A First Experience of Flipped Classroom in Numerical Analysis

Caligaris, Marta; Rodríguez, Georgina; Laugero, Lorena

doi:10.1016/j.sbspro.2016.02.158

Cited by 21 publications

(12 citation statements)

References 6 publications

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“…Fifty of the articles show flipped learning to be a positive learning method as shown with the follow categories: “increase in positive feedback from instructors”, “feedback of the teaching in a positive way” (e.g., Christiansen et al 2017 ), “positive feedback toward the methodology and activities” (e.g., Rodriguez 2015 ), “effective guidance of the pupils”, “student preference for the blended learning approach” (e.g., Jarvis et al 2014 ), “high student acceptance rate of the learning method”, and “high student recognition of the model’s advantages” (e.g., Hao 2016 ). For instance, Caligaris et al ( 2016 ) in Argentina conducted a survey with students to investigate a first practice of flipped classroom with numerical analysis. They questioned the extent to which students benefitted from the flipped learning and were concerned about learning through video-recorded classes.…”

Section: Resultsmentioning

confidence: 99%

The trends and outcomes of flipped learning research between 2012 and 2018: A descriptive content analysis

2021

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As an innovative active learning method, flipped learning provides students with several opportunities. This study was conducted to reveal the trends and outcomes in research into the flipped learning approach published between 2012 and 2018. Descriptive content analysis was used to review 316 research and conceptual articles published in academic journals included in five significant databases that ascribe to journals the highest impact factor. The results indicate that most of the studies are conducted with students as the most frequent study group and with a mixed-method research design in the subject areas of education and medicine. The flipped learning approach is mostly conducted in higher education. As a region, Asia has taken the lead in flipped learning studies. Finally, the outcomes of flipped learning indicate an increase in student performance and positive influence on cognitive, affective, and soft skills.

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Section: Resultsmentioning

confidence: 99%

The trends and outcomes of flipped learning research between 2012 and 2018: A descriptive content analysis

2021

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“…Bhagat, Chang, and Chang (2016) examined the effectiveness of the flipped-classroom approach on students' learning motivation and investigated its impact on their learning achievements. Similarly, Caligaris, Rodríguez, and Laugero (2016) examined students' feedback about the flipped classroom approach and found a high degree of students' acceptance to the flipped classroom rather than conventional exercises on the whiteboard. Tan, Yue, and Fu (2017), in their work, illustrated that the flipped classroom approach might help students to improve their selflearning, critical thinking, and problem-solving skills.…”

Section: Introductionmentioning

confidence: 99%

A quasi-qualitative analysis of flipped classroom implementation in an engineering course: from theory to practice

Hussain

Jamwal

Munir

et al. 2020

Int J Educ Technol High Educ

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Students have different learning approaches and acquire knowledge in different ways owing to their varied perceptions and grasping abilities. Treating students equally, following the traditional teacher-cantered approach, may not be effective and calls for innovations in knowledge dissemination. This article takes a student-centric approach to implement a ‘flipped classroom’ model in an engineering course for constructivism (i.e. experience-based learning), and students’ personalized learning. The performance of the flipped classroom approach is compared with the traditional lecturing approach using four lenses: students’ grades, students’ reflection using three surveys at different stages during the semester, teacher’s observation, and peer observation. In most of the existing approaches, analysis of the qualitative survey data is performed manually without computer assistance, and therefore these are criticized for being primeval and instinctive. In this research, a novel approach, based on fuzzy logic, is devised to evaluate the qualitative survey responses from the students. It is shown in this research, that the linguistic survey responses can be summarized in an index more meaningfully using a fuzzy logic-based approach. The results further showed that the flipped classroom model helped students to improve their grades and enhance engagements with their teacher and their peers. Increased interaction, during interactive class activities, was instrumental in evolving students’ problem-solving and critical analysis skills towards better learning experiences. Furthermore, students’ survey results, analyzed using the novel fuzzy indexing and a non-parametric statistical test showed that the intervention in the form of flipped classes was effective and found to be statistically significant. The findings of this study may help other academics, endeavoring for experience-based, and students’ personalized learning.

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“…As described by Persky and McLaughlin, 8 "by blending the strengths of computer-mediated instruction …and face-to-face class time…, the flipped classroom can improve student outcomes, increase student engagement, and enhance critical thinking development." Thus, the changes and investments will be invaluable to the success of the program 41.…”

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confidence: 99%

Using the Flipped Classroom With Simulation-Based Medical Education to Engage Millennial Osteopathic Medical Students

Riley¹

2018

Journal of Osteopathic Medicine

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A First Experience of Flipped Classroom in Numerical Analysis

Cited by 21 publications

References 6 publications

The trends and outcomes of flipped learning research between 2012 and 2018: A descriptive content analysis

The trends and outcomes of flipped learning research between 2012 and 2018: A descriptive content analysis

A quasi-qualitative analysis of flipped classroom implementation in an engineering course: from theory to practice

Using the Flipped Classroom With Simulation-Based Medical Education to Engage Millennial Osteopathic Medical Students

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