Students in Blended Learning by Flipped Classroom Approach

Abstract

The article presents the Flipped Classroom approach and its application at the Faculty of Techniques and Technologies (FTT) - Yambol, based on the training in the subjects "Programming and Use of Computers", "Food Contaminants", and "Object-Oriented Programming" in the 2016-2018 academic years. For the students, the problem is to filter some sources that are not reliable. In the new digital age, the lecturers expect them to be creative and to prepare their assignment using new approaches. When students follow their lecturers’ instructions concerning the literature and resources their projects tend to be more successful. This is one of the issues we encounter in preparing students for their classes. The second problem that we want to solve is the presentation of information using the "pouring in the bank" approach, where students are offered lectures and tutorials without being able actively to participate in the learning process. The students are trained to acquire knowledge without placing and solving problems and looking for new solutions. The article goals are to analyze the approach that we apply to the students' training to stimulate their activity in learning the material and filling the gaps in their knowledge. The first part of the article reviews the theory and the application of the Flipped Classroom approach by other authors in different subject areas. We present different taxonomic models and qualities that they build for the student’s learning process. The following part analyses the application of the approach in the mentioned fields of study for students of Bachelor's and Master’s degrees. In the article, we present steps for Flipped classrooms. We discuss also the key elements of The Flipped classroom and the benefits and limitations of using it. In conclusion, the article outlines the results achieved and the prospects for enhancing the engagement of the students in learning.

Challenges in Operating University Moodle E-Learning: A Case Study from Lecturers’ Perceptions

“…Sharing with the students also can encourage the students to be more active as Qureshi et al, (2012) mentions that sharing knowledge and different competency with the student is helpful. Moreover, Nedeva, Dineva, & Atanasov (2014) illustrates that using video conference can transfer information in real time without any delay. Therefore a video conference feature will be adequate in Undiksha Moodle elearning and make the learning process is more effective.…”

Flipping the Undergraduate Classroom to Develop Student Analytical Thinking Skills

“…Typically, lessons are viewed online through a teacher's YouTube channel, but when the Internet is limited or unavailable, teachers have the option to produce lessons on other media such as thumb drives or DVDs. Moreover, digitally-based flipped classrooms have been integrated with IBL and blended learning [20,60,61] and become a powerful tool in improving critical thinking, ATS and social and collaboration skills. Additionally, teachers using FCs become facilitators in directing and interpreting the knowledge gained from the class exercises and online activities.…”

Pengaruh Metode Flipped Classroom Berbantuan Schoology Terhadap Hasil Belajar Siswa Ditinjau Dari Kemandirian Belajar

“…Dengan ini interaksi guru dan siswa dapat meningkat dan tujuan pembelajaran yang ingin dicapai dengan waktu pembelajaran yang singkat dapat berjalan dengan maksimal. Hal tersebut sejalan dengan pendapat Nedeva dkk bahwa manfaat dari penggunaan flipped classroom salah satunya adalah meningkatnya interaksi antara guru dan siswa [17].…”