Influences of Use of Flipped Classroom Models on the Learning Outcomes of Students Majoring in Road and Bridge Engineering Technology

Wang, Juanling; Wang, Mengshi

doi:10.3991/ijet.v18i05.37813

Cited by 3 publications

(3 citation statements)

References 36 publications

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“…According to Wang (2023) Wang and Wang (2023), the reconstruction of place and time is very important in learning. Thus, students are free to study the material presented repeatedly in each meeting.…”

Section: Figure 1 Learning Media Conceptmentioning

confidence: 99%

Implementation of Articulate Storyline to Improve Students’ Interest in Learning Islamic History Lesson

Khozin,

Haris,

Rozza

2023

Tarbiyatuna

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Inadequate educational ability shown by educators and resources as well as the limited time is the factor that causes inadequate student’s understanding. One of the approaches to decrease the problem involves the use of various instructional resources. The objective of this research is to analyze the design of media with clear storyline and characteristics that determine the level of students’ interest in their education. This research uses qualitative approach with case study. Observation, interview, and documentation are the main method used in the process of data collection. Before, in the middle of, and after learning experience with media, observations were done. Text books and media made in Articulate Storyline are the documentation used. To analyze the data, first, the data must be summarized, then presented, and last, concluded Based on the finding of the research, the most basic step to be done in the process of the making of the media is examining the concept and the design of the media end-to end. It is done in order to make Articulate Narrative media in the lecture of Islamic History as easy as possible. Besides that, the design must be modified to accommodate various demands and students’ ways of study. There are internal and external factors that play roles in determining the level of a student’s learning interest. The use of Articulate Storyline, which is an innovative learning media, is an example of an extrinsic element which has potential to help students develop their learning interest.

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Section: Figure 1 Learning Media Conceptmentioning

confidence: 99%

Implementation of Articulate Storyline to Improve Students’ Interest in Learning Islamic History Lesson

Khozin,

Haris,

Rozza

2023

Tarbiyatuna

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“…Afrilyasanti et al [14] found statistical differences in post-test scores between the experimental group using the flipped classroom model and the control group using traditional teaching methods. Wang et al [15] showed that the flipped classroom enhances students' learning interest and motivation, indicating its positive effect on college teaching.…”

Section: Literature Reviewmentioning

confidence: 99%

Teaching Effect Evaluation of Flipped Classroom in Engineering Management Colleges

Jia,

Yang,

Xue

2023

Int. J. Emerg. Technol. Learn.

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Adapting traditional classroom teaching methods to students’ personalized learning styles and needs can be challenging, resulting in passive learning, low teaching quality, and insufficient support for students’ learning and development. The flipped classroom teaching model integrates information technology (IT) into education, enriches teaching approaches, and emphasizes a student-oriented concept. The flipped classroom can help students deeply understand the content by building upon shallow learning guided by effective teaching strategies. In turn, it facilitates the development of higher-order thinking skills and promotes students’ physical and mental well-being. In this study, five engineering management colleges in Henan Province, China, were surveyed using a questionnaire distributed during the fall semester of 2022–2023. The factors influencing the teaching effect of the flipped classroom were analyzed using a multivariate ordered logit model. Results demonstrated that the questionnaire had a reliability coefficient of 0.844, a KMO value of 0.788, and a Bartlett sphericity test with a corresponding P value of less than 0.01. Several factors, including gender (P = 0.054), self-study ability (P = 0.064), campus network (P = 0.000), teaching resources (P = 0.085), and classroom interaction (P = 0.036), significantly influence the teaching effect of the flipped classroom. The findings of this study provide valuable insights for enriching the teaching management theory of the flipped classroom, helping teachers enhance their management abilities in implementing the flipped classroom, and facilitating convenient teaching and learning experiences for both teachers and students in information technology.

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“…There is a noticeable increase in the ease and speed of access to technology. The technology that facilitates all human concerns is rapidly developing, which is evidence of this (Efriana, 2021;Nurdiansyah & Hudriyah, 2021;Malkawi et al, 2023;Wang & Wang, 2023). With the quick advancement of technology, e-learning, ecurricula, learning management systems, and electronic educational platforms (EEP) (Albashtawi & Al Bataineh, 2020) are just a few of the ways that technology and its application to teaching are becoming more prevalent in education (Hashim, 2018).…”

Section: Introductionmentioning

confidence: 99%

Variety of English Learning Media Technology: Voices From Novice Learners

Solihat

Fadhly

Wihadi

2023

ERJEE

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The existence of technological media in the learning process has its own roles and challenges in this era of disruption. The purpose of this study is the extent to which the use of technological media supports learning English in junior high schools and the equivalent. The research method used is the survey method. The research was conducted in 36 public and private junior high schools and Madrasah Tsanawiah in Kuningan Regency by collecting data through a Google form questionnaire. The results obtained turned out that of the 59 teachers who filled out the Google form, as many as 86.4% of English teachers used laptops, handphones with infocus, frequently used applications, Whatsapp 28.8%, Power Point 22%, Youtube 32.2%, and E-learning 16.9%. However, 88.1% stated that teachers had not maximized the use of technological media in learning English. On the other hand, from 200 students grade seven (19%), grade eight (40%) and grade nine (41%), there are 54.5% did not use technology media, 37% used laptop, infocus, and Handphone, and 8.5% used laboratorium.

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Influences of Use of Flipped Classroom Models on the Learning Outcomes of Students Majoring in Road and Bridge Engineering Technology

Cited by 3 publications

References 36 publications

Implementation of Articulate Storyline to Improve Students’ Interest in Learning Islamic History Lesson

Implementation of Articulate Storyline to Improve Students’ Interest in Learning Islamic History Lesson

Teaching Effect Evaluation of Flipped Classroom in Engineering Management Colleges

Variety of English Learning Media Technology: Voices From Novice Learners

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