Comparison of Mini-Game-Based Flipped Classroom and Video-Based Flipped Classroom: An Analysis of Learning Performance, Flow and Concentration on Discussion

Li, Cheng-Tai; Hou, Huei-Tse; Li, Ming-Chaun; Kuo, Chih-Chen

doi:10.1007/s40299-021-00573-x

Cited by 22 publications

(9 citation statements)

References 39 publications

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“…The factor of re-watching videos, if this is completed, has a positive impact on the perception of future teachers since not reviewing the learning materials would mean that the FC would not be as successful as expected [13]. This factor goes hand in hand with the protagonism that students acquire for the success of their learning, linking this practice to an increase in their commitment to the subject, as in the work of Romero et al [22].…”

Section: Discussionmentioning

confidence: 99%

“…In this way, class time is devoted to resolving doubts, posing problems and solving them, generating debates or proposing work in which to apply what has been learnt theoretically in a meaningful way. In this sense, the importance of viewing and working on the learning materials provided before class is directly linked to the success of the FC methodology [13]. Thanks to this, the student can better manage the learning of the contents [14,15] by having videos at their disposal that facilitate knowledge and make them active participants during classroom practice [16].…”

Section: Introductionmentioning

confidence: 99%

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Analysis of Prospective Teachers’ Perceptions of the Flipped Classroom as a Classroom Methodology

Magaña

Guillén‐Gámez

et al. 2022

Societies

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In order for students to be the protagonists of the teaching and learning process, teachers must change their role in the classroom. A successful alternative is the flipped classroom methodology, where educational technology is integrated into a reorganisation and optimisation of class time. Based on this alternative, this paper aims to analyse the perceptions of future teachers about the FC as an active methodology. A quantitative longitudinal panel design was carried out with pre-test and post-test measures, with a descriptive, inferential and predictive approach. The sample consisted of 284 prospective teachers from the University of Malaga (Spain), who were asked about their perceptions of the FC using an ad hoc questionnaire. The results reflect positive perceptions of the FC methodology on the part of the future teachers, with significant differences by gender in favour of men. The variables gender, re-watching videos, digital competence and autonomous learning were predictors of the participants’ perceptions. In conclusion, it is important to highlight the importance of implementing active methodologies such as the FC with future teachers that they can use when carrying out their work.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Analysis of Prospective Teachers’ Perceptions of the Flipped Classroom as a Classroom Methodology

Magaña

Guillén‐Gámez

et al. 2022

Societies

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“…No obstante, como cualquier otra estrategia formativa, tiene debilidades que hay que considerar de forma previa a su implementación. Así, es preciso contar con el compromiso del alumnado respecto a trabajar los recursos sobre los contenidos en casa, pues de lo contrario las actividades aplicativas no surtirán el efecto deseado en el aprendizaje al no construirse sobre los conocimientos previamente adquiridos (Li et al, 2022). Junto a esto, subrayar el obstáculo que puede suponer para el docente su nivel de competencia digital, pues el FC es una metodología vinculada a las tecnologías que se enriquece con el uso creativo e innovador de las mismas, por lo que su falta de dominio puede revertir negativamente en el proceso.…”

Section: Introductionunclassified

Objetivos de Desarrollo Sostenible y formación inicial: apostando por la competencia comunicativa y metodologías activas desde sus concepciones docentes

Ponce,

Magaña,

Oliva

et al. 2024

RLE

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Los Objetivos de Desarrollo Sostenible (ODS) suponen un reto actual en la formación inicial. Para enseñarlo, es clave apostar por metodologías activas desde la contribución de la competencia comunicativa que deberán poseer en su desempeño profesional. Este estudio tiene como objetivo analizar la percepción de futuros docentes respecto al uso de la metodología Flipped Classroom (FC) y el desarrollo de las destrezas comunicativas para el aprendizaje de los ODS. Con un enfoque descriptivo e inferencial, 22 estudiantes del Grado en Educación Primaria de la Universidad de Cádiz cumplimentaron un instrumento validado y respondieron una entrevista. Los resultados señalan una alta consideración de la metodología FC para el aprendizaje de los ODS, teniendo la dimensión comunicativa una buena consideración, puntuando mejor las mujeres en todas las dimensiones del instrumento. En conclusión, el FC favorece la adquisición de las destrezas comunicativas, siendo una metodología bien valorada por los futuros docentes para el desarrollo de los ODS a partir de las tres dimensiones de estudio: comunicativa, intelectual y pedagógica.

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“…The flipped classroom model has been gaining more and more popularity and has proven its effectiveness in motivating students in the learning process [10,11,12]. Currently, there are several methodologies that use the video format in flipped classroom models [13]. However, these proposals use videos as an asynchronous form of learning, in which classes are recorded so that they are available for students to watch at any time and at their own pace.…”

Section: Introductionmentioning

confidence: 99%

Evaluating the Use of Self-Video Teaching in a Flipped Classroom

Taverner¹,

Marco-Detchart²,

Jordán³

2023

INTED2023 Proceedings

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New generations are increasingly becoming more familiar with consuming audio-visual material through online platforms. Consequently, learning through IT-based tools is becoming more and more common. Nowadays, learning platforms (e.g., edX or W3Schools) or content platforms (e.g., YouTube) containing vast amounts of courses and video tutorials are becoming increasingly popular among students. The main advantage of online learning is that students can access the content from anywhere and whenever they want, being able to revisit the content to review concepts and improve their level of knowledge. In this way, learning based on a deep approach and self-learning is promoted since students are the ones who regulate their learning process by deciding how much time to dedicate and when to do it. Appropriately using this type of resource can become a very effective tool applied to a flipped classroom model.In the flipped classroom model, students are active learners since they are in charge of developing the lesson material both in class and at home. In this type of learning, the teacher assumes the role of guide assisting during the learning process. A standard methodology in this flipped classroom model consists of students preparing different parts of the course content and then explaining those parts to their classmates. In this way, students develop a sense of responsibility toward the rest of their classmates, creating an environment where they can recognise their shortcomings and take control of their learning to teach others. In addition, the acquisition of transversal communication skills is encouraged.With all this in mind, in this article, we describe a case study we are currently carrying out with students enrolled in the programming course at the Universitat Politècnica de València. Our proposal combines the flipped classroom model with access to online resources. In this first approach, we have proposed that the students record a video explaining a part of the lesson or how to solve at least two exercises step by step. The explanation must be done as if they were content creators, and their audience were beginner programmers. The students will upload the videos to a private YouTube channel that will only be accessible to their classmates. In the classroom, the teacher will encourage students to share their stories and experiences while learning, editing, and recording the videos. This proposal's main objective is to promote students' engagement in the learning process and offer them learning alternatives through online content with a closer language that they can access whenever they need it. To motivate participation, students and teachers will choose the three best videos from all the videos. The three winners will receive extra points in the evaluation of the course.

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Comparison of Mini-Game-Based Flipped Classroom and Video-Based Flipped Classroom: An Analysis of Learning Performance, Flow and Concentration on Discussion

Cited by 22 publications

References 39 publications

Analysis of Prospective Teachers’ Perceptions of the Flipped Classroom as a Classroom Methodology

Analysis of Prospective Teachers’ Perceptions of the Flipped Classroom as a Classroom Methodology

Objetivos de Desarrollo Sostenible y formación inicial: apostando por la competencia comunicativa y metodologías activas desde sus concepciones docentes

Evaluating the Use of Self-Video Teaching in a Flipped Classroom

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