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Ebbinghaus' forgetting curve and review cycle.
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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...
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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 ...
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... Blended learning combines online digital resources with traditional classroom activities and enables students to attain higher learning performance through well-defined interactive strategies (Foung & Chen, 2019;Lu et al., 2018). Online learning motivation is a significant issue that is worthy of study to prevent academic performance issues from occurring (Mercer, 2018), and flipped learning has been advanced as an alternative teaching and learning method (Chun & Heo, 2018;Usip & Bee, 1998). Artino and Stephens (2009) pointed out that students who are motivated to learn tend to experience greater academic success than their unmotivated counterparts, and Shaw et al. (2019) emphasised that, with technology at the fingertips of most undergraduate students, it has been difficult for instructors to fully engage students in the classroom. ...
... Luo et al. (2018), as well as Xhomara (2020b), found a significant correlation between students' chronotypes, problem-based teaching and their preferred online learning time, and Wei and Chou (2020) indicated that students' computer self-efficacy and motivation for learning exerted a direct, positive effect on their online discussion. Halabi et al. (2014), as well as Kuo et al. (2016), showed that students who spent more time online significantly improved their course marks, and Chun and Heo (2018) pointed out that there is a difference in academic performance between traditional and flipped classrooms. There is a significant positive correlation between the engagement of students in the online module, individual study work and their performances (Kumi-Yeboah, 2018;Rajabalee et al., 2020;Xhomara, 2020a). ...
... Therefore, online instruction is making a significant positive contribution to the prediction of student learning outcome levels. The result was consistent with previously reported studies which argued that online instruction predicts student learning outcome levels (Akhter & Mahmood, 2018;Alkis & Temizel, 2018;Auster, 2016;Choy & Quek, 2016;Chun & Heo, 2018;Espasa et al., 2019;Foung & Chen, 2019;Halabi et al., 2014;Kumi-Yeboah, 2018;Kuo et al., 2016;Lai et al., 2019;Lu et al., 2018;Luo et al., 2018;Main & Griffith, 2019;Mercer, 2018;Papastergiou, 2008;Perkowski, 2013;Rajabalee et al., 2020;Sharp & Sharp, 2017;Shaw et al., 2019;Usip & Bee, 1998;Waheed et al., 2016;J. H. Zhang et al., 2020). ...
... Toward, skills cultivation goal, as well as learners' needs, are in right integration, completely showing the inventive knowledge and real-world skills. Chun and Heo (2018) have presented flipped education as an efficient analysis technique for overcoming the forgetting curve. The research objective is to provide experimental proof for the effect of flipped education in words of self-effectiveness and educational performance. ...
The development of the internet and communication technology has brought about significant changes in the education field, enhancing teaching methods and affecting students' academic performance by wisely substituting traditional teaching approaches. Modern technologies are being utilized to improve the quality of education, and traditional teaching techniques are being updated by incorporating recent technological tools. Traditional teaching methods, such as textbooks and lecturing using boards, often fail to provide students with the expected level of knowledge. Consequently, researchers have developed new inventive teaching techniques for the convenience of students, including slide-based lectures, e-learning, and learning management systems. As a result of these inventive teaching methods, students gain knowledge, which has a positive and efficient effect on their academic performance and achievement. Studies comparing traditional and inventive teaching methods have found that the latter approach is more effective in enhancing students' educational achievement. Therefore, it is suggested that educational investors invest in inventive teaching approaches, and teachers need to implement novel teaching methods in their classrooms to upgrade students' performance and knowledge. To instruct modern-generation students, tutors need to develop an inventive teaching approach. Past analysis has shown that encouraging learners to think creatively can significantly affect their academic performance and creativity. The proposed study aims to present an overview of existing innovative and traditional teaching methods in technical colleges based on popular libraries. The search results are presented in different forms. Based on the current study, researchers will devise research on enhanced teaching methods, improved quality of education, updated traditional teaching techniques, increased convenience for students, improved educational achievement, encourages creativity, access to information, greater investment in education, upgraded performance, and improved learning outcomes.
... The effectiveness of flipped learning is proven in many aspects, such as changing student learning attitude, boosting their self-efficacy, improving academic performance, enhancing student engagement, and enriching their learning experience (Fish, 2016;Karadag, 2017;Chun and Jia, 2018;Mahasneh, 2020). Similarly, Moraros, et al (2015) in their research evaluating the effectiveness of flipped learning revealed that students find flipped learning provides them more opportunities to learn independently with flexibility before and after class; while being able to engage in critical thinking, interact with their peers, receive timely feedback/guidance from tutors in class. ...
This paper looks at the application of flipped learning as a pedagogy for student learning and its blended approach to the delivery of the learning and teaching materials. This paper is based on research conducted on the delivery of a Postgraduate Business Research Methods Module. The research indicates a specific structure and sequencing is to be followed in delivering the teaching materials of the Module, providing students the opportunity to learn to higher levels, using quizzes to test knowledge and subject understanding, case studies, practical applications and student-initiated discussions. The structured synchronous online flipped learning approach, known as SOFLA, is of great importance for large modules and a big teaching team, not only to ensure consistency of delivery but also for the educational experience of mainly international students. In addition, compassion pedagogy needs to be considered to create inclusion and engagement. Mid-module feedback and end-term student voice questionnaire datasets are used in the analysis of effectiveness and student learning of the Business Research Methods Module. The conclusions drawn are an excellently designed and managed Module, giving the required learning focus, with the realisation by students that their use of learning materials and engagement is open to improvement. Recommendations are made to seek solutions to enhance student engagement in the preparation for the Module's learning materials, achieving higher learning.
... The effectiveness of flipped learning is proven in many aspects, such as changing student learning attitude, boosting their self-efficacy, improving academic performance, enhancing student engagement, and enriching their learning experience (Fish, 2016;Karadag, 2017;Chun and Jia, 2018;Mahasneh, 2020). Similarly, Moraros, et al (2015) in their research evaluating the effectiveness of flipped learning revealed that students find flipped learning provides them more opportunities to learn independently with flexibility before and after class; while being able to engage in critical thinking, interact with their peers, receive timely feedback/guidance from tutors in class. ...
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... Desde entonces se ha desarrollado la metodología del Repaso Espaciado (MRE), que es un conjunto de técnicas de aprendizaje en las que se repasa a intervalos crecientes, utilizando elementos de aprendizaje activos que obligan a la persona a reaccionar a preguntas o estímulos, con el objetivo de aplanar la curva del olvido. En este sentido, también se ha investigado la utilidad del modelo pedagógico de docencia inversa en el que se programan actividades antes, durante y después de una sesión presencial para reforzar el recuerdo (Chun & Heo, 2015). ...
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... Moreover, learning performance was higher in FC than other learning settings. Chun and Heo (2018) investigated the effectiveness of FC in terms of both self-efficacy and academic performance. In their research study, they found a significant association between the use of the FC and improvements in self-confidence. ...
This paper investigates the effectiveness of the flipped classroom approach on the performance of a group of students in a biostatistics course at Palestine Polytechnic University (PPU). A questionnaire and the class performance are used as the study instruments to evaluate the effectiveness of this approach. The results are compared with another homogeneous group of students using conventional learning. Statistical analysis is carried out to check the significant difference between the two groups. The analysis reveals that the flipped classroom had better class performance and a higher level of satisfaction than conventional learning.
... The posttest and follow up results could be interpreted in the light of the fact that the nurses' knowledge increased immediately due to increasing memory retention after educational program, knowledge refreshment through program session and use of educational materials such as booklets and flayers during program implementation and this point of view was supported by Chun & Heo, [24] who stated that providing a flipped materials could overcome forgetting curve theory that normally occurs after elapsing time. ...
Background: improving nurses' practice regarding thrombolytic therapy will prevent the complications resulting from error of administration of thrombolytics, which will have a direct impact on patient's progress and decrease hospital stay. Aim of the study: Evaluate the effect of educational program on nurses' knowledge and practice regarding thrombolytic therapy among patients with acute myocardial infarction, Design: Quasi-experimental research design was used in the study. Setting: The present study was carried out at Critical Care Units affiliated to the Suez Canal University Hospital, Subject: A convenient sample of all available staff nurses (40 nurses) who were working at the previously mentioned settings, Tools of data collection: The data were collected using two tools named nurses' knowledge assessment questionnaire and nurses' observational checklist. Results: The majority of studied nurses (92.5%) had satisfactory level of knowledge regarding thrombolytic therapy post intervention of educational program. The post and follow up-intervention mean knowledge score was high 23.425, 21.825 respectively when compared with pre-intervention mean practice score 13.45 with P value < .001. also, the majority of studied nurses (97.5%) had satisfactory level of practice regarding thrombolytic therapy post intervention of educational program. The post and follow up-intervention mean practice score was high 37.95, 36.05 respectively when compared with pre-intervention mean practice score 24.05 with P value < .001. Conclusion: there was statistically significant improvement in the nurses' knowledge and practice mean scores regarding thrombolytic therapy in post and follow up phases compared to pre-program implementation phase. Recommendation, regular Application of educational programs to improve nurse's practice in competent level related to administration of thrombolytic therapy.
... These tools often integrate several cognitive learning strategies within an assessment, to enhance learning, as opposed to just measuring it (Shaw, MacIsaac, & Singleton-Jackson, 2019). Recently, flipped learning has been attracting as an alternative teaching and learning method for university education (Chun, & Heo, 2018). According to Umek, L., Aristovnik, A., Tomaževic, N., & Keržic, D. (2015) the use of e-learning techniques in higher education is becoming ever more frequent, and in some institutions, e-learning has completely replaced the traditional teaching methods, while in others it supplements classical courses. ...
... The impact of online learning on academic performance Online learning in university education is thought to be one of the important variables to increase academic performance in university studies. Chun, & Heo (2018) pointed out that the flipped learning is an effective method in terms of both self-efficacy and academic performance, and Halabi, Essop, Carmichael, & Steyn (2014) provide empirical evidence to show that students who spent more time online significantly improved their course mark. Students felt satisfied with their online learning and their academic performance was correlated with their usage of the online content materials (Kuo, Luo, & Brielmaier, 2016); meanwhile, indicated that students' computer or internet self-efficacy and motivation for learning exerted a direct, positive effect on their online discussion score and course satisfaction. ...
... Therefore, based on ANOVA outputs, H # 1: Academic performance is a function of online learning, is supported. The result was consistent with some previously reported works, who argued that academic performance is a function of online learning scores (Chun, & Heo, 2018;Halabi, Essop, Carmichael, & Steyn, 2014;Kuo, Luo, & Brielmaier, 2016;Rajabalee, Santally, & Rennie, 2020;Shaw, MacIsaac, & Singleton-Jackson, 2019;Akhter, & Mahmood, 2018;Foung, & Chen, 2019;Lu et al., 2018;Strang, 2017;Alkis, & Temizel, 2018;Sharp, & Sharp, 2017;Han, & Ellis, 2020). As a conclusion, different levels of online learning influence the academic performance of students. ...
The study aims to examine the implementation of an online learning approach to improving academic performance and students' satisfaction. Analysis of Variance (ANOVA) was used to test the impact of online learning on academic performance and students' satisfaction. The study found that the variance of online learning is different, revealing that different levels of online learning influence academic performance. It is also found that approximately 49.7% of the variance in academic performance can be explained or accounted for by online learning differences. It is confirmed that the variance of online learning is different, revealing that different levels of online learning influence students' satisfaction. The study also found that approximately 78% of the variance in students' satisfaction can be explained or accounted for by online learning differences.
... 7 By repeating the previous content, students are able to learn mathematics much faster. According to Ebbinghaus's oblivion curve ( [27]), there is a strong correlation between memory and time. Usually, forgetting in the beginning of process happens very quickly, and only by repeating a topic or activity we consolidate knowledge for a longer period of time. ...
