Enhancing flipped classroom model implementation

Trpkovska, Marika Apostolova; Bexheti, Lejla Abazi; Cico, Betim

doi:10.1109/meco.2017.7977138

Cited by 7 publications

(10 citation statements)

References 1 publication

Supporting

Mentioning

Contrasting

Order By: Relevance

“…In 2015, group B residents who watched videos integrated with questions performed better than group A although the 2014 post-test results were similar. In a case study by Trpkovska and Bexheti (2017), (Traditional Class 2014: n=36, Flipped Class 2015: n=49, Flipped Class 2016, flipped students' scores were higher than the traditional students' scores, that is, 73% (2014), 90% (2015) and 93% (2016).…”

Section: Students' Performancementioning

confidence: 93%

“…Basically, flipped learning was found to promote students participation (Balaban, Gilleskie, & Tran, 2016;Calimeris, 2018;Le Roux & Nagel, 2018;Liebert et al, 2016;Morosan, Dawson, & Whalen, 2017;Trpkovska & Bexheti, 2017). Evaluation results for instructor effectiveness was rated above average (m= 3.26 ± 0.94 to m=3.78 ± 0.87) while group interaction was also rated above average (m= 3.41± 0.98 to 3.89 ± 0.79) in a 5-point Likert scale (1= Do not agree to 5= Completely agree) (Quoß, Rüttermann, & Gerhardt-Szep, 2017).…”

Section: Student-instructor Engagementmentioning

confidence: 99%

“…Students are less likely to engage with noninteractive learning materials (O'Flaherty & Phillips, 2015). A number of studies concluded that a flipped pedagogy increases students participation (Morosan, Dawson, & Whalen, 2017;Trpkovska & Bexheti, 2017). Flipped classroom model is time effective in that homework is completed in class through peer instruction.…”

Section: Students' Interactivity Time Effectiveness and Cognitive Skills Formationmentioning

confidence: 99%

See 2 more Smart Citations

Flipping the Technical and Vocational Classroom for Increased Instructional Outcomes

Mupita

Abdullah

Bünning

2020

INVOTEC

View full text Add to dashboard Cite

Higher learning institutions are under immense pressure to evolve within the realms of the fourth industrial revolution. Training institutions are anticipated to minimize learning costs in the face of increasing enrolments. The flipped classroom model is a suitable instructional pedagogy to achieve institutional goals considering the current ubiquitousness of information and communication technology. The systematic review was aimed at summarizing and identifying research gaps that help inform future research trajectories. The 3-step review process was composed of articles searching and retrieval, filtering and sorting, and final inclusion. Identified empirical articles were; i.) Retrieved and summarized on the basis of tittles, abstracts, methods and basic findings, ii.) Filtered and sorted on the basis of study discipline, and iii.) Synthesized on the basis of basic findings. It was found that the flipped classroom improved academic performance to a limited extent. Most articles unanimously concurred that the flipped classroom model makes learning enjoyable and enables the development of lower order cognitive skills outside class and higher order cognitive skills through F2F (face to face) active learning. The success of the model in higher education is hinged on excellent planning, implementation and evaluation.

show abstract

Section: Students' Performancementioning

confidence: 93%

Section: Student-instructor Engagementmentioning

confidence: 99%

Section: Students' Interactivity Time Effectiveness and Cognitive Skills Formationmentioning

confidence: 99%

See 1 more Smart Citation

Flipping the Technical and Vocational Classroom for Increased Instructional Outcomes

Mupita

Abdullah

Bünning

2020

INVOTEC

View full text Add to dashboard Cite

show abstract

“…Choose one of the original classroom layout structures. It turns traditional classrooms upside-down; students make presentations, take online classes, then take information into class activities, learn with peers or divide work into smaller groups for better understanding [6], [7]. The flipped classroom model is a great strategy to meet demand, as teaching and learning is reversed and technology is used to increase the efficiency of teaching and learning.…”

Section: A Flipped Classroom 1) Definition Of a Flipped Classroommentioning

confidence: 99%

Flipped Classroom with Challenge-Based Learning Model on an Online Streaming Ecosystem to Develop Coping Skills in Cyberbullying

Pornpongtechavanich¹,

Eumbunnapong²,

Piriyasurawong³

2021

IJIET

View full text Add to dashboard Cite

The purposes of this research were: 1) to synthesize documents and international research on designing flipped classroom with challenge-based learning model on an online streaming ecosystem to develop coping skills in cyberbullying; 2) to design a flipped classroom with challenge-based learning model on an online streaming ecosystem to develop coping skills in cyberbullying; (3) to assess the suitability of the flipped classroom with challenge-based learning model on an online streaming ecosystem to develop coping skills in cyberbullying. Ten experts were selected using a specific selection: they had more than five years of relevant experience in the field with expertise in educational technology and information technology. The assessment ensures the suitability of the flipped classroom model with eco-challenging, for online learning to improve cyber bullying coping skills. The results showed that 41 international papers and research studies were synthesized, which concluded that there were eight factors that contribute to cyberbullying. The factors used for online streaming consisted of eight elements. The cyberbullying skills development process used a flipped classroom model and challenging learning to form a new learning model. When the components were completed, they were designed and evaluated. It was found that the flipped classroom with online learning ecosystem improves cyber bullying skills. It is highly suitable for developing cyberbullying prevention skills.

show abstract

“…We can also find several works comparing the flipped learning approach with other more traditional ones. A study that addresses lecturers' and students' perception and their achievements in traditional classroom and flipped classroom is conducted in [19]. Authors of [20] constructed a sequential procedure of pre-class, during-class, and after-class steps of a flipped classroom teaching model, carrying on a contrastive experiment between the flipped classroom and the traditional teaching.…”

Section: Related Workmentioning

confidence: 99%

Supporting Intensive Continuous Assessment With BeA in a Flipped Classroom Experience

et al. 2019

View full text Add to dashboard Cite

This paper presents the changes performed in a university course to adopt European Higher Education Area principles taking advantage of new technologies and educational approaches. Particularly, a Flipped Classroom model that also involves an Intensive Continuous Assessment approach is adopted, moving the presentation of theoretical contents to videos that can be watched outside of the classroom and using the classroom face-to-face time to provide explanations, problem solving and to perform assessment activities every week. A main part of innovation in the experience comes from the use of an online tool (BeA -Blended e-Assessment) that facilitates the assessment and reviewing of paper-based exams. This tool supports teachers in assessment tasks, that can be performed in a faster, simpler, more transparent and less error-prone way. The paper shows the results of an experience involving a control group and an experimentation group, in which this new approach and tool have been applied. The results obtained demonstrate the effectiveness of both proposals. In conjunction, the paper describes how a traditional university course based on lectures can be successfully adapted to a more innovative approach based on the principles of active learning and accountability thanks to the use of our blended e-Assessment tool.

show abstract

Enhancing flipped classroom model implementation

Cited by 7 publications

References 1 publication

Flipping the Technical and Vocational Classroom for Increased Instructional Outcomes

Flipping the Technical and Vocational Classroom for Increased Instructional Outcomes

Flipped Classroom with Challenge-Based Learning Model on an Online Streaming Ecosystem to Develop Coping Skills in Cyberbullying

Supporting Intensive Continuous Assessment With BeA in a Flipped Classroom Experience

Contact Info

Product

Resources

About