Figure 1- uploaded by Bo Ae Chun
Content may be subject to copyright.
Ebbinghaus' forgetting curve and review cycle. 

Ebbinghaus' forgetting curve and review cycle. 

Source publication
Conference Paper
Full-text available
Recently, flipped learning has been attracting as an alternative teaching and learning method for university education. The purpose of this study is to propose flipped learning as an effective review method overcoming forgetting curve. This study is also aimed to provide empirical evidence for the effect of flipped learning in terms of both self-ef...

Contexts in source publication

Context 1
... have shown that if you memorize repeatedly within one hour, you will remember for one day, if you memorize one day later, you will remember for a week [3]. Figure 1 illustrates the effect of the review. When many forgetfulness occurs, the memory rate increases. The time when forgetfulness occurs is immediately after class, on the evening of the class, the next day, week, month, and so on [4,5]. Thus, it is suggested that four or five times review on what you have learned: right after the lesson, the evening, one week later, and one month later. These repeated reviews help learners keep high rate of retention [5]. Recently, flipped learning has been attracting as an alternative teaching and learning method for university education [6,7]. The purpose of this study is to propose flipped learning as an effective review method overcoming forgetting curve. This study is also aimed to provide empirical evidence for the effect of flipped learning in terms of both self-efficacy and academic performance. Three research questions guided the study: 1) Is there a difference in self-efficacy between traditional lecture style classroom and flipped classroom? ; 2) Is there a difference in academic performance between traditional and flipped classroom? ; 3) If so, what is the main factor of the ...
Context 2
... have shown that if you memorize repeatedly within one hour, you will remember for one day, if you memorize one day later, you will remember for a week [3]. Figure 1 illustrates the effect of the review. When many forgetfulness occurs, the memory rate increases. The time when forgetfulness occurs is immediately after class, on the evening of the class, the next day, week, month, and so on [4,5]. Thus, it is suggested that four or five times review on what you have learned: right after the lesson, the evening, one week later, and one month later. These repeated reviews help learners keep high rate of retention [5]. Recently, flipped learning has been attracting as an alternative teaching and learning method for university education [6,7]. The purpose of this study is to propose flipped learning as an effective review method overcoming forgetting curve. This study is also aimed to provide empirical evidence for the effect of flipped learning in terms of both self-efficacy and academic performance. Three research questions guided the study: 1) Is there a difference in self-efficacy between traditional lecture style classroom and flipped classroom? ; 2) Is there a difference in academic performance between traditional and flipped classroom? ; 3) If so, what is the main factor of the ...
Context 3
... have shown that if you memorize repeatedly within one hour, you will remember for one day, if you memorize one day later, you will remember for a week [3]. Figure 1 illustrates the effect of the review. When many forgetfulness occurs, the memory rate increases. The time when forgetfulness occurs is immediately after class, on the evening of the class, the next day, week, month, and so on [4,5]. Thus, it is suggested that four or five times review on what you have learned: right after the lesson, the evening, one week later, and one month later. These repeated reviews help learners keep high rate of retention [5]. Recently, flipped learning has been attracting as an alternative teaching and learning method for university education [6,7]. The purpose of this study is to propose flipped learning as an effective review method overcoming forgetting curve. This study is also aimed to provide empirical evidence for the effect of flipped learning in terms of both self-efficacy and academic performance. Three research questions guided the study: 1) Is there a difference in self-efficacy between traditional lecture style classroom and flipped classroom? ; 2) Is there a difference in academic performance between traditional and flipped classroom? ; 3) If so, what is the main factor of the ...

Similar publications

Conference Paper
Full-text available
This contribution is about teaching strategies in blended learning environments and its effects on students’ selfdirection. Literature shows a correlation between teachers’ teaching approaches, learning environments and students’ engagement in their learning activities. Indeed, student-centered teaching approaches encourage students’ active and dee...

Citations

... By repeating and reviewing previous formulas, theorems, lessons, and information, students are able to understand mathematics much more quickly. According to Ebbinghaus's oblivion curve (Chun & Heo, 2018), there is a strong correlation between memory and time ( Figure 04). Usually, forgetting in the initial https: //doi.org/10.15405/epiceepsy.20111.11 ...
... Ebbinghaus' forgetting curve and review cycle(Chun & Heo, 2018) ...
... Meanwhile, other studies have discussed the effects of this methodology on different psychological constructs. For instance, there are some positive findings with regard to the association between the use of the flipped classroom and improvements in self-confidence (Chun & Heo, 2018), self-efficacy (Ibrahim, 2014;Mohammed, 2017;Chou, 2018), motivation (Xin-Yue, 2016Díaz-Garrido, Martín-Peña & Sánchez-López, 2017;Alsancak & Özdemir, 2018) and self-regulation (Lai & Hwang, 2016;Moos & Bonde, 2016;Sedraz et al., 2018). However, other studies have found no statistically significant relationship between the methodology and improvements in self-efficacy, self-regulation and motivation (Ferriz et al, 2017;Chun & Heo, 2018). ...
... For instance, there are some positive findings with regard to the association between the use of the flipped classroom and improvements in self-confidence (Chun & Heo, 2018), self-efficacy (Ibrahim, 2014;Mohammed, 2017;Chou, 2018), motivation (Xin-Yue, 2016Díaz-Garrido, Martín-Peña & Sánchez-López, 2017;Alsancak & Özdemir, 2018) and self-regulation (Lai & Hwang, 2016;Moos & Bonde, 2016;Sedraz et al., 2018). However, other studies have found no statistically significant relationship between the methodology and improvements in self-efficacy, self-regulation and motivation (Ferriz et al, 2017;Chun & Heo, 2018). ...
... The results obtained show that students who took part in the flipped classroom intervention (experimental group) did not did not display greater increases or decreases in any of the self-efficacy dimensions than the students who took part in an intervention using other types of methodologies (control group). This finding is in keeping with other research that did not support flipped classroom methodology as more effective than other methodologies in order to improve different psychological constructs (Ferriz et al, 2017;Chun & Heo, 2018) Unless future studies show otherwise, this finding proves that while the flipped classroom could be a suitable methodology for primary school, other methodologies can lead to similar results. In view of this result, teachers can choose the most suitable method for each educational situation. ...
Article
Full-text available
Flipped classroom is an educational methodology whereby students complete the most theoretical part of a lesson at home, usually by viewing educational videos or using other similar tools. This allows them to dedicate more class time to developing higher order thinking skills via the completion of practical tasks. Since its introduction in the classroom few years ago, the number of primary education teachers using the method has increased steadily, but teachers sometimes lack reliable data on its effectiveness. The objective of this research was to address this by analysing how the methodology affects primary education students' self-concept. To this end, data were collected on 822 students (Age = 10.84; SD = .873), who were divided into a control group (437 students) and an experimental group (385 students). The experimental group underwent a 7-month flipped classroom intervention. Both groups completed the AF-5 scale before and after the intervention. The results suggest, firstly, that the flipped classroom methodology neither significantly improved nor significantly worsened any of the dimensions of self-concept more than the group that did not apply this methodology. Meanwhile, however, both groups did show improvements in the social, emotional and family dimensions of their self-concept. The paper concludes with a discussion of these outcomes and suggestions for future research topics.
... The short-term memory The teacher issued learning task cycle is roughly divided into 5min, 30min, and 12h; and the long-term memory cycle is roughly divided into 1Day, 2Day, 4Day, 7Day, 15Day. Therefore, according to the Ebbinghaus Forgetting Curve and the law of memory cycle, we formulated a course learning plan against the forgetting rules, and published corresponding course tests in stages on the Edmodo platform [10][11][12][13][14][15][16][17][18][19][20][21][22][23][24]. As shown in Table 1, a course plan of blended learning mode based on the Edmodo platform was formulated, where x represents the total learning days, 44 days; Tx represents new knowledge learnt on the day, and MReview represents the contents that need to be reviewed on the day. ...
... In the first 15 days, the subjects both learnt new knowledge Tx and reviewed the learnt knowledge set MReview. After the 16th day, no new knowledge was learnt and only the old knowledge was reviewed (that is, when x∈ [16,44], Tx = 0); from the 30th day until the 44th day, the learning content learnt in the first 15 days was reviewed. ...
Article
Full-text available
This paper attempts to overcome the defects of traditional English learning mode, including poor real-time communication ability, heavy reliance on individual self-discipline, and undesirable learning effect. Drawing on the theories of English learning motivation, the author analyzed the relationship between learning motiva-tion and learning behavior in light of the Edmodo-based blended English learning mode, and put forward the English learning persistence rate formula, thus reveal-ing the correlations between learning cost, objective external learning environ-ment, learning motivation, and learning persistent rate. In addition, the English courses were made more pertinent according to the Ebbinghaus forgetting curve. The course test data were fitted and weighted, outputting intuitive curves on learning effect. The research results show that the Edmodo-based blended Eng-lish learning mode has a significant learning effect, and a guiding significance for English learning and English teaching reform.
... The current study examined previous research investigating the efficacy of flipped classrooms in higher education (Al-Zahrani, 2015;Butt, 2014;Chun and Heo, 2018;El-Banna et al., 2017;Findlay-Thompson and Mombourquette, 2014;Pellas, 2018;Thai et al., 2017;Tune et al., 2013). The majority of these studies indicated positive results, with learners in flipped classrooms found to be more engaged, excited and satisfied (Butt, 2014;Davies et al., 2013;Pellas, 2018), as well as better prepared prior to traditional classroom activities (Tune et al., 2013), and attaining higher scores in examinations (Al-Zahrani, 2015;Chun and Heo, 2018;El-Banna et al., 2017;Findlay-Thompson and Mombourquette, 2014;Pellas, 2018;Thai et al., 2017;Tune et al., 2013). ...
... The current study examined previous research investigating the efficacy of flipped classrooms in higher education (Al-Zahrani, 2015;Butt, 2014;Chun and Heo, 2018;El-Banna et al., 2017;Findlay-Thompson and Mombourquette, 2014;Pellas, 2018;Thai et al., 2017;Tune et al., 2013). The majority of these studies indicated positive results, with learners in flipped classrooms found to be more engaged, excited and satisfied (Butt, 2014;Davies et al., 2013;Pellas, 2018), as well as better prepared prior to traditional classroom activities (Tune et al., 2013), and attaining higher scores in examinations (Al-Zahrani, 2015;Chun and Heo, 2018;El-Banna et al., 2017;Findlay-Thompson and Mombourquette, 2014;Pellas, 2018;Thai et al., 2017;Tune et al., 2013). ...
... The findings suggest that learning in a flipped classroom increases students' academic performance and level of satisfaction, compared with the traditional classroom environment. Despite the limitations regarding the small sample size of undergraduate male students and the nature of the course selected, the findings of this study are consistent with those of other studies that have investigated the efficacy of the flipped approach for enhancing student engagement and increasing understanding of key concepts (Al-Zahrani, 2015;Bergmann and Sams, 2012;Butt, 2014;Chun and Heo, 2018;Davies et al., 2013;El-Banna et al., 2017;Findlay-Thompson and Mombourquette, 2014;McLaughlin et al., 2013;Pellas, 2018;Thai et al., 2017;Tune et al., 2013). Previous studies that investigated the effectiveness of the flipped classroom -such as those of Al-Zahrani (2015) and Wagner et al. (2013) -found that the integration of technology in learning increased student outcomes in terms of enhancing their memory skills, creativity and critical thinking skills. ...
Article
Full-text available
This study aimed to investigate the effectiveness of a flipped classroom for students' academic performance and satisfaction. A mixed-methods research design was used to compare the two approaches of a traditional lecture and flipped classroom. Data were gathered via an achievement test, survey questionnaire and interviews, and then analysed. The results indicated a statistically significant difference in students' academic performance for the flipped classroom group. Additionally, almost all students had a high level of satisfaction in the flipped classroom and generally enjoyed learning in the flipped classroom environment. Online materials, peer discussions and the instructor's role were fundamental elements that produced high-quality learning and active learners. However, few students reported some issues that considered as the main obstacles encountered by some students, which were the week computer skills and time-consuming tasks. This study's implications and recommendations for further research are discussed.
Conference Paper
Full-text available
In South Korea, the recently revised national curriculum is not irrelevant to the trend of global education reform, which focuses on competency-based education, creative convergence, and free learning semester system. In this light, the purpose of this study is to present a convergence education model by integrating STEAM, and creative problem solving (CPS) approach as a learning method, which is coined CPS-based STEAM. Following the principles and process of the creative convergence model, a series of the instructional module was developed and applied to a 7th-grade classroom of free learning semester in a middle school, South Korea. After completing 15 units of CPS-base STEAM class, students' reflection journals were analyzed with Atlas.Ti. Results show that while participating 'making an ecological map of our schoolyard' project students were able to cultivate consilience thinking by converging knowledge, attitude, and skill of science, technology, engineering, arts, and mathematics. Also, they were able to actively explore and solve problems in the real world.
Chapter
The Pollicina project is aimed at defining a social learning management system, called Educational Social Network (EduSN), that follows the principles of the flipped learning paradigm. Students are involved to create thematic cultural paths on the territory through the cultural institutions that joined the project (such as: museums, churches, archaeological sites, etc.). With this new tool it is possible to obtain an active participation in the cultural life: students will approach the historical and cultural issues through a direct involvement in enjoyable activities, sharing experiences, ideas, multimedia material and social feedback. This paper presents the “ArtTour” service dedicated to the definition of the cultural paths.
Article
Full-text available
In South Korea, the recently revised national curriculum is not irrelevant to the trend of global education reform, which focuses on competency-based education, creative convergence, and free learning semester system. In this light, the purpose of this study is to present a convergence education model by integrating STEAM, and creative problem solving (CPS) approach as a learning method, which is coined CPS-based STEAM. Following the principles and process of the creative convergence model, a series of the instructional module was developed and applied to a 7th-grade classroom of free learning semester in a middle school, South Korea. After completing 15 units of CPS-base STEAM class, students‟ reflection journals were analyzed with Atlas.Ti. Results show that while participating „making an ecological map of our schoolyard‟ project students were able to cultivate consilience thinking by converging knowledge, attitude, and skill of science, technology, engineering, arts, and mathematics. Also, they were able to actively explore and solve problems in the real world.
Article
Full-text available
The counselor is a helping profession that is required to have an effective personality character, including self-esteem and optimism. The purpose of this study is to increase prospective counselor students' self-esteem and optimism in using flip classroom guidance with animated video media. The experimental design in this study was One Group Pre-test Post-Test. The research subjects were 14 students chosen by random assignment. The instruments used were the Roosenberg Self-Esteem Scale (α=0, 90) and POSO-E Scale (α=0, 78-0, 87). The results of the t-test showed significant differences in optimism (t (14) =-5, 76, p<0, 05) and self-esteem (t (14) =-3, 10, p<0, 05), self-esteem and optimism have a positive correlation (r = 0,792, p<0, 01). The flip classroom guidance method with animated video media has proven effective in increasing self-esteem and optimism of prospective counselor students.