Investigating cognitive holding power and equity in the flipped classroom

Abstract

In recent years, the flipped classroom has been proposed as an alternative paradigm of teaching, and has been demonstrated to improve the students' knowledge and skills, engagement, and self-efficacy. At the same time, as the number of students seeking higher education is growing and the needs of these students are rapidly evolving, it has become necessary to improve their cognitive holding power and enhance equity among them. The goal of this study is to investigate the impact of the flipped classroom on improving the students' cognitive holding power and enhancing equity. For this study, the flipped classroom was implemented for teaching undergraduate university students' course “An Introduction to Instructional Technology”. In the class, whiteboard and Smartboard were used to discuss and clarify ambiguous ideas related to the topic and to present the model answers for the tasks. Outside the class, video files and Google applications (Word, PPT, Drive) were used for delivering learning materials. WhatsApp was used for communication and Google form was used for designing learning activities and assessment. The results of the study indicate: (1) to some extent flipped classroom can be a solution for improving students' cognitive holding power, especially in performing learning tasks and following teacher' instructions. (2) Equity among the students can be enhanced in the flipped classroom. These findings have implications for using the flipped classroom in managing the diversity of university students through enhancing equity among them and improving their abilities.

Development of Flipped Classroom Learning Combined with Google Classroom and Video Conference to Improve Students’ Learning Independent and Mathematics Learning Outcomes

“…In addition to learning media, flipped classroom learning requires virtual classes to support students' online learning independently, teachers can take advantage of the various LMS available, one of which is Google Classroom (Albashtawi & Al Bataineh, 2020;Subandi et al, 2018). With the help of Google Classroom, teachers can create their virtual classes to carry out online learning and upload instructional materials in which there are learning resources for students to learn independently while at home (Ahmed & Indurkhya, 2020;Kurniawati et al, 2019). Google classroom is effectively used as a virtual class during the Covid-19 pandemic (Guswara, 2020).…”

Flipped Classroom: Metode Pembelajaran Tatap Muka Terbatas pada Masa Pandemi Covid-19

“…Model pembelajaran flipped classroom berpotensi untuk diimplementasikan dalam kegiatan belajar-mengajar di perguruan tinggi, bertujuan untuk membangun budaya belajar independen dan berpikir kritis (Zainuddin, 2019). Flipped classroom diusulkan sebagai paradigma alternatif mengajar dan telah terbukti meningkatkan pengetahuan dan keterampilan siswa, keterlibatan, dan self-efficacy (Ahmed & Indurkhya, 2020). Flipped classroom dapat digunakan dalam pembelajaran online dengan tatap muka terbatas yang dilaksaksanakan pada masa pandemi COVID-19 karena akan mengondisikan mahasiswa belajar secara mandiri di luar kelas sehingga pembelajaran tatap muka terbatas akan lebih efektif yang akan berpengaruh terhadap hasil belajar.…”

Penguatan Pendidikan Karakter pada Masa New Normal Covid-19 melalui Flipped Classroom

“…Flipped classroom merupakan inovasi pembelajaran yang menuntut peserta didik mempelajari materi pembelajaran secara mandiri, baik di luar kelas atau rumah, lalu melakukan diskusi bersama di kelas (Ahmed & Indurkhya, 2020;Bhat, Raju, Bhat & D'Souza, 2020). Flipped classroom membuat perubahan dalam urutan proses pembelajaran tradisional.…”