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Traditional classroom setting versus inverted classroom model (Christiansen 2014; Moraros et al. 2015)
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"Flipped Classroom" teaching methodology is a type of blended learning in which the
traditional class setting is inverted. Lecture is shifted outside of class, while the
classroom time is employed to solve problems or doing practical works through the
discussion/peer collaboration of students and instructors. This relatively new
instructional metho...
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Flipping a classroom involves a more interactive class model where students and instructors spend the majority of the class time on various interactive activities in engagement with class materials. Often, this pedagogy style involves taking advantage of the new interactive technologies. In this work, we describe an experiment in an introduction to...
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... About 61.3% of students reported an improved grasp of mathematical concepts through hands-on problem-solving tasks, while 83.9% agreed that completing assignments in class fostered richer peer-to-peer and student-teacher interactions. These outcomes align with González-Gómez et al. (2016), who found that flipped classroom environments enhance student collaboration and participation, reinforcing positive emotional and cognitive engagement. ...
... While 45.2% strongly agreed and 22.6% agreed that the approach could be beneficial across subjects, a notable minority (25.8%) disagreed, and 6.5% strongly disagreed. This variation mirrors previous findings that the flipped model's effectiveness can depend on subject-specific characteristics and the nature of student engagement in different disciplines (González-Gómez et al., 2016). The findings from this study indicate a generally positive attitude toward the flipped classroom strategy among students in the Cape Coast Municipality. ...
Purpose – The flipped classroom model is increasingly recognized as an innovative approach to enhance student engagement and understanding in mathematics education. However, its implementation and effectiveness in low-resource settings, such as Ghana, remain underexplored. This study investigates junior high school students’ perceptions of and challenges with the flipped classroom model in the context of mathematics instruction. Methodology – A descriptive survey design was employed involving 31 junior high school students in Ghana. Data were collected using a structured questionnaire that assessed students’ experiences, perceptions, and barriers associated with the flipped learning approach. Findings – The results showed generally positive perceptions of the model. A total of 61.3% of students agreed that pre-class videos enhanced conceptual understanding, while 83.9% reported increased engagement during in-class activities. Nonetheless, substantial challenges were identified, including data exhaustion (51.6%) and lack of access to personal digital devices (58.1%), which limited students’ ability to fully engage with pre-class materials. Novelty – This study offers a unique contribution by examining the flipped classroom model in a low-income educational context. Unlike previous research focused on high-resource environments, this study addresses the practical realities of digital inequality and provides learner-centered insights into adapting flipped learning in under-resourced settings. Significance – The findings highlight the potential of flipped learning in improving mathematics instruction, while also underscoring the infrastructural and technological barriers that must be addressed. These insights can guide educators and policymakers in designing inclusive, context-appropriate strategies for effective technology integration in education.
... Different disciplines -especially those requiring complex problem solving, creativity or critical thinking -expect students to have a wide range of skills that automated evaluation systems are not always able to measure adequately (Maaruf et al., 2023). The flipped classroom is an innovative blended learning approach that reverses traditional teaching methods: it makes lectures and processing of course material part of out-of-class learning, often through video lessons, while in-class time is devoted to interactive, hands-on activities such as problem solving and group discussions (González-Gómez et al, 2016). This model encourages active participation and student engagement as classroom time focuses on direct practical applications and deeper understanding (Bosch Farré et al., 2024;Schmitt, & Cequea, 2020). ...
Automatic evaluation systems play a significant role in the methodology of flipped classroom, as they provide the opportunity for continuous, immediate feedback to students, thus increasing learning efficiency. In this article, we present how these systems can be used in the environment of flipped classroom, with particular attention to the teaching of programming and other technological fields. Automated assessment tools, such as code review and testing platforms, allow students to learn at their own pace while allowing classroom time to be spent on interactive activities. The study explores the benefits and challenges of the systems and their impact on student performance and motivation. The results show that automatic assessment systems can increase student engagement, improve learning outcomes and promote the effectiveness of flipped classroom.
... Flipped model allows students to study at their own pace, which appeals especially to students with busy schedule (Bergmann & Sams, 2012). Similarly, González-Gómez et al. (2016) reported that students can pause, rewind, and review lectures using technology that is typically available in the flipped model. In a flipped classroom approach, students are better able to achieve higher learning outcomes. ...
Effective safety training plays an important part in safety management on construction sites. Construction workers safety and safety training education remain to be the main issues in the construction industry, as current practices rely on traditional methods. These methods often lack classroom interaction, hindering active worker engagement and fail to accommodate diverse learning paces and styles. To enhance safety awareness among workers, there is a need for a more effective system for safety training programs within the construction industry. Therefore, this study aims to comprehensively analyse an experimental intervention using flipped learning to reduce costs and enhance learning outcomes in construction safety training. Flipped learning transforms traditional classroom learning by introducing students to web-based videos, presentations, and readings before class, freeing up in-class time for discussions and problem-solving. An intervention study was carried out to confirm the effectiveness of flipped learning approach within the construction industry. In this study, 40 personnel from a leading construction firm in Pakistan underwent safety training, with 20 following the traditional method and the remaining 20 following the proposed flipped model. The final quiz revealed a score increase from 27.9 to 31.5 in flipped learning, indicating a 12.90% increase. Based on these findings, it is suggested that adopting the flipped learning approach leads to better learning outcomes within the construction industry, as workers can pause, rewind, and replay the lectures at their leisure. This not only makes safety training more accessible but also enhances on-site safety in a cost-effective manner.
... From among the papers reviewed, common advantages found in the application of flipped classroom model included learner outcomes [41], [42], [43], [44], [45], [46], [47], [48], [49], and [50]. (i.e., improves learning performance, engagement, satisfaction, motivation, increases knowledge, improves critical thinking skills, feeling more confident, promotes creativity, focus on problem solving skills, better retention, improves application skills, and improves ICT skills), pedagogical contributions [51], [52], [53], [54], [44], [55], [56], [57], [58], [59], [60], [61], and [62] (i.e., flexible learning, enables individualized learning, enhances enjoyment, better preparation before class, fosters autonomy, offers collaboration opportunities, enables more feedback, fosters higher self-efficacy, provides peer-based learning, increases study effort, supports interest in the course, improves attendance, suitable for large group teaching, decreases withdrawals), time efficiency [63], [64](i.e., more efficient class time, more time for practice), disposition [65], [66], [67], [68] (i.e., positive feedback from students, positive perceptions from both students and teachers, and positive attitudes), interaction [69], [24], [70] (i.e., among students, instructor, and general interaction), and other factors such as less anxiety, cost-effective, and quick student adaptability [71], [72] and [73]. ...
The traditional classroom strategy has evolved as a technological advancement that has been introduced into the academic learning environment nowadays. Through different improvement with the classroom arrangement and among other advances, the traditional classroom has shifted into flipped classrooms and geared its focus toward the students themselves in order to facilitate independent learning skills. To look into the effect of using flipped classroom model in teaching the Economics subject among undergraduate students, this paper sought to investigate this issue in a state university situated in the Philippines. It has been observed and the results showed that proves that flipped classroom model improved the performance of students in learning Economics. Also, it was revealed in the study that there is a significant different between the performance of the students without or with flipped classroom strategy. Therefore, such a methodology of learning can be further designed as an educational tool for a better delivery of the instruction in Economics.
... Videos have become an indispensable part of both traditional face-to-face, online, and blended learning experiences (Cooper & Higgins, 2015;Nadelson et al., 2015;González-Gómez et al., 2016). Videos supply verbal and non-verbal stimuli, which make processing information for human cognition easier but also more engaging (Paivio, 1986;Shanmugasundaram & Tamilarasu, 2023). ...
When designing quality educational experiences, decisions must be made based on the latest educational technologies available. Interactive videos are one of the most advanced digital information technology and multimedia content developments. Therefore, using interactive videos requires significant investment in technology and human resources, which could be challenging in countries experiencing socio-economic or digital inequalities. Using a four-phased sequential exploratory mixed-method research design, this study aimed to explore lecturers’ (n=20) and students’ (N=800) experiences with interactive videos in South Africa to discover the underlying drivers for adopting interactive videos and identify factors that could hinder adoption. During the exploration, the Community of Inquiry (CoI) framework informed the study on instructional design principles to consider when creating educational experiences (i.e., social presence, cognitive presence, and teaching presences) and the Technology Acceptance Model (TAM) provided insight into determinants (i.e., perceived usefulness; perceived ease of use; behavioural intention to use technology) that directly or indirectly could explain lecturers’ behavioural intentions to adopt interactive videos. This study found that interactive videos have significant benefits and advantages that can positively impact teaching and learning experiences, making them a valuable application for lecturers and students. Findings also show the diverse possibilities for using interactive videos to promote a teacher and cognitive presence online. Findings from this study could help support and guide the adoption of interactive videos in higher education.
... There are different approaches regarding the effectiveness of online pedagogy, with some studies suggesting lower performance compared to traditional face-to-face instruction [14][15][16]. Other studies, however, contradict those findings, suggesting that students from online or hybrid courses get better outcomes than the ones that attend face-to-face courses [17][18][19]. Against the backdrop of the COVID-19 pandemic, the shift towards online and blended learning accelerated, but research has not advanced at the same pace; therefore, a deeper exploration of the factors influencing student success in these modalities is needed [20,21]. This includes the importance of addressing, for example, students' mental well-being in online learning contexts [22,23], the role of self-regulation [24], individual learning strategies [25,26], demographic variables [27,28], personal growth [29], learning outcomes [30], employability possibilities [31], learner interaction, self-efficacy, and motivation [32][33][34][35]. ...
The domestic environment plays a critical role in online education, particularly its acoustic aspect. This study investigates whether there are differences in the perception of acoustic variables between students who perceive their academic performance as negative (G1) and those who rate it positively (G2). It also explores differences between students who assess the quality of education as positive or negative, along with gender distinctions. Data were collected through an online survey conducted by Universidad de Las Américas, Quito, Ecuador, during the COVID-19 lockdown. Statistical analyses revealed significant differences in the perception of noise between groups G1 and G2: Students who rated their academic performance negatively experienced higher noise interference from sources like voices and household appliances. Similar patterns were observed when assessing educational quality. Gender differences also emerged, with women reporting higher levels of noise interference caused by sound sources (voices, TV/Radio/household appliances, and animals), and in the development of autonomous and synchronous tasks than men. The differences between the groups evaluated in pairs suggest that these aspects should be taken into account when designing domestic spaces and strategies to improve the quality of the acoustic environment for students.
... Constructivist epistemologies are experiential and focus on the construction of meaning. 22 Dialogue allows participants to create a social space in which to share experiences and information and create common meanings. Participatory processes acknowledge the coexistence of multiple versions and include marginalized voices, in an attempt to facilitate a social change. ...
Participation in the psychosocial intervention was beneficial to the psychological health and survival of breast cancer survivors by focusing on the intrapsychic dimension of their needs. While fulfilment of the intrapsychic needs yielded positive results, improved the survivors’ quality of life by adding more years into their lives, what more could be expected if the interpersonal needs of the survivors were included in the psychosocial interventions? The interpersonal dimension pays attention to the relationships and support network available to the survivors from their spouses, extended family members, and communities. It takes into consideration the contextual factors that play a role in participants’ lived experiences and can transcend the individual survivor’s response to the illness to include those of significant others. Aim: The review aimed to explore whether the inclusion of the interpersonal dimension of participative processes with the intrapsychic dimension in the psychosocial intervention among breast cancer survivors can play a complementary role. It explored the role of participants' stories, rotational support, and the shared collective construction of meaning in enhancing the quality of life among the survivors and their significant others. Method: A systematic review was conducted to offer an overview of the research and map out the available literature on this topic. The data was screened using the PRISMA-ScR flow diagram by the inclusion and exclusion criteria. Psych INFO, Google, PubMed, Google Scholar, and Proquest were searched to identify relevant studies, incorporating published articles in peer-reviewed journals and unpublished articles (doctoral dissertations) from 1996 to 2024. Search keywords included: collaborative participation, participants’ voice, shared experiences, and dialogue, story-telling, rotational support from significant others. 41 studies were selected as they met the inclusion criteria for the final review. These incorporated both the intrapsychic and interpersonal participative processes in the cancer support groups as well as community-based support networks. The selected studies utilized qualitative research design with tools such as interviews, focus groups, and case studies, and the Indigenous community-based approaches. Reflexive thematic analysis was chosen to uncover and report themes and patterns within the collected dataset. Results: Six major themes were identified depicting the role of participative processes: 1) acknowledgment of the influence of the cultural and social context of women’s lived experiences; 2) enhancement of spirituality among survivors; 3) emergence of mutual co-construction of new meaning; 4) development of new insights,empowerment of the vision, and redefinition of new goals; 5) development of altruistic values and compassion; 6) reconfiguration of the facilitator role into a dual role during the group process. Conclusion: Results showed that participative processes that addressed both intrapsychic and interpersonal needs were beneficial to breast cancer survivors. The intrapsychic needs were fulfilled through engaging in co-construction of meaning, redefining life’s purpose, and developing new goals for the survivors. The interpersonal needs were met through embracing survivors’ stories related to their immediate experiences and support from the involvement of community members, and the impact of survivors’ participation in spiritual rituals enhanced the quality of life among the women.
... In the design of university mathematics curriculum teaching, students must participate in real-time and fully exercise their rights to participate in the entire process of classroom teaching design. However, at present, teachers are not fully aware of this key point in the teaching design of university mathematics courses and are completely autonomous in leading (Caro et al., 2016;González-Gómez et al., 2016). This is mainly attributed to the failure of teachers to design teaching models for university mathematics courses based on the student-centered concept, which leads to serious lack of participation and autonomy among college students in classroom teaching. ...
University mathematics, as an important core foundational course, is closely related to professional courses and occupies an important position that cannot be underestimated. University mathematics courses focus on cultivating students' abilities such as logical reasoning and abstract thinking, but the current teaching effectiveness of university mathematics courses is not optimistic. The teaching effectiveness evaluation of university mathematics education major is MADM. Currently, the CoCoSo and CRITIC technique was put forward MADM issue. The double-valued neutrosophic sets (DVNSs) are put forward characterizing fuzzy data during the teaching effectiveness evaluation of university mathematics education major. In this study, CRITIC technique was put forward the determination of attribute weights and double-valued neutrosophic number CoCoSo (DVNN-CoCoSo) technique is administrated for MADM. Finally, numerical example for teaching effectiveness evaluation of university mathematics education major is put forward to show the DVNN-CoCoSo technique.
... Compared to traditional learning, online learning is defined as a new paradigm based on information technology, which is identified as one of the key sources of change in the higher education sector (Dragin et al., 2022). As such, it elevates students' satisfaction levels during their course attendance, leading to improved performance in online education (González-Gómez et al., 2016;Lockman & Schirmer, 2020). ...
Introduction: This research aims to analyze students’ expectations and satisfaction with the quality of online learning in Serbia during the COVID-19 pandemic, while examining its advantages, disadvantages, and future intentions.
Methods: The research included both desk and field research. Data were collected through an online survey and analyzed with IBM SPSS using frequency, descriptive, reliability, and correlation analysis.
Results: The results showed high student satisfaction with online education during the pandemic, which is correlated with their future intentions to use online learning platforms.
Discussion: These results highlight the importance of student satisfaction for online learning quality and the potential of online education during COVID-19.
Limitations: The research is limited by the sample size of 308 students, which may not fully represent the entire student population.
Conclusions: While the results confirm the high quality of online learning organization at Serbian higher education institutions (HEIs), the study also identifies areas for improvement.
... Several studies, including those by Gonzalez Gomez, et al. [4], Olakanmi [5], and Xiao Dong and Hong-Hui [6], have underscored the effectiveness and importance of the flipped classroom approach for the process of teaching and learning. Nevertheless, considering the unique features of the Moroccan education system, it becomes crucial to assess the impact of the flipped classroom on academic achievement in physical sciences among middle school students in Morocco. ...
This study aimed to examine the effect of the flipped classroom strategy on academic achievement in physical sciences among third-year middle school students in Morocco. The study population consisted of all third-year students under the jurisdiction of the province of Sidi Slimane, a total of 5134 students during the second semester of the 2022-2023 academic year. The study sample consisted of 68 students deliberately selected from the study population and divided into two groups. The experimental group, which followed the flipped classroom strategy, comprised 34 students (20 boys, 14 girls), and the control group comprised 34 students (19 boys, 15 girls) who followed the traditional teaching method. To achieve the objectives of this study, a success test was developed, and its reliability was validated. To test the research hypotheses, the Mann-Whitney test was employed to clarify the differences between the control and experimental groups on the achievement test. The findings indicated that there were significant differences between the scores of the control and experimental group ranks in the academic achievement test, attributed to the method of teaching, these differences favored the experimental group students. Based on these results, the study recommended that teachers and educational decision-makers seriously consider integrating the flipped classroom into their educational practices. In addition, the study recommended that further research be undertaken to explore further the nuances of this strategy and its impact in various educational contexts.
