Flipping the classroom with a LMS: Designing a technologybased learning model

Zainuddin, Zamzami; Hermawan, Hardika Dwi; Nuraini, Febritesna; Prayitno, Santo Mugi; Probowasito, Taufik

doi:10.11591/edulearn.v13i3.12886

Cited by 9 publications

(9 citation statements)

References 26 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Papert's CT also stressed the computer's importance as a powerful meta-tool for "making the abstract concrete" as well as the assertion that these CT skills were transferable to other disciplines. Therefore, CT promotion today is potentially possible through the use of various digitally-based platforms and environments such as flipped classrooms and blended e-learning models, using the integration of online learning and digital technology devices such as smartphones, tablets, and learning management systems (LMSs) such as Moodle and Schoology [5]- [8] and the Internet of Things (IoT) [9].…”

Section: Introductionmentioning

confidence: 99%

A Problem-Based Learning (PBL) and Teaching Model using a Cloud-Based Constructivist Learning Environment to Enhance Thai Undergraduate Creative Thinking and Digital Media Skills

Srikan¹,

Pimdee

Leekitchwatana³

et al. 2021

Int. J. Interact. Mob. Technol.

View full text Add to dashboard Cite

The objective of this research was to develop a Problem-Based Learning (PBL) Model which used a cloud-based constructivist learning environment to enhance Thai undergraduate creative thinking and digital media skills. Initially using a mixed-methods approach, a five-step model was conceptualized. Thereafter, a panel of five academic experts gave input into the model’s design from which the model was expanded to include six related learning environments. The instrument used in the research was a problem-based assessment form. Data collection was carried out utilizing group chats and analyzed using descriptive statistics including the mean and standard deviation. The results of the study revealed that the initial model contained five steps including (1) problem identification, (2), problem analysis, (3) research, (4) presentations, and (5) summary and evaluation, which is integrated into the model’s additional six learning environment elements. These six learning environments were (1) problem-based, (2) resources, (3) cognitive tools, (4) collaboration, (5) scaffolding, and finally, (6) coaching. When applying the proposed model and related environments, there was a consensus from the experts that the model had excellent suitability and can be used as a model for teaching and learning at the bachelor's degree level.

show abstract

Section: Introductionmentioning

confidence: 99%

A Problem-Based Learning (PBL) and Teaching Model using a Cloud-Based Constructivist Learning Environment to Enhance Thai Undergraduate Creative Thinking and Digital Media Skills

Srikan¹,

Pimdee

Leekitchwatana³

et al. 2021

Int. J. Interact. Mob. Technol.

View full text Add to dashboard Cite

show abstract

“…Building on the insights from these studies, a mobile-based PBL learning model can be developed within the framework of a flipped classroom. Furthermore, a range of Learning Management Systems (LMS) [48], applications [49], and social networks can be harnessed to support the learning process, including WhatsApp, Facebook, blogs, Moodle, Zoom, and Edmodo [50]. According to Zainuddin et al [48], LMS is useful for sharing video learning resources and reviewing classroom activities, while Lubis et al [49] utilizing an application that functions to deliver material via video, and Purba [50] uses Edmodo which functions as a learning medium for students at home.…”

Section: Discussionmentioning

confidence: 99%

“…Furthermore, a range of Learning Management Systems (LMS) [48], applications [49], and social networks can be harnessed to support the learning process, including WhatsApp, Facebook, blogs, Moodle, Zoom, and Edmodo [50]. According to Zainuddin et al [48], LMS is useful for sharing video learning resources and reviewing classroom activities, while Lubis et al [49] utilizing an application that functions to deliver material via video, and Purba [50] uses Edmodo which functions as a learning medium for students at home. The mPBLFC model is specifically designed to leverage mobile-based devices to facilitate activities before and after class, enhancing the overall learning experience.…”

Section: Discussionmentioning

confidence: 99%

Characteristics of the mobile problem based learning flipped classroom (mPBLFC) mathematics learning model: a systematic literature review

Yuliana,

Abadi,

Hendrowibowo

et al. 2024

P Sci Edu

View full text Add to dashboard Cite

The problem and the aim of the study. The mPBLFC model combines elements of problem-based learning (PBL) and the flipped classroom, incorporating the use of mobile devices. Problems arise in developing the mPBLFC model, including the combination of PBL steps into a flipped classroom and the integration of mobile technology. This research aims to provide relevant references to serve as a guide for developing the mPBLFC model, specifically designed for mathematics learning. The objective of this study is to scrutinize the attributes of the mPBLFC learning model through a comprehensive literature review. Research methods. This research, conducted through a comprehensive literature review using the PRISMA method, investigates 46 selected articles that have passed through identification (1,000 papers), screening (247 papers), eligibility (90 papers), and inclusion stages (46 papers). These 46 articles provide a general description of the year of publication, research geography, research object, research subject, and the developed model. After obtaining a general overview of the articles, a more in-depth review is conducted regarding the various components of the learning models they have developed. Subsequently, the mPBLFC model is synthesized and can be implemented in mathematics learning. Results. An overview of articles reviewed from 2017–2023 based on geography reveals the following distribution: Southeast Asia (37.14% of the reviewed articles), East Asia (25.71%), the United States (2.86%), West Asia (11.43%), Australia (5.71%), and Europe (5.71%). The distribution of articles based on research objects indicates a focus on mathematics (26%), science (17%), social (7%), and other (50%). Furthermore, articles are distributed based on research subjects across elementary school/SD (6%), middle school/SMP (15%), high school (SMA)/vocational school (SMK) (33%), and higher education/PT (46%).The mPBLFC model is an innovative blend of mobile PBL techniques, incorporating learning activities both before, during, and after classes, all facilitated through mobile devices. The integral components of the learning model encompass (a) learning syntax, (b) support systems, (c) social systems, (d) the reaction principle, and (e) learning effects. Conclusion. These characteristics encompass (a) a targeted focus on mathematics education with the aim of enhancing high school students' critical, computational, and creative thinking skills; (b) a structured approach involving preclass, in-class, and out-of-class learning activities; (c) a fundamental principle emphasizing students' ability to gather, share, and explore various problem-solving strategies while comprehending the steps to solve problems; (d) preclass activities that encompass problem orientation, understanding key concepts, and exploring a variety of problem-solving resources, allowing students to engage independently with diverse learning materials; (e) classroom activities that include discussions, experiments, problem-solving sessions, collaborative information sharing, and presentations, with the teacher transitioning from facilitator and mentor preclass to guide and support students' activities in class; and (f) a positive impact on students, fostering their drive to seek, share, and apply various information while enhancing their problem-solving skills.

show abstract

“…Bloom's taxonomy of educational objectives was used to create a bottom-up flipped learning model. It was implemented using a Learning Management System (LMS) where pre-class resources were shared [12]. The authors emphasize the importance of the model for improving students' cognitive domains and selflearning skills.…”

Section: State Of the Artmentioning

confidence: 99%

Identification of a framework for implementing ICT in Sri Lankan secondary education system

Vidanagama

Karunathilake

2021

EduLearn

View full text Add to dashboard Cite

This research work was focused on finding the affected indicators on the barriers to use Information and Communications Technology (ICT) in Sri Lankan Secondary Education System. It also explores a framework to implement ICT in schools overcoming these barriers. In particular, it examined the viewpoint of teachers and principals on the integration of ICT into the schools’ policy in the Western Province of Sri Lanka. Interviews were conducted for 60 secondary school principals and a questionnaire base survey was conducted for 500 teachers of several schools selected from the above pool. What materialized from the analysis showed that, infrastructure facilities, any policies related to the school, Planning and usage of ICT in teaching and learning, Current views held by principals as well as teachers regarding their ICT competencies, Teacher’s fluency of ICT, the perceived viewpoint of teachers and principals regarding the influence and subsequent function of ICT in education has an influence on the magnitude of ICT usage in schools. According to the analyzed data, a framework was designed to make readiness and maintain smooth Teaching Learning system in secondary schools. Finally, the research has collected feedback from involved parties during the implementation process to evaluate competency of the suggested framework.

show abstract

Flipping the classroom with a LMS: Designing a technologybased learning model

Cited by 9 publications

References 26 publications

A Problem-Based Learning (PBL) and Teaching Model using a Cloud-Based Constructivist Learning Environment to Enhance Thai Undergraduate Creative Thinking and Digital Media Skills

A Problem-Based Learning (PBL) and Teaching Model using a Cloud-Based Constructivist Learning Environment to Enhance Thai Undergraduate Creative Thinking and Digital Media Skills

Characteristics of the mobile problem based learning flipped classroom (mPBLFC) mathematics learning model: a systematic literature review

Identification of a framework for implementing ICT in Sri Lankan secondary education system

Contact Info

Product

Resources

About