Toward a Flipped Classroom Instructional Model for History education: A Call for Research

Lo, Chung Kwan

doi:10.18178/ijch.2017.3.1.075

Cited by 11 publications

(17 citation statements)

References 24 publications

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“…First, the 5E framework, which is based on various educational theories and models (e.g., Herbart’s instructional model, Dewey’s instructional model, Atkin-Karplus Learning Cycle) (Bybee et al 2006 ), provides a sound instructional sequence for designing a course and planning activities. The 5E framework can help instructors organize and integrate both the in-class and out-of-class learning activities (Lo 2017 ).…”

Section: Introductionmentioning

confidence: 99%

Transitioning to the “new normal” of learning in unpredictable times: pedagogical practices and learning performance in fully online flipped classrooms

Hew

Jia

Gonda

et al. 2020

Int J Educ Technol High Educ

166

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The COVID-19 outbreak has compelled many universities to immediately switch to the online delivery of lessons. Many instructors, however, have found developing effective online lessons in a very short period of time very stressful and difficult. This study describes how we successfully addressed this crisis by transforming two conventional flipped classes into fully online flipped classes with the help of a cloud-based video conferencing app. As in a conventional flipped course, in a fully online flipped course students are encouraged to complete online pre-class work. But unlike in the conventional flipped approach, students do not subsequently meet face-to-face in physical classrooms, but rather online. This study examines the effect of fully online flipped classrooms on student learning performance in two stages. In Stage One, we explain how we drew on the 5E framework to design two conventional flipped classes. The 5E framework consists of five phases—Engage, Explore, Explain, Elaborate, and Evaluate. In Stage Two, we describe how we transformed the two conventional flipped classes into fully online flipped classes. Quantitative analyses of students’ final course marks reveal that the participants in the fully online flipped classes performed as effectively as participants in the conventional flipped learning classes. Our qualitative analyses of student and staff reflection data identify seven good practices for videoconferencing-assisted online flipped classrooms.

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Section: Introductionmentioning

confidence: 99%

Transitioning to the “new normal” of learning in unpredictable times: pedagogical practices and learning performance in fully online flipped classrooms

Hew

Jia

Gonda

et al. 2020

Int J Educ Technol High Educ

166

View full text Add to dashboard Cite

show abstract

“…Few researchers have already investigated 5E-based flipped classroom settings. Lo (2017) exemplifies the use of a flipped classroom grounded in the 5E model in history education and highlights the need for more research.…”

Section: Communication and Justification Of Explanationsmentioning

confidence: 98%

Towards Inquiry-Based Flipped Classroom Scenarios: a Design Heuristic and Principles for Lesson Planning

Schallert

Lavicza

Vandervieren

2021

Int J of Sci and Math Educ

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The effectiveness of flipped classroom approaches can be improved by combining it with other pedagogical models such as inquiry-based learning. Implementing inquiry-based learning in flipped classroom scenarios requires teachers to plan arrangements for in- and out-of-class activities carefully. In this study, a design heuristic based on the 5E inquiry model was developed to support teachers’ practice of planning inquiry-based flipped classroom lessons. Following a design-based research approach, the design heuristic progressed through two cycles within 2 years. The design heuristic was implemented in both cycles in an online professional development course for secondary mathematics teachers. In the first cycle, 18 lesson plans were collected and analysed using the 5E lesson plan scoring instrument. Results showed that the design heuristic helped teachers to set up lesson plans for flipped classroom scenarios which were mostly in line with the 5E model. However, the evaluation phase was insufficiently addressed. Revision decisions were made at the end of the first cycle, and the design heuristic was revised and re-implemented in a second cycle. Results of the second cycle showed another 19 participating teachers who also struggled in choosing appropriate assessment techniques, an issue which could not be resolved with the proposed design heuristic. This paper describes the development of the design heuristic as well as relevant design principles for inquiry-based flipped classroom scenarios. The proposed design heuristic is not domain specific. Hence, further research could examine its use in other subjects or interdisciplinary as inquiry-based flipped classroom approaches are one of the emerging pedagogies.

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“…The reviews by Bishop and Verleger (2013) and Giannakos et al (2014) surveyed some of the early work on flipped learning. More recent reviews have usually focused on the flipped classroom approach as applied to particular subject disciplines such as chemistry (Seery, 2015), engineering (Karabulut-Ilgu et al, 2018;Kerr, 2015), mathematics , history (Lo, 2017), nursing (Betihavas, Bridgman, Kornhaber, & Cross, 2016;Presti, 2016), and medical education (Chen et al, 2017;Hew & Lo, 2018;Lin & Hwang, 2018b;Ramnanan & Pound 2017). In addition to these discipline-based reviews, several researchers have confined the scope of their reviews to particular contexts, such as K-12 education , higher education (O'Flaherty & Phillips, 2015), and Asian universities (Chua & Lateef, 2014).…”

Section: State Of the Literaturementioning

confidence: 99%

“…If an online follow-up exercise is provided, the students can immediately practice what they have learned, and receive instant computerized feedback on their learning Seery, 2015). In addition to enabling knowledge application and self-evaluation, pre-class exercises can provide the instructors with results that help to inform their design of inclass activities (Lo, 2017;Seery, 2015). In this way, the instructors can tailor-make their upcoming lessons in response to the students' pre-class efforts.…”

Section: Benefits and Challenges Of The Pre-class Learning Componentmentioning

confidence: 99%

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How to advance our understanding of flipped learning: Directions and a descriptive framework for future research

Hwang

2018

Knowledge Management &Amp; E-Learning: An International Journal

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With the growing number of research articles published on flipped learning, many aspects of this instructional approach have been well researched and thoughtfully discussed. At this point, how can future research advance our understanding of flipped learning? This article sheds light on three possible directions for future studies of this instructional approach, including (1) longitudinal studies, (2) examining its effects on different learning objectives, and (3) incorporating gamification into flipped courses. A descriptive framework for flipped classroom interventions is then proposed, comprising of four dimensions: (1) research background, (2) course design, (3) course activities, and (4) outcome of interventions. By applying this descriptive framework, the knowledge created in future research can be well-documented, disseminated, used, and evaluated by other practitioners and researchers. The present work can provide a foundation for further efforts to research flipped learning.

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Toward a Flipped Classroom Instructional Model for History education: A Call for Research

Cited by 11 publications

References 24 publications

Transitioning to the “new normal” of learning in unpredictable times: pedagogical practices and learning performance in fully online flipped classrooms

Transitioning to the “new normal” of learning in unpredictable times: pedagogical practices and learning performance in fully online flipped classrooms

Towards Inquiry-Based Flipped Classroom Scenarios: a Design Heuristic and Principles for Lesson Planning

How to advance our understanding of flipped learning: Directions and a descriptive framework for future research

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