Does flipped learning method via MOODLE can improve outcomes and motivation of discrete mathematics learning during COVID-19 pandemic?

Mursyidah, Himmatul; Hermoyo, R. Panji; Suwaibah, Dewi

doi:10.1088/1742-6596/1720/1/012007

Cited by 9 publications

(8 citation statements)

References 6 publications

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“…Although ERT assisted higher education institutions in the continuation of education during the pandemic (Abou Youssef & Richter, 2022;Hodges et al, 2020), this instructional style has been associated with various challenges, such as teachers' readiness to shift to online teaching and their inability to create and deliver online instruction (Alterri et al, 2020;Crawford et al, 2020;Hodges et al, 2020;Sam, 2020). Although remote teaching during COVID-19 enabled teachers to try virtual flipped learning (Al-Nabbi et al, 2022;Andujar et al, 2020;Jia et al, 2020;Marshall & Kostka, 2020;Mursyidah et al, 2021;Singh & Arya, 2020;Tang et al, 2020;Veldthuis et al, 2020;Yen, 2020;Zawilinski et al, 2020), it was challenging to engage students in flipped learning activities (Turan & Akdag-Cimen, 2020;Umar & Ko, 2022). Hence, Mursyidah et al (2021) called for scholarly endeavours to investigate challenges and issues faced by institutions, faculty and students in implementing virtual flipped learning classrooms during the pandemic.…”

Section: Introductionmentioning

confidence: 99%

“…Although remote teaching during COVID-19 enabled teachers to try virtual flipped learning (Al-Nabbi et al, 2022;Andujar et al, 2020;Jia et al, 2020;Marshall & Kostka, 2020;Mursyidah et al, 2021;Singh & Arya, 2020;Tang et al, 2020;Veldthuis et al, 2020;Yen, 2020;Zawilinski et al, 2020), it was challenging to engage students in flipped learning activities (Turan & Akdag-Cimen, 2020;Umar & Ko, 2022). Hence, Mursyidah et al (2021) called for scholarly endeavours to investigate challenges and issues faced by institutions, faculty and students in implementing virtual flipped learning classrooms during the pandemic. This paper aimed to investigate strategies and challenges I encountered when implementing virtual flipped learning in ERT during COVID-19.…”

Section: Introductionmentioning

confidence: 99%

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Lessons learned from implementing a virtual flipped classroom during COVID-19: An autoethnography

2022

JALT

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The virtual flipped classroom has become a common practice in higher education during the COVID-19 pandemic. I used autoethnographic research to explore my personal teaching strategies and the challenges encountered while implementing a virtual flipped classroom during remote teaching in a higher education institution in Oman. A thematic analysis of the autoethnography account and interviews with two university teachers identified three themes: benefits of the virtual flipped classroom, challenges of the virtual flipped classroom and strategies for implementing the virtual flipped classroom. A framework for implementing this classroom style is proposed to guide higher education instructors when employing a virtual flipped classroom.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Lessons learned from implementing a virtual flipped classroom during COVID-19: An autoethnography

2022

JALT

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“…In order to motivate students through e-learning, we adapted a Haematology and Immunology university course located in the second semester 2020 of the Medical Doctor (MD) curriculum career and compared the student academic performance between the face-to-face course (carried out before pandemic) and the e-learning environment adapted course, carried out during remote teaching by UdelaR in 2020, while face-to-face courses were cancelled. In this context, we applied flipped learning-like activities and two complementary kinds of assessment activities to favour the e-learning environment via Moodle (Hossain Khan & OiriddineAbdoub, 2021;Jeong, 2017;Mursyidah et al, 2021;Vilchez-Sandoval et al, 2021). This work provides evidence of the success of a carefully designed course adapted to an e-learning environment in Uruguay during pandemicsinduced remote higher education and its contribution to the academic performance of students, paving the way to new e-learning approaches in our country.…”

Section: Introductionmentioning

confidence: 99%

The Transformation to an Online Course in Higher Education Results in Better Student Academic Performance

Freire

Rodríguez

2021

RIED

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Pandemic-forced remote teaching has highlighted the relevance of redesigning planification in order to transform face-to-face into online courses in higher education. Indeed, the type of e-learning activities, e-assessment and development of student-centred active learning tasks remains a challenge. In this work we investigated the academic performance of an online learning environment in a course with high number of enrolled students carried out in the pandemic context in 2020 and compared it to the 2019 face-to-face version of the course. The e-learning version of the course included some changes regarding the face-to-face to allow active student learning, digital learning environment, knowledge enforcement, and further exploitation of the available activities in the Moodle platform as for the face-to-face course, although the syllabus remained unchanged. This study finds both synchronous and asynchronous problem-solving based e-learning together with self-assessment and team-based continuous and individual questionnaire assessments to be valuable instructional methods that allowed higher student academic performance in comparison to the face-to-face academic student results. Furthermore, the academic performance was directly related to the student participation in both team-based and individual activities during the course, demonstrating that the adaptation of the face-to-face course to the e-learning environment was, at least, as efficient as the traditional course, despite student resistance to e-learning and e-assessment.

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“…For this reason, this platform is deliberately made easy to customize by anyone so that it can meet their organizational needs (Mursyidah et al, 2021). This platform supports effective and flexible learning activities.…”

Section: Introductionmentioning

confidence: 99%

EFL Teachers' Attitudes toward E-learning Platforms during the Covid-19 Pandemic

Syahputra

Saragih

2021

Tadris

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This study investigates the features of three e-learning platforms: Moodle, Google Classroom, and Zoom. It provides an in-depth examination of the digital learning media efficacy during the COVID-19 pandemic. It outlines the advantages and disadvantages of e-learning platforms for English language teaching. The research highlights the potential of authentic e-learning platforms to motivate EFL teachers and students to step up to the challenge. A digital survey which consisted of 36 items, was distributed to determine EFL teachers' impressions of the effectiveness of these platforms. The researchers distributed three questionnaires for each e-learning platform. Each questionnaire consisted of six sections: availability and accessibility, efficiency, information exchange, teacher perception, teacher satisfaction, and E-learning insight during COVID-19. The researchers utilized the Minitab 16 Statistical software to analyze the elicited data and the Cronbach's Alpha values to assess the survey questions content validity. Other statistical techniques, such as mean, standard deviation, and agreeable level (AR), were used to depict the effectiveness of each platform. Google Classroom (Ave. AR = 72.92 percent and Ave. Mean = 3.887) was the most efficient e-learning platform based on the survey responses. The next platforms were Moodle (Ave. AR = 68.09 percent, Ave. Mean = 3.694) and Zoom (Ave. AR = 61.85 percent, Ave. Mean = 3.544). The findings should motivate language learners to act and assist instructors and policy-makers in constructing e-learning environments that support learning during the global health crisis.

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Does flipped learning method via MOODLE can improve outcomes and motivation of discrete mathematics learning during COVID-19 pandemic?

Cited by 9 publications

References 6 publications

Lessons learned from implementing a virtual flipped classroom during COVID-19: An autoethnography

Lessons learned from implementing a virtual flipped classroom during COVID-19: An autoethnography

The Transformation to an Online Course in Higher Education Results in Better Student Academic Performance

EFL Teachers' Attitudes toward E-learning Platforms during the Covid-19 Pandemic

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