The Flipped Classroom Model of Learning in Higher Education: An Investigation of Preservice Teachers’ Perspectives and Achievement

Fraga, Lucretia M.; Harmon, Janis M.

doi:10.1080/21532974.2014.967420

Cited by 58 publications

(51 citation statements)

References 13 publications

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“…It has been employed in English as a Foreign Language (EFL) learning with positive results (e.g. Engin, 2014;Fraga & Harmon, 2015). In language learning, it is desirable that instructors and learners acquire the necessary knowledge and vocabulary prior to face-to-face classes.…”

Section: Introductionmentioning

confidence: 99%

Flip-J: development of the system for flipped jigsaw supported language learning

Yamada¹,

Goda²,

Hata³

et al. 2016

CALL Communities and Culture – Short Papers From EUROCALL 2016

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This study aims to develop and evaluate a language learning system supported by the 'flipped jigsaw' technique, called 'Flip-J'. This system mainly consists of three functions: (1) the creation of a learning material database, (2) allocation of learning materials, and (3) formation of an expert and jigsaw group. Flip-J was developed as the plugin of the learning management system Moodle, and the formative evaluation for its improvement was conducted in a language learning class. Learners were required to answer an open-ended questionnaire on the usability of Flip-J after three weeks of flipped jigsaw classes, and the instructor was interviewed by the researcher. The results highlighted several areas for improvement, such as 'unfriendly interface of discussion plugin' and 'translation function', which will be incorporated in forthcoming classes. The instructor pointed out issues such as the learners seemed to face difficulties in using the discussion plugin and role management in Flip-J.

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Section: Introductionmentioning

confidence: 99%

Flip-J: development of the system for flipped jigsaw supported language learning

Yamada¹,

Goda²,

Hata³

et al. 2016

CALL Communities and Culture – Short Papers From EUROCALL 2016

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“…In addition to the advantages and the challenges in the implementation of the flipped classroom, previous research on the flipped classroom yields various findings in terms of facts and information about flipped classroom (Basal, 2015;Evseeva, & Solozhenko, 2015), students' emotions and feelings of the flipped courses (Butt, 2014;Wong & Chu, 2014), the integration of new elements into the flipped classroom (Engin, 2014, Galway, et al, 2014, and constructing design guidelines for the flipped classroom (Fraga & Harmon, 2014). However, the flipped classroom's implementation in shaping the 21st-century learning skills, particularly the 4Cs, while focusing on its process as well as its obstacles, is new to the development of flipped classroom theories and practice.…”

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confidence: 99%

Initiating Flipped Classroom in Forming the 4c Skills Among English Education Students

Kurniawati

2020

IJLECR

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Flipped classroom enables students to learn new content online by watching video lectures outside the classroom independently with teachers offering more personalized guidance and interaction with students. This study tried to depict an effort of initiating flipped classroom to form the 4Cs among the English Student-Teachers. The aims of this study were to portray the process of initiating flipped classroom, the obstacles, and the students’ 4Cs reflection in the flipped classroom. The study involved four lecturers as collaborators in lesson study of an English Teaching Media subject. The instruments used were observation, interview, and document analysis. In conducting the flipped class, Schoology was utilized. The results showed that, in initiating a flipped class, the lecturers should be really creative in creating the video lectures and other classroom activities as a preclusion to boredom. Besides, the results also denoted emerging capacity of the students’ 4Cs during on line and offline class. Moreover, the lecturers considered flipped classroom as a breakthrough that enables them to have a closer look on the students individually. Nonetheless, the newness of flipped classroom brings about intricacy, since the lecturers should be able to manage online and offline class simultaneously.

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“…In these similar findings, it has been stated that the model prevents learning being monotonous by making learning effective and permanent, making it student-centred and making the learning environment richer (Balikci, 2015;Mason et al, 2013;Sirakaya, 2015;Turan, 2015;Yavuz, 2016). In these studies, it was also stated that, thanks to the model, time was used effectively and efficiently, and that it allowed students to repeat the lesson as much as they wished (Bergmann & Sams, 2012;Fraga & Harmon, 2014;Johnson, 2012;Roehl et al, 2013;Tucker, 2012).…”

Section: Discussionmentioning

confidence: 99%

“…In contrast to these positive aspects provided by FCM with regard to teachers and students, there are also some studies that indicate that there are a number of disadvantages and limitations. These include not having access to technological tools such as computers and the internet for each student, the difficulty of determining whether or not students watch videos, and technical problems experienced during the application can be some of the disadvantages of the model Bergmann & Sams, 2012;Enfield, 2012;Fraga & Harmon, 2014;Milman, 2012;Yavuz, 2016). In the literature, it is also stated that, if a student is unable to ask questions immediately s/he does not understand the theoretical part of a lesson at home, this may lead to an interruption in the student's learning process (Talan, 2018;Turan, 2015).…”

Section: Introductionmentioning

confidence: 99%

Evaluating the Flipped Classroom Model Through the Multi-Complementary Approach

Talan

2020

Turkish Online Journal of Distance Education

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This study was carried out to determine the effectiveness of the Flipped Classroom Model (FCM) in an educational setting. For this purpose, a multi-complementary approach (MCA) was used including both quantitative (meta-analysis) and qualitative (thematic). MCA consists of three parts, the first of which is the pre-complementary information stage. In this context, the data from sixty-four studies were used and it was analysed using CMA and MetaWin software. In addition, the meta-thematic data were obtained by analysing thirty-two qualitative studies of FCM and analysed through content analysis. In the second stage of the MCA, an experimental process took place involving the implementation of FCM. A thematic dimension was added to the second stage and analyses were made through MAXQDA software. In the last stage of the approach, the results of the first two stages were combined to get complementary and general outcomes. The results of the study showed that FCM had a positive impact on academic success in general, thus some recommendations were presented on the use of both FCM and MCA.

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The Flipped Classroom Model of Learning in Higher Education: An Investigation of Preservice Teachers’ Perspectives and Achievement

Cited by 58 publications

References 13 publications

Flip-J: development of the system for flipped jigsaw supported language learning

Flip-J: development of the system for flipped jigsaw supported language learning

Initiating Flipped Classroom in Forming the 4c Skills Among English Education Students

Evaluating the Flipped Classroom Model Through the Multi-Complementary Approach

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