Teaching in flipped classrooms: Exploring pre-service teachers' concerns

Hao, Yungwei; Lee, Kathryn S.

doi:10.1016/j.chb.2015.12.022

Cited by 83 publications

(51 citation statements)

References 21 publications

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“…Although this approach has been promoted by the European Union for Higher Education Studies since the Bologna Plan, studies show that teacher training programs are still reminiscent of ineffective instructional strategies [27], so further research along these lines and empirical results on new educational paradigms focused on student work must be provided. In this sense, the flipped-classroom is a strategy that allows students to carry out activities and research work in class, while being guided and supported by the teacher [28]. Thanks to the support of educational technologies, the flipped-classroom has become a viable pedagogical approach that addresses the needs of today's students [29].…”

Section: Gamification Flipped-classroom and Motivationmentioning

confidence: 99%

Effects of a Gamification and Flipped-Classroom Program for Teachers in Training on Motivation and Learning Perception

et al. 2019

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We present the results of a training program with future Primary Education teachers on the impact on motivation and perception of learning achieved through strategies and techniques associated with gamma and flipped-classroom. The program was run in four classroom groups (n = 210) at the University of Murcia (Spain) and the aim was to analyze the effect that the gamification-based and flipped-classroom program has on motivation and learning. Information was collected through a perceptions questionnaire. Descriptive statistics are shown; mean tests (t of Student and ANOVA of a factor) and Pearson correlations between subscales. The data show a very positive impact on motivation, the learning achieved, and the strategies applied in the program. Some differences between group-class and gender are discussed, and some future improvements of the program are put forward.

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Section: Gamification Flipped-classroom and Motivationmentioning

confidence: 99%

Effects of a Gamification and Flipped-Classroom Program for Teachers in Training on Motivation and Learning Perception

et al. 2019

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“…It is, therefore, necessary to establish frameworks of reference to know which technologies are applied to education or educational technology as well the role of teachers and how they should be trained to employ such technologies in teaching [5,6].…”

Section: Introductionmentioning

confidence: 99%

Technology and Higher Education: A Bibliometric Analysis

2019

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Technology in education is one of the current realities that generates most interest. The objective of this research is to analyze the scientific production of educational technology in the higher education stage, within the Web of Science database. To carry out this study, a bibliometric study was conducted, which first established the keywords that would govern the rest of the research and continued with the analysis of different variables that addressed different features, from the origin of the archives to the authors or the most prolific and relevant institutions in the scientific community. The results indicate that there has been a significant increase in publications on this subject in recent years, and as evident from the current peak, this is a growing trend that will lead to more research in the coming years.

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“…The first set of scholars focuses on the learners' perceptions of and satisfaction with engaging in a flipped pedagogic environment and includes educator perceptions of their flipped teaching practices. These studies primarily involve the administration of validated scales (Hao, ; Hao, ; Hao & Lee, ; Koo et al, ; Sohrabi & Iraj, ) to measure levels of satisfaction, general surveys to gauge qualitative experiences (McCarthy, ; Rodriguez, ; Schmidt & Ralph, , Evseeva & Solozhenko, ), and interviews (Hall & DuFrene, ; Nguyen, Yu, Japutra, & Chen, ). The second category of research publications focuses on actual student performance within their flipped learning environment and explores whether or not flipped learning pedagogy results in significant increases in learners' academic grades.…”

Section: Introductionmentioning

confidence: 99%

Flipping learning not just content: A 4‐year action research study investigating the appropriate level of flipped learning

Maycock

Lambert

Bane

2018

Computer Assisted Learning

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This action research study follows a between-subject design strategy and attempts to identify whether a departure from a direct instructional teaching strategy towards a flipped learning pedagogy results in increases in student performance over time. In particular, the study considers the effects of integrating flipped learning pedagogic instruction into a Year 1, second-semester undergraduate Computer Architecture module. The first year of the study represented a baseline year in which a traditional direct instructional teaching method was used. The three subsequent years of study involved the inclusion of increased proportions of flipped learning instruction. When removing the baseline year from the study and focusing on the years that included a flipped proportion of instruction only, the analysis showed statistically significant increases in learner performance for mature students as the module migrated towards a fully flipped delivery model.Positive increases associated with continuous assessment components of the modules were also observed across the population as the module migrated towards a flipped learning model. However, this apparent increase in learner performance showed no impact on the terminal examination scores across years, indicating that improved performance in continuous assessments was probably due to shallow learning.

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Teaching in flipped classrooms: Exploring pre-service teachers' concerns

Cited by 83 publications

References 21 publications

Effects of a Gamification and Flipped-Classroom Program for Teachers in Training on Motivation and Learning Perception

Effects of a Gamification and Flipped-Classroom Program for Teachers in Training on Motivation and Learning Perception

Technology and Higher Education: A Bibliometric Analysis

Flipping learning not just content: A 4‐year action research study investigating the appropriate level of flipped learning

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