Bibliographic Review of the Flipped Classroom Model in High School: A Look from the Technological Tools

Urbano, Lina M. Pastes; Teran, Hamil S.; Gómez, Fabinton Sotelo; Solarte, Mario; Sepulveda, Carlos J; Meza, Juan

doi:10.28945/4605

Cited by 6 publications

(4 citation statements)

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“…The Serious Games activity described in the papers [37], [41], [42], [44], [45] did not achieve the "Analyze" level. The keywords for this level (e.g., classify, break down, categorize, criticize, simplify, associate, etc.)…”

Section: Resultsmentioning

confidence: 93%

Bloom Taxonomy, Serious Games and Lean Learning: What Do These Topics Have in Common?

Witeck

Alves

Bernardo

2021

IFIP Advances in Information and Communication Technology

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Lean Thinking principles and methods, in the context of highly valued production systems, are seen as the best practices and essential for competitiveness. Therefore, it requires educators, students, and employees well trained and prepared in Lean concepts to meet these demands. In this context, gamification is becoming a popular resource among educators who aim to train the principles of Lean Thinking. Among educators, Bloom´s taxonomy is an objective-based assessment as it approaches a high level of detail when defining learning objectives. In the context of this paper, Bloom's Taxonomy encompasses the acquisition of knowledge, skills, and attitudes, to identify learning outcomes in serious games. This paper presents a literature review based on Bloom's Taxonomy, Serious Games and Lean learning. With this review, the authors intend to find evidence that Serious Games are suitable for Lean learning to reach the highest order level of Bloom's Taxonomy. Fourteen papers were identified in this review discussing the three topics. In just three of these papers, it was identified such evidence.

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Section: Resultsmentioning

confidence: 93%

Bloom Taxonomy, Serious Games and Lean Learning: What Do These Topics Have in Common?

Witeck

Alves

Bernardo

2021

IFIP Advances in Information and Communication Technology

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“…Teacher training in the flipped classroom model with the support of MOOCs can catalyze a major transformation in teaching [47]. Rearranging classroom time is just one aspect of this; another is enabling students to become active, critical, and autonomous learners in the information era [48,49].…”

Section: Discussionmentioning

confidence: 99%

Proposal for a Flipped Classroom Program with Massive Open Online Courses to Improve Access to Information and Information Literacy in Primary School Teachers

Lendínez Turón,

Ortiz Marcos,

Lorenzo Quiles

et al. 2024

Societies

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The objective of this study was to propose a teacher training program based on the flipped classroom model with MOOCs to strengthen access to information and information literacy among primary education teachers in the Lambayeque region of Peru. The non-experimental design was assumed with a quantitative approach and a propositional, descriptive type. A diagnosis was made using a questionnaire given to 917 primary school teachers. It was discovered that nearly all of the items in the questionnaire revealed a deficiency in the ability to navigate, search, and filter information, data, and digital content; the highest percentages were at the Basic level, with the exception of the item expressing information needs in an organized manner, which was at the Advanced C2 level. The lowest percentage was at the Advanced C1 level, and the majority of the lower percentages were at the Advanced level. In addition, there are competency deficiencies in the evaluation of information, data, and digital content of nearly all the items: the highest percentages were at the Basic level, with the exception of the item involving the processing of information, data, and digital content, where 26.4% were at the Intermediate B1 level and just 2.8% managed to be at the highest level, which is Advanced C2. Furthermore, when it came to storage and retrieval of information, data, and digital content competency, all the high percentages were at the Basic level, and all the low percentages were at the highest level, that is, Advanced. These findings helped us to understand that teachers have only a basic knowledge of information literacy and information competency. As a result, it is necessary to advocate for a teacher training program based on the flipped classroom model with MOOCs. This idea was supported by the opinions of five experts, who stated that its implementation would enable primary teachers of Regular Basic Education in the region of Lambayeque (Peru) to develop their access to information and information literacy competency area.

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“…It is, therefore, necessary to investigate further and possibly identify the determinants more clearly. Third, while research at the secondary and higher education level dominates (e.g., Al Ghawail & Ben Yahia, 2021;Foldnes, 2016;Lee et al, 2022;Murillo-Zamorano et al, 2019;Pastes Urbano et al, 2020;Sharp & Sharp, 2017;Sommer & Ritzhaupt, 2018;Xiu & Thompson, 2020;Yang, 2017;Yelamarthi et al, 2016), there is less research at the primary school level , which is why we have focused on this level of schooling. We were interested in comparing traditional and flipped learning and teaching from the point of view of acquired knowledge and its retention, as well as students' perceptions of flipped learning and teaching.…”

Section: Introductionmentioning

confidence: 99%

Effectiveness of Flipped Learning and Teaching: Knowledge Retention and Students’ Perceptions

Plesec Gasparic,

Glavan,

Žveglič Mihelič

et al. 2024

JITE:Research

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Aim/Purpose: This paper addresses the effectiveness of flipped learning and teaching as a didactic innovation in math instruction. We are interested in comparing traditional and flipped learning and teaching in terms of acquired knowledge and retention and students’ perceptions of flipped learning and teaching. Background: Traditional lessons, in which frontal instruction prevails, cannot sufficiently address all students, especially in more complex subjects where it is necessary to follow the didactic principle of learning differentiation and individualization. Flipped learning and teaching is a didactic innovation with a high potential for implementing the said didactic principle, as it can be adapted to the students’ needs to a greater extent. There is no single mode of implementation for flipped learning and teaching, which means that the effects depend largely on the specific learning activities, resulting in the fact that previous research does not report conclusive results. Thus, it is important to continue to examine this innovation to provide a better and more detailed understanding of it. Methodology: We present a study in which 13-year-old primary school students took part in a pedagogical experiment in mathematics instruction. In the control group (n = 26), lessons were taught in the traditional way, while in the experimental group (n = 26), lessons were taught according to the principle of flipped learning and teaching. After the experiment, the same posttest was administered to both groups to assess the students’ knowledge of the subject matter after the treatment. Another posttest was administered after three months to determine whether the knowledge acquired through flipped learning and teaching was permanent. All three tests consisted of 13 tasks, with the first 6 tasks relating to the perimeter of polygons and the second 6 tasks relating to the area of polygons. The last task focused on the perimeter and area of polygons. A short survey was also conducted to find out how the students in the experimental group perceived this didactic innovation in terms of motivation to learn, interest in the subject matter, level of knowledge acquired, and so forth. Contribution: Our research on flipped learning and teaching focusing on primary schools is significant as previous research on the topic has often been conducted on a sample of high school students and even more often on university students. Our particular contribution is the fact that we tested not only the students’ immediate knowledge after the intervention but also the retention of knowledge after a period of three months, which provides an additional perspective on the effectiveness of flipped learning and teaching. Findings: With this research, we have answered three research questions. First, we found that there are no statistically significant differences between the two groups in terms of acquired knowledge. Thus, we found that both the traditional approach and the flipped learning and teaching approach were equally successful in transferring knowledge to the students. In addition, we found that there were differences between the two groups in terms of retention of knowledge. The group taught with the flipped learning and teaching approach showed higher levels of knowledge retention than the group taught with the traditional approach. Finally, it was found that the students were quite satisfied with this approach and would like to see such innovations in the future. Recommendations for Practitioners: The results suggest better knowledge retention when using flipped teaching and learning, so based on our findings, we recommend teachers try this innovation in their classrooms. However, all innovation should be implemented with thorough consideration and gradually; thus, we believe that training courses on flipped learning and teaching should be organized for teachers to learn about this innovation, find out about its effectiveness, and reflect on how they can incorporate it into their own practice. Recommendation for Researchers: We recommend that research in the future focus more on primary school students, with particular attention to experimental design. We suggest that researchers focus on investigating the contribution of the different learning activities with the flipped instructional design to the overall effectiveness of the innovation. Impact on Society: The results of our research thus represent an important contribution to the field of pedagogy and general didactics at primary and lower secondary levels. Based on our findings on knowledge retention in the experimental group, we consider flipped learning and teaching to be an effective innovation that could contribute to a higher quality of teaching and, thus, to better student knowledge. Future Research: Future research would be important to determine which factor ensures a higher level of knowledge retention in a flipped learning and teaching approach than in a traditional learning and teaching approach. It would also be important to determine the effects of flipped learning and teaching in other subject matters in the mathematics classroom, in other age groups of students, and in other subjects in primary school.

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Bibliographic Review of the Flipped Classroom Model in High School: A Look from the Technological Tools

Cited by 6 publications

References 0 publications

Bloom Taxonomy, Serious Games and Lean Learning: What Do These Topics Have in Common?

Bloom Taxonomy, Serious Games and Lean Learning: What Do These Topics Have in Common?

Proposal for a Flipped Classroom Program with Massive Open Online Courses to Improve Access to Information and Information Literacy in Primary School Teachers

Effectiveness of Flipped Learning and Teaching: Knowledge Retention and Students’ Perceptions

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