Flipped Learning and Online Discussion in Higher Education Teaching

Bognar, Branko; Sablić, Marija; Škugor, Alma

doi:10.1007/978-3-030-01551-0_19

Cited by 42 publications

(50 citation statements)

References 31 publications

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“…The results obtained are similar to those found in the scientific literature, such as high motivation rates when participating in the teaching and learning process [27,32] as well as during high levels of self-regulation and flexibility of the training process [1,21,[33][34][35] and notable improvements in interaction and collaboration with colleagues [12,24,[36][37][38]. The results also show greater capacity for decision-making and resolution of the problems raised [12,39], and achievement of the curricular objectives [44][45][46]. However, the results obtained in the analysis of applying the flipped learning approach in preschool education reflect the difficulties in adapting this model to the needs of the students of said stage.…”

Section: Discussionsupporting

confidence: 83%

“…This method also encourages collaborative and cooperative work among equals [36], which generates a higher level of interrelation and enhances socialization both inside and outside the classroom [12,24,37,38]. This climate within the classroom generates the search for solutions to the problems posed [12,39].…”

Section: Introductionmentioning

confidence: 99%

“…Despite all the benefits mentioned above, the flipped learning method can also generate some difficulties for the student. These complexities have been found mainly when the student is in situations with a difficult resolution [39,56], especially in situations related to the access and management of teaching platforms [31] and when dealing with concepts that require a high level of abstraction [19].…”

Section: Introductionmentioning

confidence: 99%

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Impact of Educational Stage in the Application of Flipped Learning: A Contrasting Analysis with Traditional Teaching

et al. 2019

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The effectiveness of flipped learning depends largely on student typology. This study analyzes the applicability of this approach, according to the characteristics inherent to students based on their educational stage. The objective of the research is to verify the effectiveness of flipped learning compared to a traditional methodology during the stages of preschool, primary, and secondary education. For this study, a descriptive and correlational experimental research design was followed, based on a quantitative methodology. Two types of analysis groups (control and experimental) were established in each of the mentioned educational stages. As a data collection instrument, a validated ad hoc questionnaire was applied to a sample of 168 students from the Autonomous City of Ceuta (Spain). The results show that the applicability of flipped learning is more positive in primary and secondary education when compared to a traditional teaching method. However, the results found in preschool education reflect the difficulties in adapting the model to the needs of the students of that stage, due to the difficulties in the autonomous management of digital teaching platforms and the requirement of a minimum level of abstraction to apply this approach.

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Section: Discussionsupporting

confidence: 83%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Impact of Educational Stage in the Application of Flipped Learning: A Contrasting Analysis with Traditional Teaching

et al. 2019

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“…By contrast, we observe that the findings have been achieved through traditional formative action, as has happened in this study. In particular, all attitudinal academic indicators such as motivation [40,41,53,54,57], autonomy [22,23,37,38,52,58], collaboration [28,29,[31][32][33]60], participation [34,[62][63][64], problem solving [24,25,35,36], and class time [30,59] have presented analogy with other reported studies of scientific literature, as reflected.…”

Section: Discussionmentioning

confidence: 61%

“…This means a greater use of the face-to-face session [30] and greater interaction and collaboration between all the agents involved in the instructional process [31][32][33]. This results in greater student participation [34] and in better resolution of problems [35,36]. In addition, it gives the main role of all learning to the student, becoming the leading figure of all educational action.…”

mentioning

confidence: 99%

Formative Transcendence of Flipped Learning in Mathematics Students of Secondary Education

et al. 2019

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Educational technology is achieving great potential in the formative processes of today's society. Flipped learning is considered as a pedagogical innovation derived from the technological influence in learning spaces. The general objective of the research is to analyze the effectiveness of flipped learning on a traditional teaching and learning approach in the subject of Mathematics. To achieve this objective, an experimental design of a descriptive and correlational type has been followed through a quantitative research method. Two study groups have been set up. In the control group, the contents have been imparted from a traditional perspective, and in the experimental group, innovation has been applied through the use of flipped learning. The sample of participants has been chosen by means of intentional sampling and reached the figure of 60 students in the 4th year of Secondary Education at an educational center in Ceuta (Spain). A questionnaire has been used for data collection. The results reflect that the application of flipped learning has obtained better assessment in established attitudinal and mathematical indicators. It is concluded that with the use of flipped learning, motivation and skills are increased in the analysis and representation of graphs. flipped learning has many followers around the world. This methodology is carried out by thousands of teachers in their classrooms and has obtained the confidence of many pedagogues for its effectiveness in the development of educational processes and for the achievement of objectives [14][15][16].At the educational level, flipped learning is considered a mixed process that involves both online teaching and face-to-face teaching [17]. This involves an exchange of roles between educational agents. The teacher goes from being the protagonist to being in charge of guiding and guiding the student's instructional process through both face-to-face and virtual tutoring of the students, and also becomes the creator of audiovisual teaching materials [18,19]. This methodology requires turning around the daily didactic processes to which we are accustomed, that is, with flipped learning, the student visualizes and assimilates the contents in their home or in any place and medium that allows them to access audiovisual resources before going to school [20]. Therefore, students acquire content knowledge through instructional materials prepared by teachers through multimedia resources (i.e., videos, simulations, activities, online lectures) provided on a digital platform [21]. This technology platform and online learning environment in flipped instruction allows students the affordance of additional time and space to practice, deepen content knowledge, and apply problem solving beyond the face-to-face in-class learning environment [22][23][24][25].This technopedagogical approach focuses its main action on reversing the spatiotemporal factor and the way in which the educational action takes place [26,27]. On the one hand, the face-to-face teaching period is invested in...

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The Effectiveness of Online Flipped Learning Using the UTAUT Model for Outstanding Students in Jordan

Alawamreh,

Obeidat,

Alsalti

et al. 2023

Studies in Computational Intelligence

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Flipped Learning and Online Discussion in Higher Education Teaching

Cited by 42 publications

References 31 publications

Impact of Educational Stage in the Application of Flipped Learning: A Contrasting Analysis with Traditional Teaching

Impact of Educational Stage in the Application of Flipped Learning: A Contrasting Analysis with Traditional Teaching

Formative Transcendence of Flipped Learning in Mathematics Students of Secondary Education

The Effectiveness of Online Flipped Learning Using the UTAUT Model for Outstanding Students in Jordan

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