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Flipping the college spreadsheet skills classroom: Initial empirical results

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... The research is somewhat mixed regarding higher education student attitudes toward flipped classrooms. Some students preferred flipped classroom over lectures (Larson and Yamamoto 2013;Lasry et al. 2014;McLaughlin et al. 2014;Murphree 2014;Schwartz 2014) and Yamamoto 2013). Specific benefits of flipped classroom include overall positive impact on learning (Frydenberg 2013;Larson and Yamamoto 2013;Lucke et al. 2013), any place/any time access to online multimedia resources, including videos (Boucher et al. 2013;Forsey et al. 2013;Yeung and O'Malley 2014), working with peers and sharing ideas in class (Ferreri and O'Connor 2013;Love et al. 2014;Ryan 2013), increased opportunities for interaction with instructors (Lage et al. 2000;Pierce and Fox 2012;Slomanson 2014), and greater self-confidence (Ferreri and O'Connor 2013;McLaughlin et al. 2014;Pierce and Fox 2012;Sales 2013). ...
... Some students preferred flipped classroom over lectures (Larson and Yamamoto 2013;Lasry et al. 2014;McLaughlin et al. 2014;Murphree 2014;Schwartz 2014) and Yamamoto 2013). Specific benefits of flipped classroom include overall positive impact on learning (Frydenberg 2013;Larson and Yamamoto 2013;Lucke et al. 2013), any place/any time access to online multimedia resources, including videos (Boucher et al. 2013;Forsey et al. 2013;Yeung and O'Malley 2014), working with peers and sharing ideas in class (Ferreri and O'Connor 2013;Love et al. 2014;Ryan 2013), increased opportunities for interaction with instructors (Lage et al. 2000;Pierce and Fox 2012;Slomanson 2014), and greater self-confidence (Ferreri and O'Connor 2013;McLaughlin et al. 2014;Pierce and Fox 2012;Sales 2013). ...
... Regarding academic performance, the impact of flipped classrooms is uneven. Many studies have reported statistically significant gains in favour of flipped classrooms over conventional classrooms (Ferreri and O'Connor 2013;McLaughlin et al. 2014;Pierce and Fox 2012;Tune et al. 2013;Wilson 2013), while others have noted no statistical difference in grades between flipped and traditional approaches (Davies et al. 2013;Guerrero et al. 2013;Larson and Yamamoto 2013;Love et al. 2014). No pattern was evident that might explain why certain studies found a positive impact on student grades while others showed no impact. ...
Conference Paper
Numerous studies have explored the effectiveness of a flipped classroom intervention on academic performance and student satisfaction in undergraduate education; yet, few studies have documented flipped classroom design elements. We sought to explore flipped classroom designs, including pre- and in-class activities, in undergraduate health science classes using a systematic review approach. Electronic databases (Education Source, ERIC via ProQuest, Scholars Portal, CINAHL, Pubmed) with the terms "flip* class", "health," and "undergraduate" or "higher education" were searched. Search criteria was further limited to original, peer-reviewed research articles (2010-2021) with quantitative and/or mixed-methods. While a non-randomized, cohort study design was observed in most studies, three studies used a randomized study design (n=3/16; 19%). Among 15 studies reporting on pre-class activities, the use of asynchronous video (n=14/15; 93%), readings (n=8/15; 53%), and assessments (n=7/15; 47%) were used. Further details on asynchronous lecture recordings were reported only on a subset of studies (n=5/15; 33%) with a mean video length of 13±9 minutes. Interestingly, only one study (n=1/15; 7%) utilized automated learning management system reminders to complete pre-class activities. Among 14 studies reporting on in-class activities, case-based learning (n=8/14; 57%), small group, active learning (n=8/14; 57%), whole-class discussions (n=7/14; 50%), formative assessments (n=2/14; 14%), and problem-based learning (n=1/14; 7%) were used. Although research data quality was limited with minimal classroom descriptions provided, significant heterogeneity exists in the design of flipped classroom interventions. Future research is warranted to determine the relationship between academic performance, student satisfaction, and flipped classroom design in higher education.
... Videos are a fundamental component of the flipped classroom. Eleven studies reported on three components including frequency of use [6,9,10], usefulness [6,11,12,13], and how well the videos enhanced student learning [6,9,11,12,[14][15][16]. Concerning frequency of video use, three studies [6,9,10], all focussing on chemistry, noted that higher education students used flipped classroom videos frequently. ...
... Four studies reported that flipped learning videos were useful in chemistry [6], mechanical engineering [13], multimedia development [12], and information literacy [11]. Finally, at least seven studies indicated that the videos used for flipped learning enhanced learning [6,9,11,12,14,15,16]. ...
... With respect perceptions of learning, students appreciated at least six qualities of flipped learning. First, numerous studies reported that the flipped classroom allowed them to better control the pace of their learning [8,9,13,14,16,17,21,22,24,[25][26][27][28][29][30][31][32][33][34][35]. Second, several studies noted that students were better able to follow course material and content when a flipped classroom approach was used [18]. ...
Conference Paper
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The flipped classroom reverses the typical sequence of listening to an in-class lecture in class followed by completing assigned work at home, to an approach where students watch video lectures online before class, then participate in problem-solving and application-based exercises in class with the instructor acting as a guide. Previous literature reviews have been somewhat unsystematic [1], limited in scope [2] or focussed exclusively on nursing [3]. It is argued that there are specific affordances in STEM subject areas that need to be addressed when implementing a flipped learning approach. The purpose of the current paper was to conduct a review of the literature the use of flipped classrooms in STEM-focussed higher education classrooms. Forty-one papers were reviewed in the areas of science, technology, engineering and mathematics. First, an analysis is provided of student attitudes toward flipped classrooms (compared to traditional classrooms), videos, pedagogy used, and class atmosphere. Second, the benefits of flipped classrooms are discussed including perceptions of learning, engagement, student confidence, collaboration, use of class time and assessment. Third, challenges associated with the flipped classroom are reviewed including difficulty focusing, video quality, inability to ask questions, learning preferences, classroom interactions, and workload. Next, the impact of flipped classrooms on learning performance is presented. Finally, limitations in previous research and future opportunities are explored.
... The research is somewhat mixed regarding higher education student attitudes toward flipped classrooms. Some students preferred flipped classroom over lectures (Larson and Yamamoto 2013;Lasry et al. 2014;McLaughlin et al. 2014;Murphree 2014;Schwartz 2014) and Yamamoto 2013). Specific benefits of flipped classroom include overall positive impact on learning (Frydenberg 2013;Larson and Yamamoto 2013;Lucke et al. 2013), any place/any time access to online multimedia resources, including videos (Boucher et al. 2013;Forsey et al. 2013;Yeung and O'Malley 2014), working with peers and sharing ideas in class (Ferreri and O'Connor 2013;Love et al. 2014;Ryan 2013), increased opportunities for interaction with instructors (Lage et al. 2000;Pierce and Fox 2012;Slomanson 2014), and greater self-confidence (Ferreri and O'Connor 2013;McLaughlin et al. 2014;Pierce and Fox 2012;Sales 2013). ...
... Some students preferred flipped classroom over lectures (Larson and Yamamoto 2013;Lasry et al. 2014;McLaughlin et al. 2014;Murphree 2014;Schwartz 2014) and Yamamoto 2013). Specific benefits of flipped classroom include overall positive impact on learning (Frydenberg 2013;Larson and Yamamoto 2013;Lucke et al. 2013), any place/any time access to online multimedia resources, including videos (Boucher et al. 2013;Forsey et al. 2013;Yeung and O'Malley 2014), working with peers and sharing ideas in class (Ferreri and O'Connor 2013;Love et al. 2014;Ryan 2013), increased opportunities for interaction with instructors (Lage et al. 2000;Pierce and Fox 2012;Slomanson 2014), and greater self-confidence (Ferreri and O'Connor 2013;McLaughlin et al. 2014;Pierce and Fox 2012;Sales 2013). ...
... Regarding academic performance, the impact of flipped classrooms is uneven. Many studies have reported statistically significant gains in favour of flipped classrooms over conventional classrooms (Ferreri and O'Connor 2013;McLaughlin et al. 2014;Pierce and Fox 2012;Tune et al. 2013;Wilson 2013), while others have noted no statistical difference in grades between flipped and traditional approaches (Davies et al. 2013;Guerrero et al. 2013;Larson and Yamamoto 2013;Love et al. 2014). No pattern was evident that might explain why certain studies found a positive impact on student grades while others showed no impact. ...
Article
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The purpose of this study was to compare community college students’ learning experiences and performance for lecture-based, active learning, and flipped classroom teaching approaches. Participants were second-semester computer programming students (n = 103) at a mid-sized college of applied arts and technology. Garrison’s (2011) Community of Inquiry (CoI) framework informed our analysis of students’ learning experiences within each approach. Overall, active learning resulted in the highest mean scores for teaching, social, and cognitive presence. In particular, students rated teaching presence significantly higher for the active-learning approach than the lecture-based approach. Students rated social presence significantly higher for the active-learning and flipped classroom approaches compared to the lecture-based. There were no significant differences among the three approaches with respect to cognitive presence or learning performance. Student comments indicated that all three approaches had distinct benefits and challenges regarding teaching, social and cognitive presence. Regardless of the teaching approach employed in this study, five desired learning characteristics emerged based on student feedback including clarity, flexibility, opportunities for application, timely guidance and feedback, and cognitive engagement.
... Finally, the flipped classroom approach may better serve a wide array of learning styles (Bishop, & Verleger, 2013a;Herold, et al., 2012;Roehl, Reddy, & Shannon, 2013;Schwartz, 2014;Kellogg, 2009;Lage, et al, 2000;Larson & Yamamoto, 2013;Toto & Nguyen, 2009). ...
... The intent of this strategy was to furnish students with the opportunity to select how to interact with the content based on their own preferences (Herold, et al., 2012;Lage, et al, 2000). Although a clear multiple alternative format strategy was implemented infrequently, differentiating instruction based on learning style was regularly discussed by a number of researchers (Bishop, & Verleger, 2013a;Herold, et al., 2012;Roehl, et al., 2013;Schwartz, 2014;Kellogg, 2009;Lage, et al, 2000;Larson & Yamamoto, 2013;Toto & Nguyen, 2009). ...
... Twenty studies reported that students felt that the teaching and learning strategies of the flipped classroom helped improve their understanding of the course material and had a positive impact on their learning. Students from several studies self-reported agreement that the flipped classroom improved the quality of learning compared to traditional approaches (Amiri, et al., 2013;Bijlani, et al., 2013;Frydenberg, 2013;Larson & Yamamoto, 2013;Lucke, et al., 2013;McLaughlin et al., 2014;Murphree, 2014). Students from many studies indicated their perception that the in-class learning activities were (Ferreri & O'Connor, 2013;Love, et al., 2014;McLaughlin et al., 2014;Ryan, 2013). ...
Thesis
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The purpose of this study was to explore the flipped classroom approach in a community college setting and assess its impact on students’ learning experience and performance. Participants in this study were second semester computer programming students (n = 103) at a mid-sized community college of applied arts and technology. This study used a convergent parallel mixed method design to compare three different teaching methodologies: a flipped classroom approach, an active/collaborative approach, and a conventional lecture/assignment approach. Garrison’s (2012) Community of Inquiry framework was used to assess the student learning experience afforded by each approach. The flipped classroom approach was rated significantly higher than the lecture/assignment approach in terms of the overall learning experience (p < .05, d = 0.39) and social presence (p < .05, d = 0.53). The active/collaborative approach was rated significantly higher than the lecture/assignment approach for the overall learning experience (p < .05, d = 0.54), overall attitudes and preferences (p < .05, d = 0.49), teaching presence (p < .05, d = 0.43), and social presence (p < .05, d = 0.71). There was no significant difference in student performance with regard to content knowledge among the three approaches.
... The research is somewhat mixed regarding higher education student attitudes toward flipped classrooms. Some students preferred flipped classroom over lectures (Larson & Yamamoto, 2013;Lasry, Dugdale, & Charles, 2014;McLaughlin et al., 2014;Murphree, 2014;Schwartz, 2014) while other students preferred lectures over flipped classroom (Findlay-Thompson & Mombourquette, 2014;Guerrero et al., 2013;Larson & Yamamoto, 2013). ...
... The research is somewhat mixed regarding higher education student attitudes toward flipped classrooms. Some students preferred flipped classroom over lectures (Larson & Yamamoto, 2013;Lasry, Dugdale, & Charles, 2014;McLaughlin et al., 2014;Murphree, 2014;Schwartz, 2014) while other students preferred lectures over flipped classroom (Findlay-Thompson & Mombourquette, 2014;Guerrero et al., 2013;Larson & Yamamoto, 2013). ...
... Specific benefits of flipped classroom include overall positive impact on learning (Frydenberg, 2013;Larson & Yamamoto, 2013;Lucke, Keyssner, & Dunn , 2013), any place/any time access to online multimedia resources, including videos (Boucher, Robertson, Wainner, & Sanders, 2013;Forsey, Low & Glance, 2013;Yeung & O'Malley, 2014), working with peers and sharing ideas in class (Ferreri & O'Connor, 2013;Love, Dugdale, Grandgenett, & Swift, 2014;Ryan, 2013), increased opportunities for interaction with instructors (Lage et al., 2000;Pierce & Fox, 2012;Slomanson, 2014), and greater self-confidence (Ferreri & O'Connor, 2013;McLaughlin et al., 2014;Pierce & Fox, 2012;Sales, 2013). ...
Article
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The purpose of this study was to investigate the benefits and challenges of using laptop computers (hereafter referred to as laptops) inside and outside higher education classrooms. Quantitative and qualitative data were collected from 156 university students (54 males, 102 females) enrolled in either education or communication studies. Benefits of using laptops in class were active note taking, particularly when instructors provided materials ahead of time, searching for academic resources, use of subject-specific software, communicating and sharing information with peers, and engaging with online interactive tools. Challenges of using laptops inside the class included surfing the web for personal reasons, social networking with peers and, to a lesser extent, entertainment in the form of watching video podcasts or playing games. Benefits were reported 30% more often than challenges inside the classroom. Benefits of using laptops outside of class included collaboration with peers, increased productivity, and conducting research. Challenges of using laptops outside of class included surfing the web for personal reasons, social networking, and entertainment. Benefits and challenges were reported equally often outside the classroom. More research needs to be conducted on the extent to which distractions impede learning and productivity inside and outside the class.
... The secondary data sources used were: (a) journals, (b) reports, (c) search engines, (d) company websites and scientific articles, and (e) research papers, among other academic publications. The most challenging yet effective method post-COVID-19 is the flipped teachinglearning approach because it is versatile and reliable, allowing learners to explore different fronts; both learners and tutors follow the concepts and principles [11]. Learners attend classes and then try the internal relations back at their hostel/house/workplace to learn course literature and lecture materials as per the lecture plan schedule by pre-reading e-content and e-tutorials. ...
... The most challenging yet effective method post-COVID-19 is the flipped teachinglearning approach because it is versatile and reliable, allowing learners to explore different fronts; both learners and tutors follow the concepts and principles [11]. Learners attend classes and then try the internal relations back at their hostel/house/workplace to learn course literature and lecture materials as per the lecture plan schedule by pre-reading e-content and e-tutorials. ...
... The majority of the students had a positive attitude towards flipped classroom the observation by Jalal Nouri (2016) since it largely uses multimedia for the dissemination of content which always appeal to the learning styles of learners. Flipped classroom provides opportunities for the student to learn at their own pace and they enjoy learning through flipped classroom using various medium of instruction over traditional approaches.This fact was supported by many researchers (Butt, 2014;Davies et al., 2013;Larson & Yamamoto, 2013;McLaughlin et al., 2014;Roach, 2014;Gilboy et al., 2015). Love, Hodge, Grandgenett, and Swift (2014) of their observation that the students learning through flipped classrooms did their exams comparatively fairer than the students learning through traditional methods. ...
Article
The purpose of the study was to find out the effectiveness of flipped classroom in learning social science in Higher Secondary Classes. The experimental method of research was employed to find the effectiveness. The design of this Experimental study wasPre-test Post-test equivalent group design. A sample of 60 III group History students was selected. The flipped classroom video lessons were used in the experimental group and the traditional lecture method was used in the control group. An achievement test was conducted to find the effectiveness of the flipped classroom. The findings revealed that learning through flipped classroom was effective in the attainment of objectives such as knowledge, understanding application and skill development when compared to traditional classroom learning through the lecture method.
... These results go in parallel with the literature's data, which specify that the FC creates an environment in which, under the teacher's guidance, students consider themselves as people of the front line who are responsible for their learning [8], [45]. Thus, when the teacher adopts such an approach, he/she places the student at the center of the teaching/learning process which arouses their motivation [40], stimulates their cognitive and metacognitive capacities, facilitates the achievement of their personal and professional objectives, and, by extension, guarantees them success in studies [33], [45], [49], [51]- [53], [55]. In addition, adopting the FC provides self-confidence, makes it possible to deepen all kinds of knowledge and understand the covered concepts more easily, enhances the provided work and develops the ability to share, collaborative work, and curiosity [35], [40], [51]. ...
Article
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Motivation is the cornerstone in building success. If it is strong, the achievement of a greater number of objectives will be assured, and therefore a more glorious success can be met. Thus, to promote motivation, it is advisable to pay particular attention to the pedagogical approach adopted by the teacher, since it has been proven that there is a positive relationship between the choice of an active approach and an enhancing motivation. The situation generated by COVID-19, has been a profitable opportunity to experiment with hybrid “Flipped Classroom” pedagogy, with a view to inverting the class and adapting learning activities, that have been traditionally offered to students, through distance (online) and in-person learning alternately. Thus, the present study aims at evaluating the impact of this Flipped Pedagogy on the motivation of undergraduate students of the Higher Institute of Nursing Professions and Healthcare Techniques in Fez. Data have been collected from 410 students, who were questioned before and after the adoption of the Flipped Classroom, based on a motivation scale validated by Rolland Viau in 1994. The answering percentage was of 90.73%. Data analysis demonstrated the existence of a significant relationship between the Flipped Classroom and students' motivation; the motivational profile, which was 18.54%, became 89.25% after flipping the class. The Flipped Classroom can significantly bring a surplus value to pedagogy, hence the importance of broadening its spectrum and integrating it as a new approach of teaching within health sciences educational institutions.
... • Overall positive impact on learning (Frydenberg, 2013;Larson & Yamamoto, 2013;Lucke et al., 2013), ...
Article
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This research is a case study examining postgraduate theses on flipped classrooms between 2015 and 2020. The universe of the research is postgraduate theses on flipped classrooms in Turkey. The sample consists of 21 dissertations and 62 master's theses, which were conducted between 2015-2020 within the scope of the purposeful sampling method and published in the YÖK National Thesis Center. The theses included in the study were subjected to document review with the measurement tool developed by Demirci, Arıkan, & Onuk in 2018. It is seen that the studies carried out include the steps that should be followed in a scientific research with a few exceptions. The most preferred research method in the method section of the theses was mixed method. When the sampling techniques of the studies are examined, it is seen that purposive sampling comes to the fore. Interviews and tests were mostly used as data collection tools. Although validity and reliability studies were carried out in the majority of theses, the number of theses that do not include those ones cannot be ignored. Most studies on the subject were conducted in 2019 and 2020. This shows us that the concept of flipped classrooms has started to attract the attention of researchers in recent years. As the integration of technology into education accelerates, the interest in technology-based applications such as flipped classrooms will continue to increase and this will show more reflections in academic research.
... It is true that the use of Spreadsheets in lectures for distance undergraduate students provides variety in learning and makes it easier for students to understand and apply physics equations independently [33]. This is because the visualization of physics equations such as the FCC energy band through the Spreadsheet can be done independently by each student by transferring the existing physics equations into the Spreadsheet workspace without writing complicated coding. ...
Article
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Constructing mathematical equations in physics often creates difficulties in students' learning process. Therefore, it is necessary to have technology-based simulations to understand physical phenomena. One technology that is easy to use for simulations in physics learning is the spreadsheet program. This study aims to use spreadsheet media to visualize the face-centered cubic (FCC) energy band using the tight-binding method and to compare the results with the JavaScript programming language. This paper succeeded in making visualization of face-centered cubic (FCC) energy band using a spreadsheet as an alternative to distance learning. The spreadsheet is easier to use because they do not use complicated programming languages like JavaScript. This paper shows the use of innovative learning media, spreadsheets, in materials courses.
... For instance, (McLaughlin, 2013;Davies, 2013) compared three different instructional strategies in an information systems spreadsheet course, and showed that students attending the flipped classroom course also were more satisfied with the learning environment compared to the other treatment groups. Several studies reported that students enjoyed learning at their own pace and preferred flipped classrooms over traditional approaches (Larson & Yamamoto, 2013;McLaughlin, 2014;Gilboy, 2015). As a result, students were found to be actively involved in exploring new learning beyond the curriculum. ...
... The concepts are divided into four parts with multiple levels of analysis. Initially, the understanding of the fundamentals of the concepts are in a structural hierarchy comprised of individual reading and research of the concept that is supported with bilateral videos of traditional as well as flipped classroom lectures of thirty minutes each[10]. ...
Article
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The enthusiasm for learning should be improved in every individual. Prescribed materials or related syllabus is never a means in the process of gaining practical knowledge. The burden on children in this day and age is high both in physical and psychological aspects. With present technology, social awareness exposures to multiple media (Print, Audio and visual…).Students are expected and expect knowledge in a single take. According to the requirements, instant learning program of study is integrated with cognitive skills and psychomotor domains of basic objectives grasped through analysis, synthesis and evaluation. The program of study should be designed and handled in a way to meet the expectation of multiple learning styles and multiple intelligences. A close ended questionnaire was administered to measure the learners' perception of flipped classroom with different learning tools like videos and handouts. Based on the results more than sixty percent had a positive attitude towards flipped classroom as it increased their learning that too in more effective way. Under achievers astonished with their performance (compared to previous performance) by increased learning through videos. The learning objectives are focused on fundamentals of the technical education with practical application of qualitative approach of the learned concepts-understanding of conceptual learning too application of learned methods. Cycle of learning is possible with flipped classroom procedure as one can have self analysis and in coordination with facilitators analysis can go back and have the opportunity to learn or revise with facilitators' videos.
... While other studies did not demonstrate a difference between traditional method and the FL model such as Harrington, Bosch, Schoofs, Beel-Bates, and Anderson (2015), who examined the impact of the FL model on nursing student at The Public University in the USA were the results did not demonstrate statistically significant differences between the two methods in terms of outcomes. As well as Larson and Yamamoto (2013) conducted a study in Excel class on students' academic achievements were the results indicated that there is no statistically significant difference in mean scores between the two groups. As well as Harrington et al. (2015) found the same results. ...
Article
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The purpose of the study was to investigate the impact of integrating flipped learning and information and communication technology on secondary school students’ academic achievement and attitudes. The study was based on a quasi-experimental approach where the sample of the study consisted of 40 students from Mashrek International School in Amman, Jordan, who were randomly assigned into either an experimental group (20 students) or control group (20 students). An academic achievement test was used with both groups as a pre-test and post-test, and an attitude scale was implemented only on the experimental group. The validity and reliability of the study were ensured. The findings revealed the effectiveness of the flipped learning approach, statically significant differences were found between the experimental and control group in terms of the students’ academic achievement. As for the experimental group the students’ attitudes towards peers, teacher, environment and learning process were positive.
... A growing body of studies focuses on flipped classroom instructions (e.g., Albert and Beatty 2014;Kim et al. 2014b). Many studies pointed out that flipped classroom instructions offer potential benefits for the teaching and learning process across various subject domains and educational levels (e.g., Bishop and Verleger 2013;Larson and Yamamoto 2013;Lo and Hew 2017;O'Flaherty and Phillips 2015). Many researchers reported that the flipped classroom instruction model exerts a significantly positive impact on student cognitive learning outcomes compared to the traditional lecture model (e.g., Balaban et al. 2016;Cotta et al. 2016;Özpinar et al. 2016;Wasserman et al. 2017), while others have reported no statistical difference in cognitive learning outcomes or grades between flipped classroom and traditional lectures (e.g., Eichler and Peeples 2016;He et al. 2016;Kennedy et al. 2015;Krahenbuhl 2017). ...
Article
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The concept of the flipped classroom has generated considerable interest in the educational context in recent years, especially in higher education. However, research to date has been controversial with regard to the effectiveness of flipped classroom instructions on college student learning outcomes. The purpose of the present study was to identify high-quality empirical publications that examine the learning outcomes of college students and to utilize meta-analyses to determine the overall effectiveness of flipped classroom instructions. A systematic database search that included the Web of Science, the Education Resources Information Center, and Elsevier ScienceDirect, was conducted to identify peer-reviewed studies that met the inclusion criteria. A total of 33 studies were included in this systematic review. Two reviewers independently performed both study identification and data extraction. The meta-analysis was conducted using Review Manager 5.3 software, and the calculated effect sizes showed that flipped classroom instructions can positively influence college students’ cognitive learning outcomes compared to traditional lectures. Moderator variable analysis suggests that the pedagogical approach was the only significant factor examined that influences the effectiveness of flipped classroom instruction. These results indicate that the flipped classroom instructional model helps college students to improve their cognitive learning across a wide-reaching synthesis of currently available interdisciplinary research reports. The flipped classroom was also found to be more effective when instructors integrate individualized active and collaborative pedagogical approaches.
... Perceived benefits of the flipped classroom approach used in higher education classrooms include control over the pace of learning (Belfi et al., 2015;Foertsch et al., 2002;Gilboy et al., 2015;McLaughlin et al., 2014), the quality of the learning process (Frydenberg, 2013;McCleery, 2015;McLaughlin et al., 2014;Phillips & Trainor, 2014), the depth of learning (Butt, 2014;Fautch, 2015;Larson & Yamamoto, 2013;Love et al., 2015), the opportunity to ask more questions in class (Amiri et al., 2013;Guerrero et al., 2013;Smith, 2013), increased engagement (Enfield, 2013;Franciszkowicz , 2088;McLaughlin et al. , 2013;McCleery, 2015), increased confidence (Amiri et al., 2013;Franciszkowicz, 2008;Gross et al., 2015;McLaughlin et al., 2013), more efficient studying for tests (Arnold-Garza, 2014;Herold et al., 2012), better collaboration with peers (Foertsch et al., 2002;Hung, 2015;Lage et al., 2000;Love et al., 2015), and having a better relationship with the teacher (Amiri et al., 2013;Ryan, 2013). ...
Conference Paper
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The majority of research on flipped learning has focused on higher education. The purpose of the current study was to compare flipped and traditional approaches to teaching chemistry in secondary school classrooms. Attitudes and learning performance were assessed for 50 grade 11 students (21 male, 29 female) participating in two flipped and two traditional chemistry units over a 12-week period. Students rated learning environment, understanding, and the effectiveness of learning the same for both flipped and traditional teaching approaches. Open-ended comments revealed that students were equally positive about the quality of flipped and traditional teaching approaches. Finally, both flipped and traditional teaching approaches produced significant gains in knowledge and application-based questions. It was concluded that both flipped and traditional approaches to teaching high school chemistry are viable if attention and care are directed toward clear, well-paced explanations, providing a sufficient range of examples, ensuring enough time to apply concepts, and offering support when needed.
... The highest observed effect, according to Cohen test was in the Excel activity. This result reinforces the findings of Larson and Yamamoto (2013) that the Flipped Class leads to gains in learning about the use of spreadsheets in Excel.In turn, based on Hattie and Timperley (2007) all tests have evolved from the pre to the post in order to meet the desirable effects. It can thus be concluded that, based on both references presented in Erro! Fonte de referência não encontrada., are considered positive developments between the responses of students in pre and post-tests. ...
Article
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The flipped classroom is a pedagogical model that occurs when students become active learners and study the class content previously as homework. The new generation of students is more engaged with the intensive use of technology and increased collaborative learning. However, 1 Artigo recebido em 11.01.2017. Revisado por pares em 25.02.2017. Reformulado em 25.03.2017. Recomendado para publicação em 30.03.2017 por Paulo Roberto da Cunha. Publicado em 31.03.2017. Organização responsável pelo periódico: FURB.
... A literatura prévia revisada aborda o uso da sala de aula invertida em áreas e cursos distintos (Larson & Yamamoto, 2013) e, esta pesquisa intenta analisar se o método pode também ser eficaz ao ensino nos cursos de contabilidade, em primeira instância, na disciplina de metodologia de pesquisa. Embora a literatura apresente os benefícios relacionados ao uso de cada um dos recursos mencionados (inversão, tecnologias de ensino e aprendizagem colaborativa), não foram identificados estudos que investigaram a aplicação conjunta de todos eles, tampouco, aplicados à área contábil. ...
... Similar findings were obtained by Davies, Dean, and Ball (2013) who compared three different instructional strategies in an information systems spreadsheet course, and showed that students attending the flipped classroom course also were more satisfied with the learning environment compared to the other treatment groups. Several studies report that students enjoy being able to learn in their own pace and that they prefer flipped classroom over traditional approaches (Butt, 2014;Davies et al., 2013;Larson & Yamamoto, 2013;McLaughlin et al., 2014;Roach, 2014;Gilboy et al., 2015). In term of examinations of learning outcomes, Love, Hodge, Grandgenett, and Swift (2014) demonstrated higher exam grades for students using a flipped classroom approach as compared to students learning through traditional methods. ...
Article
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Higher education has been pressured to shift towards more flexible, effective, active, and student-centered teaching strategies that mitigate the limitations of traditional transmittal models of education. Lately, the flipped classroom model has been suggested to support this transition. However, research on the use of flipped classroom in higher education is in its infancy and little is known about student’s perceptions of learning through flipped classroom. This study examined students’ perceptions of flipped classroom education in a last year university course in research methods. A questionnaire was administered measuring students’ (n = 240) perceptions of flipped classroom in general, video as a learning tool, and Moodle (Learning Management System) as a supporting tool within the frame of a flipped classroom model. The results revealed that a large majority of the students had a positive attitude towards flipped classroom, the use of video and Moodle, and that a positive attitude towards flipped classroom was strongly correlated to perceptions of increased motivation, engagement, increased learning, and effective learning. Low achievers significantly reported more positively as compared to high achievers with regards to attitudes towards the use of video as a learning tool, perceived increased learning, and perceived more effective learning.
... The most common form of pre-lecture content is video; whether that be pre-recorded lecture content, videos showing how to solve problems or case-studies or narrated PowerPoint presentations (Lage et al., 2000;Toto and Nguyen, 2009;Fulton, 2012;Larson and Yamamoto, 2013), however, readings are also commonly used (Lage et al., 2000;Moravec et al., 2010). The videos can be created by the course staff or accessed from online sources, such as YouTube. ...
Conference Paper
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Background In 2013, a major university wide restructure of faculties at the University of Wollongong, saw the Faculty of Engineering and the Faculty of Informatics merge to become the Faculty of Engineering and Information Sciences. Within this new faculty, the formation of a common first year curriculum of eight prescribed subjects for the Engineering degree was proposed. Through consultation with key stakeholders from all engineering disciplines and existing teaching teams from both existing first year programs, five new engineering subjects were created, to coexist with unaltered physics and mathematics subjects. This paper will present the development and implementation of a flipped-classroom delivery for the new first year Computing and Analysis subject. There has been much discussion in recent times as to the usefulness of what is called the traditional lecture. Lecture attendance continues to drop right across the spectrum of faculties and disciplines at a tertiary level for many reasons, including; part-time work, family/carers responsibilities and lack of engagement. The general assumption is that the lecture is where the students learn the course material; however, this is not necessarily the case, especially if the students are able to gain as much, or more, from other class types, such as tutorials and laboratories. This is one of the reasons for investigating alternatives to the traditional lecture; not just to try and increase attendance, but to also increase the active learning by students. Purpose The purpose of establishing the flipped-classroom in the computing subject, was to create an active learning environment for the students, where they could take ownership of their learning. This resulted in students undertaking a much more active role that they would otherwise encounter, or be prepared to engage in, in the ‘standard’ didactic lecture approach. For computer programming, students learn more effectively by doing, not by listening to an academic talk to them in a lecture setting. By flipping the classroom, some of the emphasis is placed back onto the students to prepare for the weekly lecture and computer laboratories ahead of time, rather than turning up for class being under-prepared. This subject exposes the students to the active learning concept for the first time in their university life and by showing the benefit of this to other academics within the faculty, it is hoped that this lecture format and learning style can be applied to other subjects throughout the degree to enhance the overall learning experiences of the students. Active learning is something which all students need to embrace, for success in the subjects they undertake, as well as for their lifelong learning once they reach the workforce. There are a number of stakeholders who will benefit from the successful implementation of the flipped-classroom, including current and future students of the subject as well as staff and subject coordinators of other engineering subjects who can adapt their deliveries and assessments in similar ways, when appropriate. Approach The flipped-classroom format was developed with one key question in mind, “How do we motivate the students to engage in the pre-lecture content?”. It is not as simple as uploading content and the students performing the work, especially for first year students. University students very quickly become assessment driven and when resources are available, it is generally only the high achieving students who will engage in this material, regardless of direct assessment implications. These students are generally not the ones who need to access the material, as they will succeed regardless. This led to summative assessment being attributed to these pre-lecture activities to ensure engagement by the students. To ensure weekly pre-lecture videos were reviewed, twelve weekly summative LMS quizzes were developed to encourage student engagement and to allow a more active role in the lecture each week. Additionally, students were exposed to four hours of practical and workshop computing each week where they completed exercises from the prescribed textbook and also undertook a range of problem-solving programming activities. Both the quizzes and classes had an assessment component, with the best 10 of 12 of each counting to students’ final assessment. Students not participating were contacted weekly to remind them of the summative nature of the assessments. The students also completed a group assignment, where they were provided with a ‘realistic’ engineering data set that they had to analyse using the programming skills and kinematics concepts they learnt during the subject. A final exam constituted the remainder of the assessment. Discussion Early in the first semester of the subject there were anecdotal comments from a cohort of students that the calculus component of the subject (including kinematics) was difficult owing to the fact that these students had studied a non-calculus level of mathematics in high school. Additional resources were provided to cater to these students to aid in their understanding, while they waited to cover this vital information in their enabling mathematics subject. Additionally, owing to the unforgiving nature of learning a programming language for the first time, students were also offered completely voluntary help sessions in both online and face-to-face formats. One set of analyses will be a top level investigation of the success of the students with known math deficiencies and their overall success in the subject. Another area of investigation will be the utilisation of the various online and class assessment components throughout the session, including engagement in all pre-lecture videos in preparation for the weekly activities, as well as the adoption and popularity of various voluntary help session formats. The uptake of these resources and activities will be compared to the results of the final exam to determine if there are any indicators to success, or lack thereof, for the subject as a whole. Recommendations Based on a range of feedback obtained from students, a review and possible adjustments may be made to the assessments for the next implementation of the subject in 2016. The findings, good or bad, will be useful in discussing the running of a flipped-classroom style subject for possible inclusion in other engineering subjects. Several issues have been identified during the delivery of the subject in 2015, including; getting the right balance of active learning in the new lecture format, possible reorganisation of subject topics to better align with concepts being taught in parallel subjects (i.e. mathematics/calculus), the development of additional resources to further aid students with lower levels of mathematics and finally, the development of even more kinematics based video resources based on student requests. A factor in academic staff being reluctant to drastically change the format of subjects is the substantial outlay of time required in an already time-poor workload, spread across teaching and research duties. The emphasis has to be placed on the long term benefits in terms of time, with the majority of work/resources created in the first year of delivery.
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