Implementing Flipped Classroom that Used a Context Aware Mobile Learning System into Learning Process

Lamia, Mahnane; Hafidi, Mohamed; Tricot, André; Benmesbah, Ouissem

doi:10.3217/jucs-025-12-1531

Cited by 2 publications

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“…According to the previous studies, Hsieh et al ( 2021), Awidi andPaynter (2019), andLamia et al (2019) have indicated that the flipped classroom enhances the learning motivation of learners. In our flipped classroom, students participate in different classroom activities according to their abilities.…”

Section: Discussionmentioning

confidence: 99%

“…Only 17 left after removing the completely irrelevant results. Six of these papers mainly study flipped learning (Louhab et al, 2018;Rodriguez et al, 2018;Lamia et al, 2019;van Leeuwen, 2019;Janson et al, 2020;Ranellucci et al, 2021), and one is about adaptive learning (Alwadei et al, 2020). Among the 10 papers on these two topics (flipped and adaptive), three are reviews or discourse analysis papers (Chi et al, 2018;Narang et al, 2018;Smale-Jacobse et al, 2019), and seven focus on the topic of flipped teaching combined with adaptive e-learning platforms (Fang et al, 2019;Kaw et al, 2019;Clark and Kaw, 2020;Louhab et al, 2020;Mojtahedi et al, 2020;Hsieh et al, 2021;Liu et al, 2021).…”

Section: Introductionmentioning

confidence: 99%

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Do Flipped Learning and Adaptive Instruction Improve Student Learning Outcome? A Case Study of a Computer Programming Course in Taiwan

Chen

Hsu

2022

Front. Psychol.

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Flipped learning could improve the learning effectiveness of students. However, some studies have pointed out the limitations related to flipped classrooms because the content of the flipped course does not vary according to the needs of the students. On the other hand, adaptive teaching, which customizes the learning mode according to the individual needs of students, can make up for some of the shortcomings of flipped teaching. This study combines adaptive teaching with flipped teaching and applies it to face-to-face classroom activities. The purpose of this research is to explore whether the implementation of flipping and adaptive learning in a computer programming course can improve the learning effectiveness of students. The experimental subjects of this study are the sophomore students in the Department of Information Management. The flipped classroom with adaptive instruction has been realized in the limited course time. This study uses questionnaires to collect pre- and post-test data on the “learning motivation” of students. The learning effectiveness was evaluated based on the students' previous programming course (C language) and the semester scores of this course. Research results show that the post-test “learning motivation” has improved overall compared with the pre-test, and the learning effect is significant. The results of this research not only prove the effectiveness of modern teaching theories in programming courses but also lay the foundation for future teaching design.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Do Flipped Learning and Adaptive Instruction Improve Student Learning Outcome? A Case Study of a Computer Programming Course in Taiwan

Chen

Hsu

2022

Front. Psychol.

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Improving short‐term academic performance in the flipped classroom using dynamic geometry software

Fung,

Poon,

Besser

et al. 2023

Computer Assisted Learning

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Background StudyThe effects of the flipped classroom (FC) on students' academic performance remain ambiguous, and the use of pre‐class videos may be one of the main factors hindering students' progress. A software package called GeoGebra has been proposed as a substitute for pre‐class videos to aid students' learning.ObjectiveThis study investigates the effect of the FC using GeoGebra (FCG) on mathematical performance and memory among senior secondary students.MethodsOne hundred and sixty students of a senior high school in China were selected. A quasi‐experimental design was implemented in which the classes were split into the intervention group (FCG), control group A (FCV) and control group B (TL) by random assignment. Pretest, Post‐test 1 and Post‐test 2 were introduced.Results and ConclusionThe results indicate that both the FCG and the FC with pre‐class videos (FCV) were more effective than traditional lectures in enhancing students' academic test scores, and that the effect of the FCG was comparable to its video counterpart, F(2, 136) = 3.752, ρ = 0.026, η2 = 0.052. Although their effects were similar, the qualitative results revealed some hidden benefits associated with the replacement of pre‐class video with GeoGebra. Furthermore, although they were equally effective in promoting students' performance in the short‐term, the long‐term effects on academic performance of both forms of FC were non‐significant when compared with traditional lectures.

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Implementing Flipped Classroom that Used a Context Aware Mobile Learning System into Learning Process

Cited by 2 publications

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Do Flipped Learning and Adaptive Instruction Improve Student Learning Outcome? A Case Study of a Computer Programming Course in Taiwan

Do Flipped Learning and Adaptive Instruction Improve Student Learning Outcome? A Case Study of a Computer Programming Course in Taiwan

Improving short‐term academic performance in the flipped classroom using dynamic geometry software

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