Taxonomy, Mona Ibrahim 2993299, Itohan Agbenin

Perspectives In Learning

This study examined the effects of the flipped classroom (FC) on overall learning in an undergraduate educational psychology course. Learning in the FC at the different levels of learning in Bloom’s Taxonomy (BT) was also investigated. We predicted that students in the FC would learn more than students in the traditional class and that students in the FC would initially score higher on items assessing lower BT levels (LL), but as they get more FC experiences would score higher on items assessing higher levels of BT (HL). Results indicated that there were no differences in exam scores between the traditional …

La Classe Inversée: Impact Sur Le Sentiment D'Efficacité Personnelle Et L'Utilisation Des Résultats Probants Chez Des Étudiantes En Sciences Infirmières (Flipped Classroom: Impact On Self-Efficacy And Evidence-Based Practice For Nursing Students), Laurence Harvey, Marjolaine Héon, Jacinthe I. Pepin, Louise Boyer

Quality Advancement in Nursing Education - Avancées en formation infirmière

Résumé

Contexte : La pratique fondée sur des résultats probants (PFRP) s’impose comme l’approche de préférence quant à la prise de décisions cliniques afin de répondre à la complexité croissante des situations de santé (DiCenso, Guyatt et Ciliska, 2005). Malgré son importance dans l’offre de soins de qualité, l’utilisation des résultats probants demeure sous-optimale dans la prise de décisions cliniques des infirmières (Forsman, Wallin, Gustavsson, et Rudman, 2012; Melnyk, Fineout Overholt, Gallagher-Ford et Kaplan, 2012; Pravikoff, Tanner, et Pierce, 2005), ce qui serait lié à différents facteurs tels que les habiletés (Jones, Crookes et Johnson, 2011; Melnyk et al., 2012), …

Flipped Classrooms In The Humanities: Findings From A Quasi-Experimental Study, Bryce F. Hantla

Christian Perspectives in Education

This quasi-experimental study explored the effects of flipping the classroom on perceptions of students in humanities settings. This control-matched study examined the effects of the flipped classroom on seven subscales from a satisfaction inventory. Out of 130 students, n = 62 (47.7%) completed the study. Flipped classes reported a more ideal classroom environment on Innovation and Individualization (p < .001). Additionally, flipping provides instructors more time to focus on deeper learning strategies than traditional courses.

Undertaking Educational Research Following The Introduction, Implementation, Evolution, And Hybridization Of Constructivist Instructional Models In An Australian Pbl High School, Adam Hendry, Gavin Hays, Kurt Challinor, Daniel Lynch

Interdisciplinary Journal of Problem-Based Learning

The aim of this paper is to provide an overview of the introduction, implementation, evolution, hybridization, and initial research into the constructivist instructional models deployed within a secondary (high) school in Australia. A concomitant aim is to relate some of the consequences of whole school pedagogical change, which have included the implementation of project- and problem-based learning, the flipped classroom, and a derivative hybridized form, referred to here as “flipped PBL.” Moreover, after a decade of using constructivist approaches, we initiated educational research to better understand some of the effects of these changes and to explore the reasons behind the …

Flipped Classroom: Overcoming Fear Of The Flip, Saundra Shillingstad

Journal of Curriculum, Teaching, Learning and Leadership in Education

When asked to teach an undergraduate Human Growth and Learning (HGL) course with a practicum experience in a four- week summer session I had one question: How could the instructor cover a semester’s worth of content and engage the students in a field practicum experience in four weeks? I asked our College of Education Innovation, Design, Experience, Activities & Synergy (IDEAS) director Wendy the above question. Her immediate response was: “flip your classroom”. This paper will discuss the professor’s experience and satisfaction with the flipped classroom design and the results of students’ evaluation of the HGL flipped course.

Educational Apps In The Blended Learning Classroom: Bringing Inquiry-Based Learning Into The Mix, Todd S. Cherner, Alex Fegely

Current Issues in Emerging eLearning

With schools investing heavily in mobile technologies and emphasizing blended learning lessons, teachers are being required to create learning experiences that utilize these technologies to further prepare secondary students for college and the workforce. In this article, the authors first present a brief vignette intended to be representative of the emotions and pressures facing teachers as they prepare to teach with these new technologies. Next, the authors provide a framework teachers can use to create app-based lessons, which are lessons that use multiple apps to engage students in an inquiry-based learning experience. To provide further support, the authors include two …

Getting Started With Team-Based Learning, Deborah A. Davis

Interdisciplinary Journal of Problem-Based Learning

No abstract provided.

Improved Student Outcomes In A Flipped Statistics Course, Laura Phillips, Mark Phillips

Administrative Issues Journal

Statistics is a required competency in numerous college majors, but students frequently approach the topic with anxiety. This paper describes an undergraduate statistics course that was "flipped," with most of the content delivery moved online and class time devoted to application and practice. Students were given a menu of learning tools from which to choose and were free to utilize as many or as few as they felt was appropriate, giving them ownership of their learning experience and the opportunity to tailor the course to their personal needs. The classroom experience included brief segments of lecture but consisted primarily of …

Closing The Loop: Building Synergy For Learning Through A Professional Development Mooc About Flipped Teaching, Donna Harp Ziegenfuss

Current Issues in Emerging eLearning

This case study describes how a MOOC, funded through an NSF grant, was used to create and assess faculty professional development. The MOOC, designed and developed using a backward design process, guided participants through an online project-based learning experience that integrated learning about the flipped classroom and about how to flip a classroom as the participants designed flipped teaching materials. The course structure involved an introduction to flipped teaching and learning content, experimented with flipped ideas and concepts, and emphasized reflection and sharing of experiences with peers.

Although mentoring faculty in flipped pedagogical design was the primary MOOC goal, the …

Blended Language Learning: An Effective Solution But Not Without Its Challenges, Christopher Johnson, Debra Marsh

Higher Learning Research Communications

The study discussed in this investigation is part of a larger collaborative initiative between Laureate Education and Cambridge University Press (LEP-CUP collaboration). This second phase of the research, completed in 2013, aimed to further explore the conclusions from phase 1 and set out to identify effective and appropriate best practice blended learning models within the network. A study was set up with 36 teachers, all experienced ELT teachers with differing levels of experience in blended language teaching, who took part in extended focus groups discussions sessions prompted by a series of questions. Responses from these groups of teachers indicated that …