Efficiency of flipped classroom with online-based teaching under COVID-19

Abstract

Due to the spread of COVID-19 worldwide, a large number of universities had to close their campuses. To maintain teaching and learning during this disruption to the traditional teaching, most universities have adopted online teaching model. The current study aimed at investigating the efficacy of various online teaching modes as well as comparing a proposed combined model of online and flipped learning to other online and traditional models. The Learning under COVID-19questionnaire was designed and administered to undergraduate engineering students at Chengdu University of Information Technology (CUIT). The questionnaire included five parts: demographic questions, frequencies of online courses, types of online courses, the communication and Q&A in online classes and the effect of online classes, as well as the effect of combined model learning. The results of the study showed that, students were dissatisfied with online learning in general, and they were especially dissatisfied with the communication and Q&A modes. In addition, the combined model of online teaching with the flipped learning improved students' learning, attention, and evaluation of courses.

Exploring Methods of the Sustainable Development for Safety Engineering International Course

“…Nearly half (45%) of the students in Alqurshi's study were concerned about the lack of guidance [43], and this study argues that addressing such issues should begin by addressing the deeper teacher factor. And in contrast to Tang's findings [46], this study argues that the problem of course effect is not only from the teaching model itself but also from whether the teachers, teaching content, and model matches students' expectations.…”

“…Studies related to course effect in other fields involve the influence of various types of factors on course effect, such as teacher factors [42][43][44], teaching modes [45][46][47][48], etc. Some of the findings are consistent with this paper; for example, 95.5% of the people in Xu's study believed that appropriate course content was helpful for learning and research, and the course effect was related to the level of teachers [44].…”

Pembelajaran Daring Menggunakan E-Modul pada Flipped Classroom Statistika untuk Meningkatkan Kemampuan Bernalar dan Intensi Berwirausaha

“…Mata kuliah dasar universitas, seperti jurusan sains dan teknik, biasanya berisi konsep dan teori abstrak, serta sejumlah besar rumus matematika dan proses penurunan yang kompleks. Oleh karena itu, pembelajaran daring menjadi tantangan yang lebih nyata pada masa pandemi ini (Tang et al, 2020).…”

Flipped Classroom in Higher Education: A Bibliometric Analysis and Proposal of a Framework for its Implementation

“…In this context, the covid-19 has accelerated the demand for digital transformation in higher education institutions and professors have been challenged to achieve adaptability and flexibility in the content and design of courses for learning in different training areas. With this, the disruption of traditional teaching becomes evident with online learning models, where the FC has found the most favourable ground to be used and developed with new particularities and demands [12], [16], [18], [19].…”