The flipped learning perception scale: A validity and reliability study

Ekinci, Fatmanur; Bektaş, Oktay; Karaca, Melek; Yiğit, Kübra Nur

doi:10.1007/s10639-023-11731-7

Cited by 3 publications

(1 citation statement)

References 75 publications

(124 reference statements)

Supporting

Mentioning

Contrasting

Order By: Relevance

“…However, implementing the Flipped Learning Model is not without its challenges. Technological barriers, such as unequal access to devices and the internet among students, can exacerbate educational inequalities (Ekinci et al, 2023;Muhaimin et al, 2023). Additionally, teachers face the task of curating high-quality online resources and creating engaging instructional materials.…”

Section: Introductionmentioning

confidence: 99%

Analysis of Teachers' Perceptions of the Benefits and Challenges of Adopting the Flipped Learning Model

Subiyantoro

2023

Indones. J. Instr. Media Model.

View full text Add to dashboard Cite

In response to the evolving education landscape, this study investigates teachers' perspectives on the advantages and challenges of implementing the Flipped Learning Model (FLM). The research background acknowledges the increasing significance of innovative teaching methods, emphasizing the exploration of educators' experiences in embracing this transformative model. The main objective is to comprehensively understand how teachers perceive both the benefits and obstacles inherent in the FLM. The mixed-methods research design integrates qualitative insights from in-depth interviews with quantitative data obtained through structured surveys. The results present a nuanced depiction of teachers' viewpoints, revealing the multifaceted nature of their encounters with the Flipped Learning Model. The findings underscore perceived benefits, such as heightened student engagement and personalized learning experiences, and outline encountered challenges, including technological barriers and time constraints. In conclusion, this research significantly contributes insights to the field of education by providing a comprehensive examination of teachers' perspectives on the Flipped Learning Model. It emphasizes the importance of considering educators' viewpoints in ongoing discussions about educational innovation, enriching the discourse on effective pedagogical strategies in the contemporary educational landscape. The implications of this study extend to educational policymakers, curriculum developers, and practitioners aiming to optimize the integration of the Flipped Learning Model for an enhanced teaching and learning environment.

show abstract

Section: Introductionmentioning

confidence: 99%

Analysis of Teachers' Perceptions of the Benefits and Challenges of Adopting the Flipped Learning Model

Subiyantoro

2023

Indones. J. Instr. Media Model.

View full text Add to dashboard Cite

show abstract

Students' Perception of Flipped Classroomin in Engineering Education

Haghnegahdar,

Abdolahi

2024

2024 11th International and the 17th National Conference on E-Learning and E-Teaching (ICeLeT)

View full text Add to dashboard Cite

Roles of ambiguity tolerance and learning effectiveness: Structural equation modeling evidence from EFL students’ perceptions of factors influencing peer collaboration

Lin,

Niu,

2023

Language Teaching Research

View full text Add to dashboard Cite

Ambiguity tolerance reflects learners’ abilities to accept unpredictable and unfamiliar contexts in language learning without frustration and discomfort. However, it has yet to be thoroughly explored when associated with engagement, motivation, and peer collaboration collaborative learning in course of English as a foreign language (EFL) learning. Relying on questionnaire survey data, this study adopts structural equation modeling techniques based on 1,200 Chinese high school students’ responses. The findings ascertain that engagement and volition significantly and positively predict ambiguity tolerance and learning effectiveness. Additionally, ambiguity tolerance predicts learning effectiveness. For peer collaborative learning, ambiguity tolerance and learning effectiveness are also critical predictors. They significantly and positively predict collaborative learning willingness. Moreover, ambiguity tolerance predicts peer feedback acceptance but not sensitivity to peer pressure. Learning effectiveness significantly and negatively predicts sensitivity to peer pressure, but its impact on peer feedback acceptance is insignificant. Dominant strategies for high school English learners to cope with unfamiliar and uncertain contexts are external help-seeking from dictionaries and instructors. The findings in this study contribute to educational research on psychological mechanisms behind ambiguity tolerance, language education in high school, learning effectiveness, and collaborative learning. As such, this study encourages continued efforts to explore such topics and the consideration of ambiguity tolerance in teaching practice.

show abstract

The flipped learning perception scale: A validity and reliability study

Cited by 3 publications

References 75 publications

Analysis of Teachers' Perceptions of the Benefits and Challenges of Adopting the Flipped Learning Model

Analysis of Teachers' Perceptions of the Benefits and Challenges of Adopting the Flipped Learning Model

Students' Perception of Flipped Classroomin in Engineering Education

Roles of ambiguity tolerance and learning effectiveness: Structural equation modeling evidence from EFL students’ perceptions of factors influencing peer collaboration

Contact Info

Product

Resources

About