Factors influence the digital media teaching of primary school teachers in a flipped class: A Taiwan case study

Cheng, Yung-Hsun; Weng, Chia Wen

doi:10.15700/saje.v37n1a1293

Cited by 37 publications

(27 citation statements)

References 6 publications

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“…Flipped Classroom adalah strategi pembelajaran cam puran yang membalikkan model pengajaran dan pembelajaran di dunia pendidikan secara tradisional (O'Flaherty & Phillips, 2015). Ketika pembelajaran dengan strategi Flipped Class room, pembelajaran didaktik yang biasanya berlangsung selama waktu tatap muka, sebelumnya direkam dan disediakan bagi peserta didik untuk menonton sebelum kelas tatap muka, sementara kesempatan untuk memper dalam, memperluas dan menerapkan pema haman peserta didik tentang materi yang direkam adalah dengan cara strategi pembelajaran aktif di waktu pembelajaran di kelas (Cheng & Weng, 2017;Roehl, Reddy, & Shannon, 2013;Zainuddin & Halili, 2016).…”

Section: Pendahuluanunclassified

Penerapan Strategi Flipped Classroom dengan Pendekatan Scientific dalam Pembelajaran Matematika pada Kelas XI SMKN 2 Padang Panjang

Usmadi

Ergusni²

2019

jep

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The issues in this study are how learning outcomes, learning motivation and student’s interest in mathematics learning material are being affected after applying classroom flipped learning strategies with a scientific approach to class XI grade students of SMK 2 Padangpanjang? Are student’s learning outcomes by applying classroom flipped strategies with the scientific approach are better than the one that does not apply that method? This study aims to describe student’s learning outcomes, motivation, and interests in mathematics learning, and to see whether the experimental class learning outcomes are better than the control class. This research was conducted at SMK 2 Padang Panjang in the academic year 2017/2018. The sample is taken by using the random sampling technique which consisted of two sample groups, and each is consisted of 28 people. Based on the results of the study, it can be concluded that the student’s mathematics learning outcomes are better than the previous one. In addition, student’s motivation towards mathematics learning is in a high level and students' interests as well.

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Section: Pendahuluanunclassified

Penerapan Strategi Flipped Classroom dengan Pendekatan Scientific dalam Pembelajaran Matematika pada Kelas XI SMKN 2 Padang Panjang

Usmadi

Ergusni²

2019

jep

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“…The flipped (or inverted) classroom is a blended learning approach that reverses the traditional university teaching and learning model (O'Flaherty & Phillips, 2015). When learning is flipped, didactic lectures, which usually take place during face-to-face time, are pre-recorded and made available for students to watch prior to class, while opportunities to deepen, extend and apply student understanding of the recorded material are afforded by way of 'active learning strategies' in class time (Cheng & Weng, 2017;Roehl, Reddy, & Shannon, 2013;Zainuddin & Halili, 2016). Active learning strategies are student-centred instructional activities that requires students to 'do things' and think about and reflect on what they are doing (Bonwell & Eison, 1991;Misseyanni, Lytras, Papadopoulou, & Marouli, 2018).…”

Section: Introductionmentioning

confidence: 99%

Are first year students ready for a flipped classroom? A case for a flipped learning continuum

Tomas

Evans

Doyle

et al. 2019

Int J Educ Technol High Educ

130

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In our first year science and sustainability education subject, how to best support pre-service teachers to meet the conceptual demands of understanding important socio-ecological challenges such as climate change is a key focus of our teaching practice. In this multi-method case study, we explore how a flipped classroom supported students' engagement and learning by way of an end-of-semester student survey, and a narrative account of our experiences, as educators, enacting the active learning strategies in class. Analysis of survey data showed that while students reported a high level of engagement with the videos and believed that they supported their learning, opinions were divided as to whether a flipped classroom was preferred over traditional lectures. Additionally, our reflections on how students engaged with the active learning strategies revealed that significant time was required at the start of class to review key concepts, as students appeared reluctant to engage independently with the planned activities-particularly those that involved more challenging science concepts. Informed by these findings, we propose a flipped learning continuum that fosters different levels of student-centred learning and autonomy, depending on students' learning needs and their readiness for a flipped learning approach. In the context of the first year experience, specifically, some teacher-led instruction may be appropriate in a flipped classroom to support students' transition to learning in higher education.

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“…As a result, the class was centered on the students and not the teacher. A last but not least fact that is supposed to influence teacher's attitude towards teaching in innovative way and students' learning achievements is principal leadership (Cheng, 2017). In our case the principal of the school was not only enthusiastic with the idea of "flipped classroom" but she strongly supported its implementation as well, contributed in the successful results with her positive influence.…”

Section: Discussionmentioning

confidence: 50%

“Flipped classroom” in primary schools: a Greek case , Ανεστραμμένη τάξη σε ελληνικό δημοτικό σχολείο

Μακροδήμος¹,

Παπαδάκης²,

Κουτσούμπα³

2017

ICODL

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Flipped classroom is a spreading teaching "blended learning" model in which students watch at home a video with the theory of the next lesson and then in the class they are engaged in a lot of grouped-based interactive learning activities. This study examines the implementation of "flipped classroom" in a Greek primary school during the school year 2015-16. A group of 15 students 11-year old were taught 9 lessons of 3 on purpose differently selected subjects -Maths, Geography and History -with the model of "flipped classroom". The interactive videos were created and delivered by the teacher using free educational software. The innovation added was the students' participation in three video lessons, which proved successful as far as the acceptance of students is concerned. The data collected from teacher's and 2 critical friends' observation, score tests and students answer in a final survey. Regarding the results of this study, it was proved that "flipped classroom" activated all students, offered more opportunities for interaction, brought better learning outcomes of the control section that taught equity to traditional teaching and turned the learning in a more 'cheerful' and energetic process. It also contributed to a better management of teaching time, to the cultivation of critical thinking and to the development of students' creativity. Keywords: blended learning; flipped classroom; flipped learning; primary schoolΠερίληψη Η ανεστραμμένη τάξη είναι ένα διδακτικό μοντέλο «μικτής μάθησης» σύμφωνα με το οποίο οι μαθητές παρακολουθούν στο σπίτι τους ένα βίντεο με τη θεωρία του επόμενου μαθήματος, ενώ στην τάξη εμπλέκονται σε διάφορες ομαδοσυνεργατικές μαθησιακές δραστηριότητες. Η μελέτη αυτή εξετάζει την εφαρμογή του μοντέλου της ανεστραμμένης τάξης σε ένα ελληνικό δημοτικό σχολείο κατά τη σχολική χρονιά 2015-16. Ένα τμήμα 15 μαθητών της Ε΄ τάξης διδάχθηκε 9ενότητες τριών μαθημάτων (Μαθηματικά, Γεωγραφία και Ιστορία) με τη μέθοδο της ανεστραμμένης τάξης. Τα διαδραστικά βίντεο δημιουργήθηκαν από τον δάσκαλο της τάξης και μοιράστηκαν στους μαθητές μέσω εκπαιδευτικής ψηφιακής πλατφόρμας. Η καινοτομία της εφαρμογής ήταν η συμμετοχή μαθητών σε 3 από τα βιντεομαθήματα, η οποία και αποδείχθηκε επιτυχημένη ως προς την αποδοχή της από τους μαθητές. Τα δεδομένα της μελέτης προέρχονται από γραπτές δοκιμασίες των μαθητών, τις καταγραφές στο ημερολόγιο του δασκάλου, τις παρατηρήσεις δύο κριτικών φίλων και ένα ανώνυμο ερωτηματολόγιο στο οποίο απάντησαν οι μαθητές μετά το τέλος της εφαρμογής της μεθόδου. Τα αποτελέσματα της μελέτης δείχνουν το μοντέλο της ανεστραμμένης τάξης ενεργοποίησε όλους τους μαθητές, πρόσφερε περισσότερες ευκαιρίες αλληλεπίδρασης, έφερε καλύτερα μαθησιακά αποτελέσματα σε σχέση με το αντίστοιχο τμήμα ελέγχου και μετέτρεψε τη μάθηση σε μια χαρούμενη και ενεργητική διαδικασία. Επίσης συνέβαλε στην καλύτερη διαχείριση του διδακτικού χρόνου μέσα στην τάξη, στην καλλιέργεια της κριτικής σκέψης και στην ανάπτυξη της δημιουργικότητας των μαθητών.Λέξεις-κλειδιά: μικτή μάθηση, ανεστραμμένη τάξη, ανεστρα...

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Factors influence the digital media teaching of primary school teachers in a flipped class: A Taiwan case study

Cited by 37 publications

References 6 publications

Penerapan Strategi Flipped Classroom dengan Pendekatan Scientific dalam Pembelajaran Matematika pada Kelas XI SMKN 2 Padang Panjang

Penerapan Strategi Flipped Classroom dengan Pendekatan Scientific dalam Pembelajaran Matematika pada Kelas XI SMKN 2 Padang Panjang

Are first year students ready for a flipped classroom? A case for a flipped learning continuum

“Flipped classroom” in primary schools: a Greek case , Ανεστραμμένη τάξη σε ελληνικό δημοτικό σχολείο

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