Teachers' Perceptions on the Impact of Flipped Learning on Student Learning and Teacher's Role in Jordanian Schools

Abuhmaid, Atef

doi:10.13189/ujer.2020.080335

Cited by 6 publications

(5 citation statements)

References 24 publications

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“…In the light of previous findings, the answer to the first question of the current study is achieved, as it has been confirmed that English teachers, at the intermediate school, apply the flipped classroom strategy to a large extent, consistent with the results of a study made by Alanzi (2020). These results also indicate positive attitudes among English teachers, at the intermediate school, towards the use of the flipped classroom strategy, which is consistent with the results of the Alsalami (2021), Alshehri (2021), Abuhumaid (2020) andKlabo (2018).…”

Section: Results Of the Studysupporting

confidence: 87%

The Actual Level of Applying the Flipped Classroom Strategy Among English Language Teachers at the Intermediate School in Qassim Region

Alaidan,

Albedaiwi

2023

hesj

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The study aimed to identify the reality of the flipped classroom strategy application among English teachers at the intermediate school at Buraydah, Qassim University, Saudi Arabia. To achieve the objectives of the study, the researcher used the descriptive survey method with a view to describing reality in terms of its nature and degree. The questionnaire was used as a data collection tool which includes (29 items) divided into two axes: the degree of applying the flipped classroom strategy among English language teachers at the intermediate school at Buraydah, and the difficulties that English language teachers face when applying the flipped classroom strategy to the intermediate school at Buraydah from their point of view in light of some variables. The variables include educational qualification, years of service, and the number of training courses on the flipped classroom. The study was applied to a sample of English language teachers at the intermediate school at Buraidah, who numbered (82) teachers. After analyzing the results statistically, the current study came up with the following results. The axis of the degree of applying the flipped classroom strategy among English language teachers at the intermediate school at Buraydah got a large score, with a total average weight at 3.506 and a standard deviation of (1.182). The axis the difficulties that English language teachers face when applying the flipped classroom strategy to the intermediate school at Buraydah from their point of view got a large score, with a total average weight at 3.719 and a standard deviation of (0.950). The results also showed there are no statistically significant differences at the level of (α≤0.05) between the responses of the intermediate school English Language teachers in the application of the flipped classroom strategy at Buraydah, according to the differences of the qualification (Bachelor – Master and above), and (years of experiences), as well as (the number of courses in flipped classroom strategy). There are number of recommendations and suggestions based on the results.

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Section: Results Of the Studysupporting

confidence: 87%

The Actual Level of Applying the Flipped Classroom Strategy Among English Language Teachers at the Intermediate School in Qassim Region

Alaidan,

Albedaiwi

2023

hesj

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“…Covid-19 marked a before-and-after point in education where it was necessary to evaluate teachers and students' roles in the teaching-learning process [1]. A good teacher must locate, organize and adapt resources for various contexts [2], as technological advances have opened up significant teaching and learning opportunities [3]. For this reason, a growing number of teachers are integrating digital tools and social networks in their teaching [4].…”

Section: Introductionmentioning

confidence: 99%

Trends for the Future of Education Programs for Professional Development

et al. 2021

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Scientific and technological developments bring new requirements for university education and, particularly, the training of education professionals. There is a regular need to update curricula to integrate market trends and educational approaches. It is necessary to know future trends in education and teaching programs. Our research in a higher education institution in Ecuador focused on providing perspectives on the future of educational programs by analyzing trends in educational programs’ designs, students and professors’ needs for innovative education. We used the descriptive/exploratory case study method, employing quantitative surveys and qualitative interviews, focus groups and benchmarking as instruments. The surveys were applied to 337 current students, 384 potential students and 313 graduates of Educational Sciences. We conducted interviews with 20 experts from Mexico, Spain, Colombia and Ecuador. We held focus groups with 32 education professionals, including rectors, principals, educational specialists and primary, secondary and university teachers. Benchmarking was used in our analysis of ten universities. The results focused on five elements that were units of analysis (1) characteristics of education programs, (2) student requirements, (3) required educational modalities, (4) trends in education and (5) future of education programs. The data and results may be of interest to decision-makers, academicians, researchers, students and citizens interested in professional education and other disciplinary areas.

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“…Therefore, Teachers main role is to ensure the integration of students in this process. In this aspect, teachers assume a crucial role in designing classroom environments that encourage students to become active and self-motivated learners (Abuhmaid, 2020). According to Bergman and Sams (2012), the FC approach is flexible as any teacher can personalize his/her work, while applying this method, taking into consideration courses and his/her students' needs.…”

Section: Teachers Roles Within a Flipped Classroommentioning

confidence: 99%

Teachers’ Practices and Perceptions of the Flipped Classroom Approach

Melliti

2023

JTLS

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Despite the importance of the flipped classroom approach, few studies have investigated its implementations in Tunisia. This study attempts to fill this gap by exploring the different applications of flipped classroom approach, its spread, and its applicability in Tunisia. This study aims to study the Flipped classroom approach’s practices in the English department within the Faculty of Arts and Humanities Kairouan (FLSHK). It also focuses on the English professors’ perceptions regarding this approach. Two research methods were used to collect data; observation of five English classes and interviews with nine FLSHK English professors. This research is of great value in understanding Tunisian professors’ perceptions of the flipped classroom and its applications within Tunisian English classrooms to seek better learning experiences. The findings have significant implications on teaching, teachers, and learners’ experiences.

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Teachers' Perceptions on the Impact of Flipped Learning on Student Learning and Teacher's Role in Jordanian Schools

Cited by 6 publications

References 24 publications

The Actual Level of Applying the Flipped Classroom Strategy Among English Language Teachers at the Intermediate School in Qassim Region

The Actual Level of Applying the Flipped Classroom Strategy Among English Language Teachers at the Intermediate School in Qassim Region

Trends for the Future of Education Programs for Professional Development

Teachers’ Practices and Perceptions of the Flipped Classroom Approach

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