Applying “First Principles of Instruction” as a design theory of the flipped classroom: Findings from a collective study of four secondary school subjects

Lo, Chung Kwan; Lie, Chi Wai; Hew, Khe Foon

doi:10.1016/j.compedu.2017.12.003

Cited by 127 publications

(121 citation statements)

References 43 publications

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“…An increase in the popularity of flipped learning studies has been seen in recent years (Abeysekera & Dawson, 2015;Lo, Lie, & Hew, 2018;. Yarbro, Arfstrom, McKnight and McKnight (2014)'s summary of recent research on flipped learning showed how widely flipped learning has become embedded in most disciplines, including foreign languages, and widely used in higher education.…”

Section: Introductionmentioning

confidence: 99%

A Content Analysis of the Studies on the Use of Flipped Classrooms in Foreign Language Education

Filiz¹,

Benzet

2018

WJE

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Teaching foreign languages via flipped classrooms, in which the typical elements of a course are reversed, has been a popular pedagogy recently as the modern digital technology is flourishing unprecedentedly. The aim of this study is to review a selected sample of 50 studies on flipped classroom instruction in foreign language education published from 2014 to 2018 in Turkey and abroad. A content analysis was conducted for each study in terms of study years, study types, study locations, foreign languages taught, language skills taught, research methods, sampling, data tools, data analysis procedure and variables through a 'Research Classification Form'. Results showed that studies were done mostly as articles in 2016 in 14 countries mostly in Turkey using quantitative research designs commonly. In these studies, flipped classroom instruction was implemented for teaching all skills of English as a foreign language. Samples generally consisted of higher education students with lower than 50 as a sample size. In these studies, as quantitative data collection tools, achievement tests were utilized and as for analysis procedures, mean and standard deviation were used predominantly. Additionally, the variables of Attitudes towards Foreign Language Lessons, Academic Performance, Perceptions, and Writing Performance were frequently researched. The findings obtained from this study are expected to contribute to future studies conducted on flipped classrooms in foreign language teaching.

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Section: Introductionmentioning

confidence: 99%

A Content Analysis of the Studies on the Use of Flipped Classrooms in Foreign Language Education

Filiz¹,

Benzet

2018

WJE

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“…FT was introduced into the lab sessions from the first day of class and the teacher's explanations were reduced to answering any doubts about outof-class learning (reading texts and watching videos). The learning design was based on the "first principles of instruction" (Merrill, 2002) following the scheme of Lo, Lie, and Hew (2018): the videos, as part of the out-of-class learning component, contributes to the activation phase. During the lab sessions the students start measuring under the teacher's supervision and are encouraged to ask questions to be sure they have understood the task (demonstration phase).…”

Section: Materials and Methods 21 Flip Teaching Modelmentioning

confidence: 99%

Effectiveness of flip teaching on engineering students' performance in the physics lab

Gómez-Tejedor

Vidaurre

Tort-Ausina

et al. 2020

Computers & Education

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Graphical abstractHighlights:• Lab results for Flip and Traditional Methodologies are analysed and compared.• Flip Teaching in the lab sessions improves students' academic performance.• Since students spend more time thinking, they write better lab reports.• Definition of the "analogous students" enables a more detailed statistical study. José A. Gómez-Tejedor et al., Computers AbstractThe progressive introduction of the flip teaching (FT) instructional model into higher education has accelerated in recent years. The FT methodology seems to be especially suitable for laboratory practice sessions: before the lab session the students are given documents and videos that explain the theoretical contents and the experimental procedure. When this material is studied in advance, the practice session can be devoted to the discussion, clarification and practical application of the acquired knowledge. This paper describes the effect of the FT methodology on the students' academic performance when it was applied to the laboratory practice in two subjects, Physics and Electricity, of a technical degree. The laboratory and final grades of these subjects were compared in four consecutive years. The characteristics of all four years were quite similar, except that the traditional teaching method (TM) was used in two, while FT was applied in the other two. The statistical analysis shows that the academic results of the students were better in both subjects under FT than those obtained using TM, and that the difference was statistically significant.

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“…Most importantly, learners are supposed to be engaged in problem-solving activities. Though the model by Merrill (2002) does not address on the design of flipped learning classes, researchers revise it for flipped learning classes in later studies (Hall, 2018;Kim, Jung, de Siqueira, & Huber, 2016;Lo & Hew, 2017;Lo, Lie, & Hew, 2018).…”

Section: Ideation and Prototype: The Flipped Learning Wheel (Flw)mentioning

confidence: 99%

“…Phase three: F2F sessions The design of F2F sessions is the key to a successful flipped learning class therefore it can be much more demanding (Lee et al, 2017;Lo et al, 2018). The design of F2F sessions mainly focuses on connecting online and F2F activities by providing quizzes, Q&A and mini lectures.…”

Section: Research Findingsmentioning

confidence: 99%

Flipped learning wheel (FLW): a framework and process design for flipped L2 writing classes

Luo

O’Steen

Brown

2020

Smart Learn. Environ.

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It is widely recognized that feedback is important for the improvement of second language (L2) writing skills; however, teachers are facing challenges in providing sufficient and quick feedback on students' written works. This study proposes to employ the flipped classroom approach and peer feedback in L2 writing classes. Though previous studies provided sufficient theoretical frameworks and design guidelines in both fields, there is still a lack of actionable process designs specifically for L2 writing that combine flipped learning and peer feedback. To address the aforementioned gaps, this article uses a 'design thinking' approach to establish a framework named the Flipped Learning Wheel (FLW), which contains the components and principles of a typical flipped learning class. To achieve collaborative and reflective learning, which have been rarely specified in previous flipped learning research, this study involves the jigsaw technique and process writing approach in the design. The paper presents a detailed explanation of the FLW implementation process in L2 writing classes that contains 18 steps. We also interviewed eight L2 writing teachers about their perceptions on the FLW framework's feasibility in practice. Respondents report that the teaching process is specific, actionable and feasible for real-life teaching, which also leaves sufficient freedom for teachers to make adjustments. However, more attention should be paid to classroom management, class size and teacher competence. The FLW framework and implementation process presented in this article can be directly used, adapted or reshaped by L2 writing teachers for students with middle and upper language ability. Future studies can also implement this process design in practice and test its impact on writing ability and engagement.

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Applying “First Principles of Instruction” as a design theory of the flipped classroom: Findings from a collective study of four secondary school subjects

Cited by 127 publications

References 43 publications

A Content Analysis of the Studies on the Use of Flipped Classrooms in Foreign Language Education

A Content Analysis of the Studies on the Use of Flipped Classrooms in Foreign Language Education

Effectiveness of flip teaching on engineering students' performance in the physics lab

Flipped learning wheel (FLW): a framework and process design for flipped L2 writing classes

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