How to solve students’ problems in a flipped classroom: a quasi-experimental approach

Tsai, Chia‐Wen; Shen, Pei-Di; Chiang, Yi-Chun; Lin, Chih-Hsien

doi:10.1007/s10209-016-0453-4

Cited by 30 publications

(15 citation statements)

References 65 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Therefore, a larger sample size and a more rigorous design should be employed to evaluate these results. Fourth, the Hawthorne effect and sample selection bias may also be potential factors that influence student learning [62], which may threaten the reliability of these results. Thus, the results should be generalized with caution.…”

Section: Discussionmentioning

confidence: 99%

The effects of flipped classrooms on undergraduate pharmaceutical marketing learning: A clustered randomized controlled study

Huang

et al. 2019

PLoS ONE

View full text Add to dashboard Cite

Background Recently, flipped classrooms (FCs) have gradually been used in Chinese higher education settings. However, few studies have focused on the effects of FCs on interdisciplinary curricula. The purpose of this study was to examine the impact of an FC on the engagement, performance, and perceptions of students and on teacher-student interaction in a pharmaceutical marketing course. Design A clustered randomized controlled study was conducted, with 137 junior-year pharmacy undergraduates using an FC serving as the intervention group, in contrast to students using lecture-based learning (LBL) as the control group. Flanders’ interaction analysis system (FIAS) was used to measure teacher-student interaction, and questionnaires regarding attitudes toward and satisfaction with the teaching model were administered. Results The students in the FC group scored significantly higher than those in the LBL group (88.21±5.95 vs. 80.05±5.59, t = -8.08, p = 0.000) on pharmaceutical marketing. The multiple linear regression results showed that the FC model had a significant impact on student performance (β = 8.16, p <0.0001). The percentages of teacher talk in the FC and LBL groups were 21% and 96%, respectively (χ 2 = 2170.274, p = 0.000); however, the percentages of student talk in the FC and LBL groups were 75% and 2.6%, respectively (χ 2 = 2012.483, p = 0.000). Compared with the LBL group, most students in the FC group held more positive attitudes toward the teaching model; the mean scores for the 8 attitude attributes in the FC group were significantly higher than those in the LBL group ( p = 0.000). There were significant differences in the ratings of satisfaction with teacher-student interaction ( p = 0.000), the students’ learning attitude ( p = 0.000), the teacher’s preparatory work ( p = 0.000), the teaching objective ( p = 0.000), and the teaching effect ( p = 0.000) between the two groups. Conclusion Compared with LBL methods, implementing the FC model improved student performance, increased teacher-student interaction and generated positive student attitudes toward the experience. As an effective pedagogical model, it can also stimulate pharmacy students’ learning interest and improve their self-learning abilities.

show abstract

Section: Discussionmentioning

confidence: 99%

The effects of flipped classrooms on undergraduate pharmaceutical marketing learning: A clustered randomized controlled study

Huang

et al. 2019

PLoS ONE

View full text Add to dashboard Cite

show abstract

“…Although the number of flipped learning applications is increasing at a fast pace, researchers and educators have reported the problems encountered in conducting flipped learning activities (Tsai, Shen, Chiang, & Lin, 2017). For example, students might fail to comprehend the learning content when watching videos at home; teachers might have difficulties knowing the before-class learning status of individual students, which makes it difficult to conduct effective in-class activities (Hwang et al, 2015).…”

Section: Innovative Flipped Learning Issues Reported In This Special mentioning

confidence: 99%

The era of flipped learning: promoting active learning and higher order thinking with innovative flipped learning strategies and supporting systems

Hwang

Yin

Chu³

2019

Interactive Learning Environments

View full text Add to dashboard Cite

“…However, in the specific teaching practice, there is a widespread problem that learners' learning enthusiasm and initiative are not strong, and learners' learning motivation is gradually weakening. This phenomenon is particularly prominent when flipping classroom teaching is carried out in the lack of teacher-led MOOC platform (Tsai et al, 2017).…”

Section: Problems In Flipped Classroom Teaching Supported By Mobile Lmentioning

confidence: 99%

Design and Test of Flipped Classroom Learning Support Model in Mobile Learning Environment

Ma¹,

Su²,

Liu³

et al. 2019

View full text Add to dashboard Cite

The coverage of wireless network and the popularization of mobile communication devices enable mobile learning to happen anytime and anywhere; short and refined micro-course resources are more popular in mobile learning environments, and the flipped classroom teaching mode based on mobile learning environment also presents a more extensive application momentum. However, flipped classroom teaching practice based on mobile learning environment has also encountered some problems in recent years, mainly manifested as unstable knowledge system of learners and short retention time of learning motivation. This study referred to the existing flipped classroom teaching model; discussed the characteristics and problems of learning resources in mobile learning environment, and put forward the teaching design idea of "further structuring micro-learning resources, visualizing knowledge system and giving full play to teachers' dominance with the help of instant messaging tools" in the mobile learning environment. With the help of practical teaching activities, the value of this design idea in improving the learning efficiency of flipped classroom was verified, and a relatively stable "flipped classroom learning support model under mobile learning environment" was finally formed. Finally, the relevant theories of mobile learning environment supporting autonomous learning are improved.

show abstract

How to solve students’ problems in a flipped classroom: a quasi-experimental approach

Cited by 30 publications

References 65 publications

The effects of flipped classrooms on undergraduate pharmaceutical marketing learning: A clustered randomized controlled study

The effects of flipped classrooms on undergraduate pharmaceutical marketing learning: A clustered randomized controlled study

The era of flipped learning: promoting active learning and higher order thinking with innovative flipped learning strategies and supporting systems

Design and Test of Flipped Classroom Learning Support Model in Mobile Learning Environment

Contact Info

Product

Resources

About