Flipped Classroom to Improve University Student Centered Learning and Academic Performance

Mingorance-Estrada, Ángel Custodio; Vera, Jesús; Ruiz, Gloria Rojas; Arrebola, Inmaculada Alemany

doi:10.3390/socsci8110315

Cited by 37 publications

(27 citation statements)

References 41 publications

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“…García-Peñalvo (2020) indicated that, although the digitization of the Spanish university began a decade ago, we have focused on face-to-face teaching. However, in this time of isolation, it is necessary to integrate technology into classrooms ( Mingorance et al, 2019 ). But any change generated many uncertainties in the university context.…”

Section: Introductionmentioning

confidence: 99%

Influence of COVID-19 on the Perception of Academic Self-Efficacy, State Anxiety, and Trait Anxiety in College Students

et al. 2020

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The worldwide pandemic situation caused by coronavirus disease 2019 (COVID-19) has led to a state of confinement of the population, which has caused, following consulted research, an increase in stress. Faced with this situation, the Spanish university not only had to adapt to the changes derived from the causes of the pandemic but also had to face a new methodological model—e-learning teaching—for which not all teachers and students were prepared. This could cause an increase in stress due to the uncertainty caused by this time of change. This research analyzes the relationship between perceived self-efficacy in the confinement period and the level of trait anxiety (TA) and state anxiety (SA) during COVID-19. Four hundred twenty-seven students from the University of Granada (Spain) participated in this study. The adaptation of two scales that measure perceived academic self-efficacy and anxiety (TA and SA) has been applied. The results indicated that there was an inversely proportional relationship between anxiety and self-efficacy; men showed the highest perception of self-efficacy, while women had higher scores in TA and SA; the latter was accentuated in cases when a relative died. To conclude, students who show a higher level of anxiety (TA and SA) express more negative emotions and also perceive themselves with less academic self-efficacy. Therefore, a stressful situation (pandemic and confinement) together with a critical event (illness and death of a relative/friend due to COVID-19) increases anxiety levels and influences the perception of academic self-efficacy.

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Section: Introductionmentioning

confidence: 99%

Influence of COVID-19 on the Perception of Academic Self-Efficacy, State Anxiety, and Trait Anxiety in College Students

et al. 2020

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“…Flipped classroom is a new teaching methodology, which has received recognition in primary, secondary and higher educational institutions. The essence of it is that lectures are held outside the classroom, study time is devoted to solving problems, the teacher has a role of trainer and facilitator [30][31][32] The course can include-(a) a content module-a section of educational materials, which contains web-links to the necessary resources on the topic under study, tests; (b) a help module in the form of a tooltip, a dialog box, a text file; (c) an interactive module-mail, small forum, chat, electronic conference, video conference and so forth; (d) an administrative module for managing the group [33]. For distance learning, researchers used the following tools and methods: paper books, online electronic educational publications, computer training systems in hypertext and multimedia versions, audio and video educational and information materials, laboratory remote workshops, simulators with remote access, information databases, electronic libraries with remote access and so forth [34].…”

Section: Introductionmentioning

confidence: 99%

Innovations in Education—The Development of a New Pedagogical Technology of a Combinational Type, Focused on the Development of Personality of Students

Zhurakovskaya¹,

Sichinava²,

Simakova³

et al. 2020

Journal of Open Innovation: Technology, Market, and Complexity

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The paper considers the problem of adolescent and young students’ personalities’ development in the conditions of face-to-face and distance school learning. The scientific novelty of the study is the proposed classification of pedagogical technologies according to the degree of their novelty: modernized technology, combinational technology, progressive technology, pedagogical technology of the combinational type, the essence of which is shown in its title. A specific model of pedagogical technology of the combinational type “Teaching in cooperation, in a team using flipped classroom” was developed. The developed technology was implemented during the classes of the humanities and natural-mathematical cycles. Nine hundred and eight adolescent and young students (divided into experimental and control groups) and 32 teachers participated in the experimental work. To analyze the differences between the experimental and control groups in terms of the student’s personality manifestation, several criteria and indicators were considered. For mathematical and statistical processing of the obtained results, the multifunctional statistical Fisher’s F-test was used. Analysis of the implementation of the developed technology in the conditions of face-to-face and distance learning showed a positive dynamics of experience formation of the student’s personality manifestation. This allowed the authors to consider the developed pedagogical means effective.

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“…Most of the pre-class content is in the form of pre-recorded lectures or screencast [21]. Other methods of pre-class content dissemination include readable contents, Blogs, and Google Docs [22].…”

Section: B Importance Of Interactive Classroom In Class Activities: mentioning

confidence: 99%

A Novel Pre-Class Learning Content Approach for the Implementation of Flipped Classrooms

Salau¹,

Eneh²,

Sochima³

et al. 2020

IJACSA

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The nascent recognition of computing in curriculum across countries is also accompanied by several pedagogic inefficiencies especially concerning insufficient time available for teacher-student interaction. In this paper, a flipped classroom concept was identified as an effective approach to teaching students at various levels in the academia including Higher Education. Preparing the pre-class content and considering the format used to deliver it has not gained much consideration. There are several ways in which this content could be provided to students to prepare them before an in-class activity where a flipped-classroom approach can be implemented. The present study analyzed the success of the flipped classroom concept based on a comparative analysis of the two types of flipped classroom pre-class content delivery methods: online videos and online PowerPoint slides. Evaluation was performed using paired T-test. The results show that the two approaches have significantly different means and huge differences between them. The students preferred online videos to online PowerPoint (ppt) methods underlining the importance of the proposed flipped classroom approach.

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Flipped Classroom to Improve University Student Centered Learning and Academic Performance

Cited by 37 publications

References 41 publications

Influence of COVID-19 on the Perception of Academic Self-Efficacy, State Anxiety, and Trait Anxiety in College Students

Influence of COVID-19 on the Perception of Academic Self-Efficacy, State Anxiety, and Trait Anxiety in College Students

Innovations in Education—The Development of a New Pedagogical Technology of a Combinational Type, Focused on the Development of Personality of Students

A Novel Pre-Class Learning Content Approach for the Implementation of Flipped Classrooms

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