The Flipped Classroom Model in Libyan Higher Education: Experiences with Students of Computer Principles

Yahia, Sadok Ben

doi:10.28945/4778

Cited by 4 publications

(4 citation statements)

References 12 publications

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“…Similarly to our findings, positive student attitudes toward flipped learning and teaching have also been confirmed by other authors (Al Ghawail & Ben Yahia, 2021;Bell, 2015;Farah, 2014;Hantla, 2014;Leo, 2017;Prefume, 2015;Tanner & Scott, 2015;Vaughn, 2014;Yang, 2017). However, the research conducted by Xiu and Thompson (2020) was inconclusive as to whether they want this type of implementation to continue in the future, similar to some other contradictory results (Hunley, 2016;L.…”

Section: More Cooperationsupporting

confidence: 91%

“…It is, therefore, necessary to investigate further and possibly identify the determinants more clearly. Third, while research at the secondary and higher education level dominates (e.g., Al Ghawail & Ben Yahia, 2021;Foldnes, 2016;Lee et al, 2022;Murillo-Zamorano et al, 2019;Pastes Urbano et al, 2020;Sharp & Sharp, 2017;Sommer & Ritzhaupt, 2018;Xiu & Thompson, 2020;Yang, 2017;Yelamarthi et al, 2016), there is less research at the primary school level , which is why we have focused on this level of schooling. We were interested in comparing traditional and flipped learning and teaching from the point of view of acquired knowledge and its retention, as well as students' perceptions of flipped learning and teaching.…”

Section: Introductionmentioning

confidence: 99%

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Effectiveness of Flipped Learning and Teaching: Knowledge Retention and Students’ Perceptions

Plesec Gasparic,

Glavan,

Žveglič Mihelič

et al. 2024

JITE:Research

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Aim/Purpose: This paper addresses the effectiveness of flipped learning and teaching as a didactic innovation in math instruction. We are interested in comparing traditional and flipped learning and teaching in terms of acquired knowledge and retention and students’ perceptions of flipped learning and teaching. Background: Traditional lessons, in which frontal instruction prevails, cannot sufficiently address all students, especially in more complex subjects where it is necessary to follow the didactic principle of learning differentiation and individualization. Flipped learning and teaching is a didactic innovation with a high potential for implementing the said didactic principle, as it can be adapted to the students’ needs to a greater extent. There is no single mode of implementation for flipped learning and teaching, which means that the effects depend largely on the specific learning activities, resulting in the fact that previous research does not report conclusive results. Thus, it is important to continue to examine this innovation to provide a better and more detailed understanding of it. Methodology: We present a study in which 13-year-old primary school students took part in a pedagogical experiment in mathematics instruction. In the control group (n = 26), lessons were taught in the traditional way, while in the experimental group (n = 26), lessons were taught according to the principle of flipped learning and teaching. After the experiment, the same posttest was administered to both groups to assess the students’ knowledge of the subject matter after the treatment. Another posttest was administered after three months to determine whether the knowledge acquired through flipped learning and teaching was permanent. All three tests consisted of 13 tasks, with the first 6 tasks relating to the perimeter of polygons and the second 6 tasks relating to the area of polygons. The last task focused on the perimeter and area of polygons. A short survey was also conducted to find out how the students in the experimental group perceived this didactic innovation in terms of motivation to learn, interest in the subject matter, level of knowledge acquired, and so forth. Contribution: Our research on flipped learning and teaching focusing on primary schools is significant as previous research on the topic has often been conducted on a sample of high school students and even more often on university students. Our particular contribution is the fact that we tested not only the students’ immediate knowledge after the intervention but also the retention of knowledge after a period of three months, which provides an additional perspective on the effectiveness of flipped learning and teaching. Findings: With this research, we have answered three research questions. First, we found that there are no statistically significant differences between the two groups in terms of acquired knowledge. Thus, we found that both the traditional approach and the flipped learning and teaching approach were equally successful in transferring knowledge to the students. In addition, we found that there were differences between the two groups in terms of retention of knowledge. The group taught with the flipped learning and teaching approach showed higher levels of knowledge retention than the group taught with the traditional approach. Finally, it was found that the students were quite satisfied with this approach and would like to see such innovations in the future. Recommendations for Practitioners: The results suggest better knowledge retention when using flipped teaching and learning, so based on our findings, we recommend teachers try this innovation in their classrooms. However, all innovation should be implemented with thorough consideration and gradually; thus, we believe that training courses on flipped learning and teaching should be organized for teachers to learn about this innovation, find out about its effectiveness, and reflect on how they can incorporate it into their own practice. Recommendation for Researchers: We recommend that research in the future focus more on primary school students, with particular attention to experimental design. We suggest that researchers focus on investigating the contribution of the different learning activities with the flipped instructional design to the overall effectiveness of the innovation. Impact on Society: The results of our research thus represent an important contribution to the field of pedagogy and general didactics at primary and lower secondary levels. Based on our findings on knowledge retention in the experimental group, we consider flipped learning and teaching to be an effective innovation that could contribute to a higher quality of teaching and, thus, to better student knowledge. Future Research: Future research would be important to determine which factor ensures a higher level of knowledge retention in a flipped learning and teaching approach than in a traditional learning and teaching approach. It would also be important to determine the effects of flipped learning and teaching in other subject matters in the mathematics classroom, in other age groups of students, and in other subjects in primary school.

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Section: More Cooperationsupporting

confidence: 91%

Section: Introductionmentioning

confidence: 99%

Effectiveness of Flipped Learning and Teaching: Knowledge Retention and Students’ Perceptions

Plesec Gasparic,

Glavan,

Žveglič Mihelič

et al. 2024

JITE:Research

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“…These results have been confirmed by some works that consider that students prefer hybrid or face-to-face teaching [23][24][25][26], flipped classroom [27][28][29], active learning methods [30,31]. Similarly, the results showed that students strongly prefer the integration of ICT in the teaching -learning process (Figure 4), and according to [32][33][34] showed that students are satisfied with the use of digital resources.…”

Section: Evaluation Of the Digital Textbooksupporting

confidence: 66%

A Model for Scripting and Designing a Digital Textbook

Moundy¹,

Chafiq

Talbi³

2022

Int. J. Emerg. Technol. Learn.

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The digital transformation of institutions renovates universities to strengthen the integration of educational technologies with a focus on the quality of learning. Our objective is to analyze the needs of students to determine the essential indicators to be used in the design of a digital textbook of soft skills, to measure the approval of the textbook by specialists and to measure the concordance of the criteria of the textbook with the expectations of students. The sample consisted of 60 university students and 8 educational and technical specialists. A digital textbook scripting and design model is designed to assist in the design of the textbook. The results showed that the identification of students' needs led to the conclusion that they are interested in learning through active teaching and learning methods, through the integration of ICT tools and using a textbook. In addition, students and pedagogical and technical specialists were satisfied with the digital textbook designed and to be used.

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“…This approach that contradicts with the linearity of learning and focuses on the student and make the teacher as a companion and facilitator of learning [11]. From a motivational point of view, the flipped classroom is an approach preferred by students [12][13][14][15][16].…”

Section: Introductionmentioning

confidence: 99%

Digital Textbook and Flipped Classroom: Experimentation of the Self-Learning Method Based on the Development of Soft Skills and Disciplinary Knowledge

Moundy¹,

Chafiq²,

Talbi³

2022

Int. J. Emerg. Technol. Learn.

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Following adoption of the Moroccan educational system with a blended learning approach vis-à-vis the circumstances of the Covid-19 pandemic, which requires an adaptation on the part of the pedagogical actors to ensure pedagogical continuity and support students to guarantee their academic success. Our aim is to bring students to develop their own self-learning strategies to cope with the demands of the current situation through the use of a digital textbook in a flipped classroom. The sample consists of 362 students of which 54.14% are middle school students and 26.24% are male for the middle school and 23.2% in the high school. The digital textbook and the flipped classroom can improve the acquisition of disciplinary knowledge and obtain better results in students, and they can develop their soft skills. While there is a significant relationship between the development of soft skills in students and their academic success. The student ‘self-learning method using the digital textbook and the flipped classroom can help develop certain soft skills in the student. To conclude, our method remains effective and relevant, and does not replace face-to-face teaching, but is a complement for the teacher to improve his or her professional practices.

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The Flipped Classroom Model in Libyan Higher Education: Experiences with Students of Computer Principles

Cited by 4 publications

References 12 publications

Effectiveness of Flipped Learning and Teaching: Knowledge Retention and Students’ Perceptions

Effectiveness of Flipped Learning and Teaching: Knowledge Retention and Students’ Perceptions

A Model for Scripting and Designing a Digital Textbook

Digital Textbook and Flipped Classroom: Experimentation of the Self-Learning Method Based on the Development of Soft Skills and Disciplinary Knowledge

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