Effects of video‐based flipped class instruction on subject reading motivation

Tse, Wai S.; Choi, Lai Y. A.; Tang, Wing S.

doi:10.1111/bjet.12569

Cited by 116 publications

(128 citation statements)

References 21 publications

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“…Experts in this area of knowledge such as Lee, Park, and Davis (2018) consider that all the singularities that flipped learning embraces, signify a great motivational incentive among students, as they have to play new roles and accomplish technology-based tasks. This leads to a proactive mind-set towards the learning process, enhancing enthusiasm and motivation levels in the students' daily chores (Shih & Tsai, 2017;Tse, Choi, & Tang, 2019), especially in those students who are used to a traditional methodological approach Huan (2016).…”

Section: The State-of-the-art In Flipped Learning In Scientific Litermentioning

confidence: 99%

Projection of the Flipped Learning Methodology in the Teaching Staff of Cross-Border Contexts

Belmonte

Sánchez

Espejo

2019

J. New Approaches Educ. Res.

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Technological impact and immigration have resulted in ICT playing a significant role in educational adaptation to multicultural environments. This study focuses on flipped learning as an innovative teaching method. The overall objectives of this research are, on the one hand, to carry out a review of the scientific literature about flipped learning, and, on the other hand, to know the extent of its scope amongst teaching staff in cross-border regions. To achieve these objectives, a quantitative method has been developed through a descriptive model. 316 teachers from different educational centres of the Spanish Autonomous City of Ceuta (Spain) were selected as a sample, and an ad hoc questionnaire was used as an instrument for collecting personal data. Statistical procedures were performed through SPSS software, using location and scattering parameters (median and standard deviation), measurements (Pearson’s asymmetry coefficient and Fisher’s pointing coefficient) and association tasks between variables. The results show that teachers claim to have the necessary knowledge to implement flipped learning in their programmes, but they still have certain deficiencies in their specific training. A significant number of these teachers do not use it because they lack training and digital assets, and also because of a certain apprehension towards innovative practices. The main benefits include the improvement in the student’s autonomy, their participation, interaction and motivation, as well as the teachers’ satisfaction. Regarding the teachers’ perception, it therefore follows that flipped learning contributes to the attention towards diversity created by the multicultural environments, which in this case is a result of the migration phenomenon.

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Section: The State-of-the-art In Flipped Learning In Scientific Litermentioning

confidence: 99%

Projection of the Flipped Learning Methodology in the Teaching Staff of Cross-Border Contexts

Belmonte

Sánchez

Espejo

2019

J. New Approaches Educ. Res.

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“…The student can access the didactic contents, provided that he or she has a mobile device with Internet access, from anywhere and at any time [22,23]. This allows student to adapt the content to his or her learning style or moments of greatest motivation during the training process [24][25][26][27]. In this way, mixed education is promoted, which allows one to combine the best of face-to-face teaching and online teaching [28,29].…”

Section: Introductionmentioning

confidence: 99%

“…Several studies show the benefits of this teaching method for students. Among these benefits, it has been found that it promotes high motivation rates [27], commitment [30,31], responsibility, and participation [32]. These levels are justified by the high degree of freedom available to students to restructure and adapt the acquisition of theoretical content [21,33] and self-regulate their own training processes [1,34,35].…”

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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“…By contrast, we observe that the findings have been achieved through traditional formative action, as has happened in this study. In particular, all attitudinal academic indicators such as motivation [40,41,53,54,57], autonomy [22,23,37,38,52,58], collaboration [28,29,[31][32][33]60], participation [34,[62][63][64], problem solving [24,25,35,36], and class time [30,59] have presented analogy with other reported studies of scientific literature, as reflected.…”

Section: Discussionmentioning

confidence: 62%

“…This encourages learning facilitated by technology that has an effect on increasing motivation. Not only does ICT enhance motivation, they also produce the new active role of protagonist for the student, and the change in the daily routine of the student, who is no longer a simple receiver of information, increases the available time for practical tasks, collaboration, and teamwork to solve problems in the classroom [40,41]. All these described benefits and actions for the condition for results of the grades obtained by students that are increased with this innovative methodology due to all the previous work that was done [42,43].Flipped learning has become a fundamental approach for the development of good teaching action based on the technopedagogical use of ICT [44].…”

mentioning

confidence: 99%

Formative Transcendence of Flipped Learning in Mathematics Students of Secondary Education

et al. 2019

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Educational technology is achieving great potential in the formative processes of today's society. Flipped learning is considered as a pedagogical innovation derived from the technological influence in learning spaces. The general objective of the research is to analyze the effectiveness of flipped learning on a traditional teaching and learning approach in the subject of Mathematics. To achieve this objective, an experimental design of a descriptive and correlational type has been followed through a quantitative research method. Two study groups have been set up. In the control group, the contents have been imparted from a traditional perspective, and in the experimental group, innovation has been applied through the use of flipped learning. The sample of participants has been chosen by means of intentional sampling and reached the figure of 60 students in the 4th year of Secondary Education at an educational center in Ceuta (Spain). A questionnaire has been used for data collection. The results reflect that the application of flipped learning has obtained better assessment in established attitudinal and mathematical indicators. It is concluded that with the use of flipped learning, motivation and skills are increased in the analysis and representation of graphs. flipped learning has many followers around the world. This methodology is carried out by thousands of teachers in their classrooms and has obtained the confidence of many pedagogues for its effectiveness in the development of educational processes and for the achievement of objectives [14][15][16].At the educational level, flipped learning is considered a mixed process that involves both online teaching and face-to-face teaching [17]. This involves an exchange of roles between educational agents. The teacher goes from being the protagonist to being in charge of guiding and guiding the student's instructional process through both face-to-face and virtual tutoring of the students, and also becomes the creator of audiovisual teaching materials [18,19]. This methodology requires turning around the daily didactic processes to which we are accustomed, that is, with flipped learning, the student visualizes and assimilates the contents in their home or in any place and medium that allows them to access audiovisual resources before going to school [20]. Therefore, students acquire content knowledge through instructional materials prepared by teachers through multimedia resources (i.e., videos, simulations, activities, online lectures) provided on a digital platform [21]. This technology platform and online learning environment in flipped instruction allows students the affordance of additional time and space to practice, deepen content knowledge, and apply problem solving beyond the face-to-face in-class learning environment [22][23][24][25].This technopedagogical approach focuses its main action on reversing the spatiotemporal factor and the way in which the educational action takes place [26,27]. On the one hand, the face-to-face teaching period is invested in...

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Effects of video‐based flipped class instruction on subject reading motivation

Cited by 116 publications

References 21 publications

Projection of the Flipped Learning Methodology in the Teaching Staff of Cross-Border Contexts

Projection of the Flipped Learning Methodology in the Teaching Staff of Cross-Border Contexts

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

Formative Transcendence of Flipped Learning in Mathematics Students of Secondary Education

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