Flipped Classroom for Developing Higher Order Thinking Skills

Kharat, A. G.; Joshi, Ravi S; Badadhe, Avinash M.; Jejurikar, Seema S.; Dharmadhikari, Nandkumar P.

doi:10.16920/ijerit/2015/v0i0/59541

Cited by 4 publications

(4 citation statements)

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“…One learner commented favorably on the pace of the video, saying “it allowed me to take notes in between and process the information.” Another learner commented that s/he “liked the video; [it] forced me to actively listen to answer the question.” These comments suggest a relationship between the act of consciously processing the content and higher attitudinal scores. Thus, it appears that the IC not only achieved its goal of facilitating deeper processing of the material (Albert & Beatty, ; Bates & Galloway, ; Davies et al., ; Kharat et al., ), but also that the learners themselves were aware of this and reacted positively.…”

Section: Discussionmentioning

confidence: 99%

“…IC pedagogy is also related to DOP given that engaging students in “higher order critical thinking” (Kharat et al., , p. 116) during in‐class activities is often cited as a major motivation for inverting the classroom (Albert & Beatty, ; Bates & Galloway, ; Davies et al., ). In their extensive review of DOP research within second‐language acquisition (SLA), Leow and Mercer () define DOP as “the relative amount of cognitive effort, level of analysis, elaboration of intake together with the usage of prior knowledge, hypothesis testing and rule formation employed in decoding and encoding some grammatical or lexical item in the input” (p. 72).…”

Section: Theoretical Background and Prior Researchmentioning

confidence: 99%

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‘Flipping’ Lessons in a Multi‐Section Spanish Course: Implications for Assigning Explicit Grammar Instruction Outside of the Classroom

Moranski

Kim

2016

The Modern Language Journal

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Flipped or inverted classroom (IC) models are promising for foreign language instruction in that they appear to promote well-regarded practices that bridge both sociocultural and cognitive theoretical frameworks, such as allowing for higher degrees of learner agency and facilitating deeper levels of processing. To date, the majority of work on IC models for language learning has been instructional rather than empirical in nature. By contrast, this study examined the impact of IC lessons on 14 intact third-semester Spanish classes (N = 213). Instructors were randomly assigned to either an IC or an in-class presentational (CP) condition for lessons and accompanying assignments on 2 uses of the Spanish pronoun se. An attitudinal inventory indicated that learners in the IC condition rated their assignments significantly higher in terms of perceived comfort, enjoyment, and subsequent confidence in the material. However, regression analysis showed that ratings were stratified based upon several predictor variables. For measures of L2 knowledge, learners in the IC condition performed significantly better than those in the CP when identifying grammatical uses of the target structure on a grammaticality judgment test. No significant differences were found between the groups' performance on a rule description task or a chapter test. Implications for implementing IC models are discussed.

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Section: Discussionmentioning

confidence: 99%

Section: Theoretical Background and Prior Researchmentioning

confidence: 99%

‘Flipping’ Lessons in a Multi‐Section Spanish Course: Implications for Assigning Explicit Grammar Instruction Outside of the Classroom

Moranski

Kim

2016

The Modern Language Journal

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“…(2005) observed that online learning can improve students' thinking skills and learning achievement and are more satisfying than face-to-face or direct learning. Kharat et al (2015) observed that Meanwhile, direct learning is seen as effective in teaching students to remember facts or understand concepts, while active learning such as learning activities with friends and problem-based (Bishop & Verleger, 2013) benefits the development of high-level cognitive processes (Hamdan, McKnight, McKnight, & Arfstrom, 2013).…”

Section: Introductionmentioning

confidence: 99%

Critical Thinking of Field Independent Students; which Model of Teaching is more Supportive?

Nurnia

Tasina

2020

JTP

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This study examines whether a certain learning condition as of model of teaching is more supportive to the enhancement of critical thinking of field independent students. To be brief is that whether students with cognitive style of field independent function more superior through particular implemented models of flipped classroom, pure online or direct instruction. The study was a quasi-experiment conducted to 96 English majors divided equally in three different classes and treated with a different model. Data were collected by asking samples to take a critical thinking skills test after the treatment. Data were analyzed by means of two-way analysis of variance. Findings of the study show that the critical thinking skills of field independent students differ significantly after the three models implementation and the flipped classroom model is found to be more supportive.

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“…In these systems, the learning process is often carried out in a limited environment, and with limited time and materials. However, individuals with different learning speeds cannot be expected to be efficient in the same environment and at the same time (Hussain et al, 2020;Kharat et al,…”

mentioning

confidence: 99%

Are flipped classrooms less stressful and more successful? An experimental study on college students

Aydın

Demirer

2022

Int J Educ Technol High Educ

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The flipped classroom model, which is a technology-supported model that employs active learning strategies, has been studied many times. However, the effect of the model on psychological variables has not been adequately questioned. In this context, this study aims to investigate the effects of flipped classroom model on the students’ assignment stress and academic achievement. For this purpose, a quasi-experimental study was designed; the pre- and post-test control group model was used. The study was conducted with the participation of 44 undergraduate pre-service teachers for 11-week period in Material Design and Use in Education course. Students' assignment stress was measured with a scale, while their academic achievement was evaluated by considering course success and material development scores. Also, students’ opinions were investigated in the process. The experimental group students followed the courses outside the class through interactive videos, and they completed the given assignments in-class with the group collaboration. On the other hand, the control group students followed the lessons in-class (face-to-face), and they completed the given assignments outside of the class with the group collaboration. Consequently, it was found that the assignment stress of the students in the experimental group decreased more than the students in the control group. In addition, the course success of the students in the experimental group increased more than the students in the control group. However, there was no significant difference between the material development scores of groups. Finally, a significant portion of the students’ who experienced the flipped classroom model, reported positive opinions about the model.

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Flipped Classroom for Developing Higher Order Thinking Skills

Cited by 4 publications

References 0 publications

‘Flipping’ Lessons in a Multi‐Section Spanish Course: Implications for Assigning Explicit Grammar Instruction Outside of the Classroom

‘Flipping’ Lessons in a Multi‐Section Spanish Course: Implications for Assigning Explicit Grammar Instruction Outside of the Classroom

Critical Thinking of Field Independent Students; which Model of Teaching is more Supportive?

Are flipped classrooms less stressful and more successful? An experimental study on college students

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