The Effects of Problem-Based Learning with Flipped Classroom on Elementary Students' Computing Skills

Tsai, Chia‐Wen; Shen, Pei-Di; Lu, Yu-Jui

doi:10.4018/978-1-4666-8246-7.ch046

Cited by 39 publications

(34 citation statements)

References 10 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…This study showed that the new flipped classroom instructional approach can help students perform significantly better overall than students in traditional classrooms, supporting the results of previous studies (Bhagat et al, 2016;Chao et al, 2015;Schultz et al, 2014;Tsai et al, 2015).…”

Section: Student Learning Gainssupporting

confidence: 80%

“…Then, most class time is spent on group learning activities that are focusing on applying the knowledge learned from the video lectures, such as solving advanced problems with the support of the teacher and peers or working on projects. Additional in-class activities include but are not limited to individual practices, student presentations, and taking quizzes.Even though after-class activity is not common in the flipped classroom model, the review of the literature shows that some teachers practice completion of self-evaluation or reflection as an after-class activity (Bhagat, Chang & Chang, 2016;Clark, 2015;Lai & Hwang, 2016;Mazur, Brown & Jacobsen, 2015;Schultz, Duffield, Rasmussen & Wageman, 2014;Wang, 2016).The benefits of the flipped teaching method in the current literature are listed as follows:(1) students move at their own pace, (2) doing 'homework' in class gives teachers better insight into student difficulties and learning styles, (3) teachers can more easily customize and update the curriculum and provide it to students 24/7, (4) classroom time can be used more effectively and creatively, (5) teachers using the method report seeing increased levels of student achievement, interest, and engagement, (6) learning theory supports the new approaches, and (7) the use of technology is flexible and appropriate for 21st century learning (Chao, Chen & Chuang, 2015;Chen, 2016;Fulton, 2012;Snyder, Paska & Besozzi, 2014;Tsai, Shen & Lu, 2015). …”

mentioning

confidence: 99%

“…(1) students move at their own pace, (2) doing 'homework' in class gives teachers better insight into student difficulties and learning styles, (3) teachers can more easily customize and update the curriculum and provide it to students 24/7, (4) classroom time can be used more effectively and creatively, (5) teachers using the method report seeing increased levels of student achievement, interest, and engagement, (6) learning theory supports the new approaches, and (7) the use of technology is flexible and appropriate for 21st century learning (Chao, Chen & Chuang, 2015;Chen, 2016;Fulton, 2012;Snyder, Paska & Besozzi, 2014;Tsai, Shen & Lu, 2015).…”

mentioning

confidence: 99%

See 2 more Smart Citations

Comparison of Student Performance, Student Perception, and Teacher Satisfaction with Traditional versus Flipped Classroom Models

Unal¹,

Ünal²

2017

INT J INSTRUCTION

View full text Add to dashboard Cite

As new technologies become available, they are often embraced in educational innovation to enhance traditional instruction. The flipped teaching model is one of the most recent and popular technology-infused teaching models in which learning new concepts takes place at home while practice is conducted in the classroom. The purpose of this study was to investigate how using the flipped teaching model affects student performance, perceptions, and teacher satisfaction in comparison to the traditional model. Sixteen teachers implemented the flipped teaching model in their classrooms and reported the results of the flipped teaching model for the first time. Pretests and posttests were used to measure and compare student performance while student and teacher surveys facilitated data collection on student perception and teacher satisfaction. The results of the study showed that, in most cases, the flipped classroom model demonstrated higher student learning gains, more positive student perception, and higher teacher satisfaction compared to the traditional model. This study adds evidence to the current literature that, if the conditions are properly set, the flipped classroom should have the potential to be an extremely effective learning style.Keywords: flipped classroom, inverted teaching, online teaching, learning, student performance, student perception, teacher satisfaction INTRODUCTIONThe flipped classroom is defined as "shifting direct learning out of the large group learning space and moving it into the individual learning space, with the help of one of several technologies" (Hamdan, McKnight, McNight, & Arfstrom, 2013, p. 4). The main idea of the flipped classroom model is to shift the learning of new content and concepts to before class in the form of videos and spending in-class time applying the material through complex problem solving, deeper conceptual coverage, and peer interaction (Gajjar, 2013;Gojak, 2012;Sarawagi, 2013;Strayer, 2012;Tucker, 2012). 146Comparison of Student Performance, Student Perception … International Journal of Instruction, October 2017 • Vol.10, No.4 In a flipped classroom model, students engage with lectures or other materials outside of the class to prepare for an active learning experience in the classroom. Before class time, students are asked to watch short online lecture videos prepared or selected by their teachers followed by small online activities (a short quiz, online discussion, one paragraph summary, concept map, etc.). During the class, students are asked to engage in concepts by participating in individual and/or group activities with the guidance of the instructor. Individual classroom activities might include polling (iclickers), designing concept maps, or individual problem solving (worksheets). On the other hand, group activities might include think-pair-share, round robin, immediate feedback assessment technique (IF-AT), team matrix, fishbowl discussion, three-step interview, role play, reaction sheets, think-aloud pair problem solving, affinity grouping, d...

show abstract

Section: Student Learning Gainssupporting

confidence: 80%

mentioning

confidence: 99%

mentioning

confidence: 99%

See 1 more Smart Citation

Comparison of Student Performance, Student Perception, and Teacher Satisfaction with Traditional versus Flipped Classroom Models

Unal¹,

Ünal²

2017

INT J INSTRUCTION

View full text Add to dashboard Cite

show abstract

“…The results of applying FCA are varied. Some studies found that FCA improves learners' academic achievements (Bhagat, Chang, & Chang, ; Chao, Chen, & Chuang, ; Huang & Hong, ; Schultz, Duffield, Rasmussen, & Wageman, ; Tsai, Shen, & Lu, ), whereas other studies demonstrated no improvement (Chen, Wang, Li, Bao, & Ren, ; Clark, ; DeSantis, Van Curen, Putsch, & Metzger, ; Kirvan, Rakes, & Zamora, ). This discrepancy in the results of the studies seems reasonable to justify the current study but, at the same time, points to the importance of using a new approach based on theoretical frameworks that can justify this difference.…”

Section: Introductionmentioning

confidence: 99%

How flipped learning based on the cognitive theory of multimedia learning affects students' academic achievements

Almasseri

AlHojailan

2019

Computer Assisted Learning

View full text Add to dashboard Cite

The study aims to identify the effect of a flipped classroom approach designed according to the cognitive theory of multimedia learning on the academic achievements of eighth‐grade students (aged 14 years) in Saudi Arabia in computer science. To this end, a quasi‐experimental design was used, with a sample of 67 students; 33 students were assigned to the experimental group, whereas 34 comprised the control group. The experimental group was subjected to the flipped classroom approach, whereas the control group was given direct instruction. To measure student achievements, an instrument that measures cognitive skills based on Revised Bloom's taxonomy levels was designed. Findings revealed a positive effect on the experimental group's achievement levels with respect to Bloom's higher order thinking skills, that is, applying, analysing, and evaluating. No difference was found between the two groups in terms of academic achievements at the remembering and understanding levels of Bloom's taxonomy. Moreover, learners with low prior knowledge showed a higher improvement in academic achievements compared with those with high prior knowledge. This corresponds to the assumption of the cognitive theory of multimedia learning that learners with low prior knowledge would benefit from its principles more than learners with high prior knowledge.

show abstract

“…Lu (2011) analysed Taiwanese junior high school students' Chinese performance on the Basic Competence Test for Junior High School Students and found that the average score of the classical Chinese examination was Lawrence and Sankey (2013) Adoption of the flipped classroom strategy into nursing education (Lawrence andSankey, 2013) Goh and Adoption of the flipped classroom strategy with open-course contents to provide learners with learning scaffold (Goh andSankey, 2013) Huang (2013) Adoption of the flipped classroom strategy into Chinese with interactive mobile Apps (Huang, 2013). Tsai, Shen, Lu (2015) Comparison the learning effectiveness between flipped classroom strategy and other teaching methods (Tsa, Shen, & Lu, 2015) Fardoun & Alghazzaw (2014 Adoption of the interactive learning system with facilitating flipped classroom strategy Chen, Worden, & Bradley (2015) Adoption of the flipped classroom strategy into medical education (Chen, Worden, &Bradley, 2015) Chao, Chen andChuang (2015) Adoption of the flipped classroom strategy for engineering learning in senior high school Wang (2015) Adoption of the game-based interactive response system with flipped classroom strategy lower than that of the modern Chinese examination. Tang (2011) indicated that students rely heavily on Chinese teachers' sentence by sentence explanation, and hence, they lack opportunities to achieve active thinking, thus resulting in poor classical Chinese learning performance.…”

Section: Classical Chinese Learning and Teachingmentioning

confidence: 99%

Could a mobile‐assisted learning system support flipped classrooms for classical Chinese learning?

Wang

2016

Computer Assisted Learning

View full text Add to dashboard Cite

In this study, the researcher aimed to develop a mobile-assisted learning system and to investigate whether it could promote teenage learners' classical Chinese learning through the flipped classroom approach. The researcher first proposed the structure of the Cross-device Mobile-Assisted Classical Chinese (CMACC) system according to the pilot survey and reviewed literature, and then adopted a quasi-experimental design to understand whether the developed system could promote and support flipped classroom learning for classical Chinese. A total of 56 eleventh graders from two classes participated in the experiment. The learners in the experimental group learned classical Chinese with the flipped classroom learning strategy with the assistance of the CMACC system, while the control group adopted the flipped classroom learning strategy without using the CMACC system. The results reveal that all of the students improved their Chinese performance, but it was noticeable that the learners who used the CMACC system showed better motivation in terms of self-directed preview learning, while those who only learned with the traditional textbooks tended to be more passive. In sum, the mobile-assisted learning system added value in providing learners with opportunities to achieve anytime and anywhere flipped classroom learning. The integration of ubiquitous mobile learning technology and the flipped classroom strategy can be viewed as a critical factor leading to students achieving self-regulated learning. It is also suggested that instructors should carefully take the targeted learners' cultural background and the availability of supporting learning devices into consideration so as to prevent the flipped classroom from exacerbating the digital divide. Other suggestions for educators and instructional designers are also proposed.

show abstract

The Effects of Problem-Based Learning with Flipped Classroom on Elementary Students' Computing Skills

Cited by 39 publications

References 10 publications

Comparison of Student Performance, Student Perception, and Teacher Satisfaction with Traditional versus Flipped Classroom Models

Comparison of Student Performance, Student Perception, and Teacher Satisfaction with Traditional versus Flipped Classroom Models

How flipped learning based on the cognitive theory of multimedia learning affects students' academic achievements

Could a mobile‐assisted learning system support flipped classrooms for classical Chinese learning?

Contact Info

Product

Resources

About