Probing the Flipped Learning Literature in Social Sciences and Humanities Education

Jdaitawi, Malek; Hussein, Elham T.; Muhaidat, Fatima; Joudeh, Maisoun Abu

doi:10.29333/iji.2022.15337a

Cited by 5 publications

(5 citation statements)

References 40 publications

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“…This was evidenced by the statistical analysis, which confirmed that micro-flipped learning had a positive and broadly significant effect on academic achievement. As a matter of fact, in the bulk of literature, many studies (Polat & Karabatak, 2022;Nourinezhad, Hadipourfard & Baval, 2022;Jdaitawi, Hussein, Muhaidat & Joudeh, 2022;Bergeson, 2022;Nja, Orim, Neji, Ukwetang, Uwe & Ideba, 2021;Masadeh, 2021;Hava, 2021) which highlight that flipped learning positively affects academic achievement. In this case, it can be presumed that the finding of the study goes in line with the relevant literature and that the abovementioned approach positively influences the learning achievement of the postgraduate students.…”

Section: Discussionmentioning

confidence: 99%

“…Findings from several studies suggest that there are positive effects of flipped learning in the field of education (Polat & Karabatak, 2022;Nourinezhad, Hadipourfard & Baval, 2022;Jdaitawi, Hussein, Muhaidat, & Joudeh, 2022;Bergeson, 2022;Nja, Orim, Neji, Ukwetang, Uwe, & Ideba, 2021;Masadeh, 2021;Hava, 2021). By contrast, other studies have also emphasized the lack of any significant increase in learning performance (Arriaga & Talavera, 2018;Topal & Akhisar, 2018;Aggarwal, Thakur, Agrawal, Jhajharia, Madaan & Mahapatra, 2019;Leatherman & Cleveland, 2020).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

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The Effect of Micro-Flipped Classroom in the Context of Distance Learning on TESOL Master Students' Achievement

Alzahrani¹

2022

WJEL

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Undoubtedly, Online Learning will continue to play an increasingly significant role in the years to come. So, the question is no longer whether instructors should use online learning environment or not, but rather how best to incorporate various educational strategies and practices into online classroom settings. As such, the purpose of the study is to determine the effect of using micro-flipped classroom in the context of distance learning on TESOL master students' achievement. The study was conducted on an experimental basis. It was applied to experiment (n=14) and control (n=15) groups. Data were collected through a pre-post test, and were then analyzed using Kolmogorov-Smirnova and Shapiro-Wilk tests. Effect size technique was used to measure the influence of micro-flipped classroom on the experimental group. At the end of the study, it has been found out that the micro-flipped classroom in the context of distance learning has positive effects on TESOL Master Students' Achievement.

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Section: Discussionmentioning

confidence: 99%

Section: Theoretical Frameworkmentioning

confidence: 99%

The Effect of Micro-Flipped Classroom in the Context of Distance Learning on TESOL Master Students' Achievement

Alzahrani¹

2022

WJEL

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“…innovative changes and transformations in teaching and learning (Chans & Castro, 2021;Jdaitawi, 2020aJdaitawi, , 2020bJdaitawi et al, 2022aJdaitawi et al, , 2022b. More specifically, in science education, which is considered as one of the top disciplines in the world, learning through technology has become easier (Cagande & Jugar, 2018;Tsai et al, 2018), which is why educational institutions need to shift from a traditional educational environment to new educational methods, like gamification-based educational environments (Chan et al, 2017;Chans & Castro, 2021).…”

Section: / 14mentioning

confidence: 99%

Trends and gaps in empirical research on gamification in science education: A systematic review of the literature

et al. 2023

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Digital technology development has led to the creation of various learning options in the<b> </b>science education<b> </b>field. Technology such as gamification has been used in several science areas, uncovering diverse benefits regarding its usage. However, more research is needed to understand how gamification enhances students learning in science fields. Therefore, this study review presented an overview of gamification usage in the science education field literature and focused on research indexed in several international databases. 31 studies were included for review. The results showed that most of the studies presented positive outcomes as gamification proved to be effective with science education students. The study also indicated that most gamification studies were mostly used to enhance students’ learning skills in science education. The results of this study provide valuable data regarding technology techniques to enhance students’ skills in science education. Further research is needed to cover areas that are not widely investigated in gamification literature.

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“…In this sense, its greatest peak occurred during pandemic times and the return to the classroom with blended learning [18]. These approaches have involved technopedagogical training to highlight students' abilities, skills, and competencies in the digital aspect [22]. The e-learning and flipped learning training practices have enabled the students to familiarize themselves with content management platforms.…”

Section: -2-comparison With Other Studiesmentioning

confidence: 99%

“…This learning methodology has gained special importance in recent years, especially with the expansion of new online learning institutions and the adaptation of traditional institutions to online teaching [18][19][20]. This methodology can be defined as a training process developed purely by using various techno-pedagogical resources [21,22]. This method of carrying out the training process favors synchronous or asynchronous communication and an adaptation of space and time to teachers' and students' needs [23].…”

Section: -Introductionmentioning

confidence: 99%

Flipped Learning and E-Learning as Training Models Focused on the Metaverse

et al. 2022

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Virtual Learning Environments (EVA) have acquired special importance in the educational field in recent years. The metaverse has been constructed as a learning space with enormous potential. As such, the immersion possibilities of the metaverse increase when compared to other methodologies that already implement technology, such as flipped learning and e-learning. In these learning environments, students require a set of specific abilities and skills. Therefore, this study aims to understand which training approach (flipped learning or e-learning) helps students acquire better skills through a teaching and learning process in the metaverse. This thesis used a pre-post quasi-experimental design of a group containing 173 Spanish high school students to achieve its aim. The data collection has been carried out by the Teaching and Learning Experiences Questionnaire (ETLQ). Among the obtained results, it is discovered that in all the dimensions analyzed, a significant relationship is observed. The greatest difference in means occurs in the LO dimension, meaning that these educational experiences directly impact the student’s academic results. It is concluded that both training approaches are adequate in preparing students for training processes carried out in the metaverse since they complement each other. Therefore, as preliminary instruction, the sequential use of these approaches is necessary when familiarizing students with a new learning reality such as the metaverse. Doi: 10.28991/ESJ-2022-SIED-013 Full Text: PDF

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Probing the Flipped Learning Literature in Social Sciences and Humanities Education

Cited by 5 publications

References 40 publications

The Effect of Micro-Flipped Classroom in the Context of Distance Learning on TESOL Master Students' Achievement

The Effect of Micro-Flipped Classroom in the Context of Distance Learning on TESOL Master Students' Achievement

Trends and gaps in empirical research on gamification in science education: A systematic review of the literature

Flipped Learning and E-Learning as Training Models Focused on the Metaverse

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