Problems and Solutions to Flip Classroom Applications

Gao, Wenliang; Zhao, Kunyang; Chen, Li

doi:10.2991/ecss-19.2019.75

Cited by 4 publications

(5 citation statements)

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“…The fact that instructors describe themselves as guides and observers in the classroom can be interpreted as experiencing a student-centered approach in the process of applying the model. Gao et al (2019) defines the teacher's role in this model as helping the student to complete the information rather than transferring information directly, answering student questions, providing the student with access to resources, and encouraging them to use the resources correctly. The teachers' role is no longer the direct transfer of information (Long et al, 2017).…”

Section: Discussionmentioning

confidence: 99%

“…According to the opinions of mathematics instructors, FLM provides positive contributions to students such as academic performance, taking responsibility, peer communication, regular work, selfconfidence, respect, and active participation. The results obtained in several studies demonstrated that FLM in general was perceived positively (Akbulut, 2019;Gao et al, 2019;Muir & Geiger, 2016;Naccarato & Karakok, 2015;Ogden, 2015;Şen & Hava, 2020;Tawfik & Lilly, 2015;Zengin, 2017). In addition, one of the remarkable results of the research for the mathematics lesson was that the instructors noted that the model provided students with the opportunity to do mathematics.…”

Section: Discussionmentioning

confidence: 99%

“…In FLM, the transfer of knowledge and the part of comprehending the subject take place outside the classroom with individual study materials (Kırmızıoğlu & Adıgüzel, 2019). Learning outside the classroom plays an important role for the student to have own responsibility for learning (Ogden, 2015;Gao et al, 2019). In addition, it is a method that supports the progress and self-learning of students at their own pace (Tawfik & Lilly, 2015).…”

Section: Introductionmentioning

confidence: 99%

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Perspectives of Mathematics Instructors on The Flipped Learning Model

Şen

2022

Cukurova University Faculty of Education Journal

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Technological developments are efficient for the entrance of new learning approaches into our lives. Flipped learning model is also one that has been frequently applied recently. This study aims to examine the perspective of mathematics instructors who have applied the flipped learning model in their mathematics lessons. Within this context, eight math instructors who have applied the flipped learning model in their mathematics lessons participated in this study. The method of this study designed qualitatively is case study. The sampling of it was determined as the criterion sample among the purposeful sampling methods. As a result of the study, it was determined that the concepts of taking learning out of the classroom and technological learning stand out in the definitions of flipped learning model of mathematics instructors. Mathematics instructors stated that the flipped learning model is usable in mathematics lessons, but may not be suitable for every subject. In addition, the study gives information about the positive sides of using the flipped learning model in mathematics lessons and the difficulties that can be encountered during the process.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Perspectives of Mathematics Instructors on The Flipped Learning Model

Şen

2022

Cukurova University Faculty of Education Journal

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“…Flipped classroom membantu tenaga pengajar serta pelajar untuk belajar secara melakukan aktiviti. Peranan tenaga pengajar yang selama ini hanya memberikan penerangan di hadapan kelas akan berubah menjadi pemudahcara manakala pelajar yang pasif akan berubah menjadi lebih aktif untuk menyertai aktiviti-aktiviti pembelajaran secara kolaboratif dan koperatif (Gao, Zhao, & Chen, 2019). Pembelajaran berasaskan flipped classroom telah diangkat sebagai sebuah kaedah pengajaran dan pembelajaran dalam pelbagai bidang seperti bidang kimia, sistem maklumat, perniagaan, bahasa dan linguistik dan lain-lain lagi.…”

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Knowledge, Readiness and Use of Flipped Classroom among Education Geography Student / Pengetahuan, Kesediaan dan Penggunaan Flipped Classroom Dalam Kalangan Pelajar Pendidikan Geografi UPSI

Mahat

Bahri

Hashim

et al. 2021

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This study aimed to identify the learning methods based on the flipped classroom model among UPSI’s Geography students, focusing on the students who have completed university education courses including the courses that implement flipped classroom in line with the 21st Century Approach. A quantitative approach was applied in this study using a questionnaire as a research instrument. The study respondents included 92 samples from a total population of 120 students selected through simple random sampling. The questionnaire items constructed involved three variables, namely knowledge, readiness and usage of flipped classroom. A descriptive analysis was used to examine the level of knowledge, readiness and usage variables. The Pearson correlation analysis was used to examine the relationship of each study variable, and regression analysis was used for the purpose of analyzing the influence and contribution of knowledge and readiness variables on the usage of flipped classroom. The findings of the study showed that the students had a moderate level of flipped classroom knowledge (Mean=2.97, SP=0.18), a moderate level of flipped classroom readiness (Mean=2.83, SP=0.44) and a moderate level of flipped classroom usage (Mean=2.78, SP=0.42). Further, the findings of the Pearson correlation analysis showed that there was a strong and significant positive relationship between flipped classroom knowledge and flipped classroom readiness among the students (r=.508, p<0.01), moderate and significant positive relationship between flipped classroom knowledge towards flipped classroom usage among the students (r=.487, p<0.01) and a strong and significant positive relationship between flipped classroom readiness and flipped classroom usage among the students (r=.509, p<0.01). The regression analysis showed that flipped classroom readiness had given a higher influence and contribution than flipped classroom knowledge among the students. The influence of the contribution of the flipped classroom readiness variable on flipped classroom usage among the students was 25.9 percent with the values of R2=0.329, F=21.862, p<0.05. In conclusion, the prospective UPSI’s Geography educators have not yet mastered the flipped classroom learning strategies. The implications of this implementation of flipped classroom study can be used as a guide and direction for the students in increasing their knowledge and readiness as educators in carrying out a variety of activity usages through access to learning materials, in line with the 21st Century Learning goals.

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“…And finally, the Individual-Rotation model is based on establishing an individual schedule for each of the student's needs, which can be established by a teacher or with some software. The interesting thing is that it is not necessary for students to go through each of the stations or all the modalities because it depends on the learning method that best suits each student [14], [20].…”

Section: Introductionmentioning

confidence: 99%

Validating Guerra's Blended Flexible Learning framework for Engineering Courses

Acosta,

Guerra

2022 ASEE Annual Conference &Amp; Exposition Proceedings

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is a civil engineer from USFQ (2009), was awarded a MSc in Civil Engineering -Construction Engineering and Management at Iowa State University (Fulbright scholar, 2012)and his PhD in Civil Engineering at Virginia Tech (2019), as well as two Graduate Certificate in Engineering Education and Future Professoriate. (i) ENGINEERING EXPERIENCE: Miguel Andrés was Project Manager of PREINGESA where he has directed construction projects in the development of urban infrastructure for urbanizations such as earthworks, drinking water works, sewerage, underground electrical cables and fiber optics, roads, aqueducts, water reservoirs, housing construction, among others. He was also a Project Management Associate for a Habitat For Humanity housing project in the USA. (ii) RESEARCH: Miguel Andrés' research focuses on (1) decision-making for the design and construction of infrastructure projects, (2) the planning of sustainable, smart and resilient cities, and (3) the development of engineers who not only have solid technical and practical knowledge, but also social understanding for, through infrastructure, address local and global challenges on humanitarian, environmental, social and equity issues. (iii) EDUCATION RESEARCH: Related to STEM education, Miguel Andrés is developing and applying contemporary pedagogies and tools for innovation and student empowerment to address climate change. Currently, Miguel Andrés is developing teaching and evaluation pedagogy that directs a philosophy of seeking excellence as a pillar to eradicate corruption.

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Problems and Solutions to Flip Classroom Applications

Cited by 4 publications

References 0 publications

Perspectives of Mathematics Instructors on The Flipped Learning Model

Perspectives of Mathematics Instructors on The Flipped Learning Model

Knowledge, Readiness and Use of Flipped Classroom among Education Geography Student / Pengetahuan, Kesediaan dan Penggunaan Flipped Classroom Dalam Kalangan Pelajar Pendidikan Geografi UPSI

Validating Guerra's Blended Flexible Learning framework for Engineering Courses

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