Developing, using, and interacting in the flipped learning movement: Gaps among subject areas

Chen, Hsin‐Liang; Summers, Kevin L.

doi:10.19173/irrodl.v16i3.1975

Cited by 11 publications

(9 citation statements)

References 7 publications

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“…The quantitative research of the flipped classroom has been conducted by numerous researchers (e.g., Baepler, Walker, & Driessen, 2014;Chen & Summers, 2015;Love, Hodge, Grandgenett, & Swift, 2014;McLaughlin et al, 2014;Missildine, Fountain, Summers, & Gosselin, 2013;Tune, Sturek, & Basile, 2013;Touchton, 2015;Warner, Koufteros, & Verghese, 2014. In collecting the data, Beapler et al…”

Section: Research Methodologies Employed In Flipped Classroom Researchmentioning

confidence: 99%

Flipped Classroom Research and Trends from Different Fields of Study

Zainuddin

Halili

2016

IRRODL

328

171

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This paper aims to analyse the trends and contents of flipped classroom research based on 20 articles that report on flipped learning classroom initiatives from 2013-2015. The content analysis was used as a methodology to investigate methodologies, area of studies, technology tools or online platforms, the most frequently keywords used and works cited references, impacts for students' learning, and flipped classroom challenges. The results of the analysis were interpreted using descriptive analysis, percentages, and frequencies. This analysis found that various fields were practiced in the flipped classroom approach, and some technology tools were used as the online platform for its practice.Analysis of the impacts showed that flipped classroom brought positive impacts toward students' learning activities such as achievement, motivation, engagement, and interaction. Several issues in this discussion become implications that can be taken into consideration for future research. Some challenges found in applying flipped classroom are needed to be addressed by future researchers, such as suitability of the flipped classroom for poor quality of video lectures and untrained instructor. This study also becomes an implication for government or policymakers to determine the flipped classroom as a contemporary model to be implemented in teaching-learning activities for higher education, even K-12 students.

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Section: Research Methodologies Employed In Flipped Classroom Researchmentioning

confidence: 99%

Flipped Classroom Research and Trends from Different Fields of Study

Zainuddin

Halili

2016

IRRODL

328

171

View full text Add to dashboard Cite

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“…The success of the implementation of flipped learning requires the involvement, training, and dedication of teachers [57], as well as an optimal level of digital competence to generate digital resources [58] and organize and adapt the virtual spaces where the content is located [59,60]. In addition, this approach requires teachers to sometimes dedicate their own time to generating resources to follow, guide, and adequately tutor the student [61,62].…”

Section: Introductionmentioning

confidence: 99%

Impact of Educational Stage in the Application of Flipped Learning: A Contrasting Analysis with Traditional Teaching

et al. 2019

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The effectiveness of flipped learning depends largely on student typology. This study analyzes the applicability of this approach, according to the characteristics inherent to students based on their educational stage. The objective of the research is to verify the effectiveness of flipped learning compared to a traditional methodology during the stages of preschool, primary, and secondary education. For this study, a descriptive and correlational experimental research design was followed, based on a quantitative methodology. Two types of analysis groups (control and experimental) were established in each of the mentioned educational stages. As a data collection instrument, a validated ad hoc questionnaire was applied to a sample of 168 students from the Autonomous City of Ceuta (Spain). The results show that the applicability of flipped learning is more positive in primary and secondary education when compared to a traditional teaching method. However, the results found in preschool education reflect the difficulties in adapting the model to the needs of the students of that stage, due to the difficulties in the autonomous management of digital teaching platforms and the requirement of a minimum level of abstraction to apply this approach.

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“…Giannakos, Krogstie, and Chrisochoides () also note that research is dominated by computer science and technology‐related subjects. In fact, science, technology, engineering, and mathematics courses constitute a majority of the flipped learning resources available online, whereas humanities and social science courses are under‐represented (Chen & Summers, ). As research accumulates, teachers continue to implement flipped learning (Goodwin & Miller, ).…”

Section: Review Of Relevant Literaturementioning

confidence: 99%

Analysis of knowledge construction during group space activities in a flipped learning course

Winter

2018

Computer Assisted Learning

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Flipped learning is a pedagogical approach that uses technology to deliver instructional content outside of class (individual space) and class time to engage in collaborative activities (group space). In a flipped learning course, the traditional classroom paradigm shifts and teachers become more facilitator than lecturer. Research on flipped learning is limited, in that studies are mostly conducted in postsecondary classrooms and focus on engagement and performance rather than the learning that occurs during collaboration. My study was designed to investigate group learning or knowledge construction during collaborative activities. Participants were middle school students from Hawaii. To identify group learning, I targeted a specific activity between three students in the group space. Using a computer-supported collaborative learning framework, I recorded and analysed the group's verbal communication as they worked together. Moments of knowledge construction and interactions leading to those momentswere analysed. Content analysis and lag sequential analysis revealed significant strategies used by students to construct knowledge. Some recommendations for practitioners include designing a need for teacher facilitation, incorporating questions that promote student discussion, and requiring students to reflect on their understanding. Future studies should include different K-12 environments and focus on knowledge construction transfer between the individual and group learning spaces.

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Developing, using, and interacting in the flipped learning movement: Gaps among subject areas

Abstract: The purpose of this paper is to investigate the current video collection of an open-access video website (TED-Ed). The research questions focus on its content as evidence of development, its

Cited by 11 publications

References 7 publications

Flipped Classroom Research and Trends from Different Fields of Study

Flipped Classroom Research and Trends from Different Fields of Study

Impact of Educational Stage in the Application of Flipped Learning: A Contrasting Analysis with Traditional Teaching

Analysis of knowledge construction during group space activities in a flipped learning course

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