Student exam performance in flipped classroom sections is similar to that in active learning sections, and satisfaction with the flipped classroom hinges on attitudes toward learning from videos

Leatherman, Judith L.; Cleveland, Lacy M.

doi:10.1080/00219266.2019.1575266

Cited by 38 publications

(51 citation statements)

References 43 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…The quality and efficiency of reading will be positive if the following activities are implemented in the new educational technology: assigning homework and selecting topics that students are interested in and like; discussing task materials with the objective, completing and reviewing strengths and weaknesses; establishing student responsibility and accountability; Connecting knowledge with practical work, teaching creative activities; establishing a sense of national pride and friendship; developing computer literacy; extensive use of handouts, visual materials, modern methods and techniques in foreign language lessons. The more educational technology is implemented in the classroom, the better the quality of teaching will be (Leatherman & Cleveland, 2020).…”

Section: Resultsmentioning

confidence: 99%

application of digital technologies in teaching a foreign language in a blended learning environment

Ihnatova¹,

Poseletska²,

Matiiuk³

et al. 2021

lingcure

View full text Add to dashboard Cite

Currently, many different approaches to higher education are being discussed with the requirements of the educational authorities. The importance and necessity of meeting the educational needs of the population, ensuring access to quality education and integrating education and science and technology are usually emphasised. Purpose of the study: to identify the specific features of the use of electronic textbooks (interactive publications) for teaching a foreign language on different online platforms in a distance learning environment. A systematic review can be explained as a research method and process for identifying and critically evaluating relevant studies and for collecting and analysing data from identified studies. Educational materials need to be used on time and the spot. The Pinboard method can be used to increase the efficiency of the lesson. The word "pinboard" comes from the English language and means "pinboard backing", "pin board". The essence of this teaching method is that discussion and learning dialogue are connected practically. Its strengths are its developmental and educational functions. Students will develop a culture of communication and discussion, the ability to express themselves not only orally, but also in writing, and the ability to think logically and systematically.

show abstract

Section: Resultsmentioning

confidence: 99%

application of digital technologies in teaching a foreign language in a blended learning environment

Ihnatova¹,

Poseletska²,

Matiiuk³

et al. 2021

lingcure

View full text Add to dashboard Cite

show abstract

“…However, some studies, such as Li, Zheng and Yang (2017), conclude that there is no significant effect on student satisfaction and attitudes in cooperative learning. Leatherman and Cleveland (2018) found that among students dissatisfied with the FC, 18% were dissatisfied with active learning activities. Talbert (2012) points out that the flipped classroom environment can be a culture shock for students and result in students not taking responsibility for their learning.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Secondary school students’ perception according to their learning style of a mathematics Flipped Classroom

Fornons¹,

Martín

Santiago

2021

J. Technol. Sci. Educ.

View full text Add to dashboard Cite

The Flipped Classroom (FC) has been gaining prominence over the past few years. Many articles have shown that the FC increases the interaction between students and between the teacher and students, allowing different learning rhythms, facilitating access to materials, increasing collaboration between students and enhancing active learning. The present research looks at how students perceive the FC based on their learning style. The research was carried out with a sample consisting of two groups of third-year compulsory secondary education students (37 students in total) in the subject of mathematics. A quantitative methodology was used. At the beginning of the term, all students were given a questionnaire (CHAEA) to determine their learning style. At the end of term they were given a questionnaire (Driscoll) on their perception of the FC . The results show that students with a theoretical style of learning value the uses of the FC more positively and perceive greater interaction with peers and the teacher. However, students with a reflective learning style rate the FC lowest and have a the worse perception of the different key characteristics of the FC. In all statements, most students answered that they agree or very agree. These results are in line with those obtained by other authors in other contexts. This study brings certain nuances to the existing literature on the perception of the FC based on the students’ learning style.

show abstract

“…This could add evidence in support of designing curricula that are grounded in active learning pedagogy. That is, discipline-based educational researchers should no longer focus on determining whether active learning strategies are more beneficial than traditional teaching methods, but should turn their attention toward investigating unresolved areas: for example, how active learning strategies facilitate learning in an FL intervention, or which student populations benefit most from which methods (Cheng, Ritzhaupt, and Antonenko 2019;Freeman et al 2014;Leatherman and Cleveland 2019). However, as with any technique, active learning is not a panacea.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

The link between flipped and active learning: a scoping review

Lund

Nordsteien

2021

Teaching in Higher Education

View full text Add to dashboard Cite

Flipped learning in higher education is becoming increasingly widespread. Although the number of flipped learning articles has increased since 2011, systematic reviews of flipped learning have been criticized for lacking a theoretical framework. The aim in this article is to explore the link between flipped learning and active learning: specifically, which theoretical frameworks are described. A scoping review was adopted as the research methodology. The selected studies indicate that this link between flipped learning and active learning is rarely explicitly addressed or operationalized. Approximately 65% of the 435 full-text articles retrieved do not explicitly connect their research to theory or a conceptual framework. The remaining 155 studies included for analysis refer to a mix of pedagogical terms or approaches. The theoretical and conceptual underpinnings are generally only vaguely described, with a few exceptions. The results indicate an eclecticism and a reluctance to connect flipped learning with a specific conceptual framework.

show abstract

Student exam performance in flipped classroom sections is similar to that in active learning sections, and satisfaction with the flipped classroom hinges on attitudes toward learning from videos

Cited by 38 publications

References 43 publications

application of digital technologies in teaching a foreign language in a blended learning environment

application of digital technologies in teaching a foreign language in a blended learning environment

Secondary school students’ perception according to their learning style of a mathematics Flipped Classroom

The link between flipped and active learning: a scoping review

Contact Info

Product

Resources

About