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Flip Teaching - Science topic
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Questions related to Flip Teaching
What are some of the methods I can use to research on the student learning outcomes between flipped classroom method and traditional lecture method?
You can share with us here any PDF and links. Thanks
I would like to know what experts think about the current regulations of educational work and the influence that these laws have on the health of the education professional.
I have a quick question regarding one of my research instruments.
I am investigating the influence of using flipped classroom approach with the gamification element (gamified flipped classroom) on students’ engagement, interaction and motivation.
I have two groups (treatment and control group). One of the instruments that I will use to collect data from participants is a questionnaire.
I am developing two questionnaires to be used in my experiment. The first one will be used with the treatment group only to measure the influence of the teaching approach (treatment) on changing learners’ attitudes and perceptions towards learning English. It will be administered before and after the treatment.
The second questionnaire will be conducted with both groups after the end of the experimental course to investigate the impact of integrating a game element in teaching an English course on learning environment, engagement, and motivation.
My question is, should the items in the two questionnaires be identical in order to compare and analyze the variables using inferential statistics which would provide me with answers to my null hypothesis and whether the differences in group results are statistically significant or not.
An example of the items of the questionnaire written in a 4-point Likert scale to measure students’ attitudes:
1- The teaching method makes language learning more enjoyable
2- I feel a greater sense of satisfaction when learning English through this approach
3- In this course, my class participation increased
4- I prefer the type of assessments used in this course.
5- This approach has increased my self-confidence.
6- This teaching method helps me to use the class time appropriately.
So, the above items will be given to both groups and my question is:
Should all the questionnaire items of the treatment and control groups be general and identical
Or, I can add extra items to the questionnaire version of the treatment group to explore the influence of the treatment elements (e.g., gamification, use of the digital tool) on their perception besides the unified items in both versions.
If you can provide me with a reference that gives an example for a standardized questionnaire that can be used in such a situation, I would highly appreciate it.
Thank you for your help and support.
Flipped classroom is a distinctive educational style What is its importance. and what its requirements. Is it suitable for application in different subjects?
I hope you had a wonderful Christmas. Im very much interested in teaching and I would like to ask your views on a highly ( to me at least) interesting topic. There are probably as many methods of teaching methods as there are lecturers but here are a few types accepted in literature.
- Student-Centered / Constructivist Approach.
- Inquiry-Based Learning.
- Flipped Classroom.
- Cooperative Learning.
- Personalised Education.
Which one do you use and why?
Best wishes Henrik
If your answer is yes, please help me and my research with fulfilling this questionnaire:
Many thanks for help and for forwarding this for your colleagues!
Flipped learning is a methodology that helps teachers to prioritize active learning during class time by assigning students lecture materials and presentations to be viewed at home or outside of class.
Today, a colleague shared with me that students are having to do more work in flipping the classroom. They have to do the in-class activities then go home and do another set of reading etc. Are you finding that the flipped classroom is causing students to have too much work? How has the flipped classroom been working for you and your students?
Through this discussion, I would like to know your opinion on the possibility of applying flipped classrooms with a reduced number of students during face-to-face sessions and more time for online learning, in order to complete the program for the second semester of the current academic year due to the COVID-19 crisis.
What’s the difference between flipped learning and blended learning? Is flipped learning a form of blended learning ? or it is a pedagogical approach stand by itself.
In the flipped classroom, the instructor presents content before the class in advance in the form of an online lecture. How do you make sure the students have watched and followed your instructions?
Biology has many concepts which needs proper illustration, explanation and practicals. Flipped classroom involves using online tools for pre-class interaction between the learner and the subject matter. What is the impact do think the flipped classroom will have on learning biology?
No es una pregunta...sólamente haceros saber que me parece un proyecto genial. Ánimo! Os iré siguiendo!
Yo he empezado con video lectures en flipped classroom, pero me gustaría seguir con virtual reality y probar con las diferentes posibilidades de la immersed reality.
Saludos y adelante!
What do you think about teaching mathematics or science courses with the visual aids and videos? Pros, cons? Any tips for improvement? What else do you use in your teaching?
I am going to update my methods of delivering lectures at university. Any publication link or comments on this regard will be highly appreciated!
Thank you in advance!
Dr. Vardan Atoyan
Are there innovative instructional learning strategy similar with flipped classroom?
What application software that are useful in flipped classroom that can sync mobile and desktop technology?
Thank you for the answers.
Flipped classrooms give more classroom time for lecturers to interact with specific students or specific problems. However, using flipped classroom model in an EFL setting poses many challenges. What could be the possible ways to develop students' language proficieny through flipped classroom? Once language proficiency is gained, it becomes easier to rope in other elements of learning such as critical thinking and problem solving.
I have a question concerning the methodology of my research. In my research I intend to discover if flipped classroom can improve the grammatical competence in Spanish. I fail to find a suitable design. Does someone have any suggestions?
Recently I have flipped my Engineering Mechanics: Dynamics class. Please follow the link below:
I have also shifted the course from a theory-based to a project-based course. Often it is a good idea to take the suggestions from those who have experience of Flipped Classroom. Please, share what makes your flipped classroom successful? What are the things you believe most essential? Also, asking for feedback on the videos.
What is missing? How to improve?
I fullscreen 400 articles to see which theoretical framework is used in research of Flipped Classroom. This differs a lot (!) and make the include/exclude job challenging. Does it exist any absolute minimum criteria for what a theoretical framework in research articles must contain?
So grateful for all answers
A number of teaching-learning innovations are applied to enhance student learning nowadays. Flipped classroom technique is one among them. Do we need to consider any legal or copyright aspects before we use YouTube videos for teaching - learning activities?
A lot of today's world vices can be eliminated if certain targeted modules and adapted curricula are introduced in the schooling system. One of these vices is energy squandering with all its negative consequences for the planet (e.g. depletion of finite energy sources and the subsequent climate change).The routine energy-related behavior and proves that this behavior changes to a more energy efficient one, after the dissemination of relevant information and the participation into the energy education projects. Namely, response percentages indicating the energy-efficient behavior increased after project participation while the ones indicating an energy-squandering behavior decreased.
Need for renewable energy education and training at all levels is globally recognized. During the last three decades a large number of countries across the globe have initiated academic programmes on renewable energy technologies and related aspects. A review of published literature on renewable energy education initiatives across the globe, challenges faced, and potential approaches towards efficient and effective solutions is needed.
In Your Opinion
- Is renewable energy course an element Effective learning
- Is renewable energy awareness needed from childhood
- Is renewable energy course should be sustained for energy Scenario issues
- Is renewable energy paves way for effective teaching learning process
What is the correlation between the blended learning and the flipped classroom ? How far the ICT (Information and Communication Technology) can accelerate their success ?
Diminishing Returns Concept: At a certain point , increasing the amount of input (e.g. effort) will still lead to an increase in output but at a rate less than before.
I'm looking for resources (videos, pictures, games, activities, articles etc..) that would explain or illustrate this concept in an engaging and/or simple way especially to a lay audience. It could be a straightforward explanation like this A video explaining the concept "Co-relation does not equal causation"
where the original intent of the video is to explain this concept. Or ,You can be creative; this illustration does not need to be originally made to explain this concept. The analogy can be made independently of the original intention of the resource. For example, if the concept is flexibility in your career, I can find a video of a person demonstrating physical flexibility even though the original intent of the video is not about career flexibility. (For more on what I mean by concept-demonstrating resources, see https://www.researchgate.net/post/List_of_Concept-Demonstrating_Resources
Please put your suggestion in the comments section below.
“Less ‘sit and listen’ equals more ‘do and learn’ — and the flipped model is making class time more enjoyable, productive and engaging for students and teachers.” said The Flipped Instıtute. I realize that students get bored and do not want to listen to me after a while during the class. So I want to adopt Flipped Learning to my classes but how?
What can be suitable theoretical framework(s) for technology integration in mathematics classrooms implementing flipped classrooms?
I am trying to write a paper about the flipped classroom, and need advice about which theory is best suited to approach FC.
Are there certain models of the flipped classroom pedagogy? Or it is one model that can be implemented all over different Another question is about the evaluation methods. The articles that I have read, reveal that the evaluation process is articulated around students’ feed back and end of the process tests. Aren’t there other evaluation procedures that can be implemented and that reflect information about the different aspects to that we are after ?
I want to plan my nursing course contents as the flipped-classroom and i want to start perfect.
The flipped classroom describes a reversal of traditional teaching where students gain first exposure to new material outside of class, usually via reading or lecture videos, and then class time is used to do the harder work of assimilating that knowledge through strategies such as problem-solving, discussion or debates. (Vanderbilt University, Center for Teaching).
is anyone aware of research on how teachers perceive the flipped classroom format? I found a good number of studies which reported on the effects of the Flipped Classroom on student learning, involvement, motivation, and sustainable competence; I also found studies about FC endorsers and rejectors among students.
But: How about the teachers? Would using a FC format not be a challenge to teachers, also? I think that the FC would ask for a new definition of the teacher role and it would, at least in parts, involve new competences, in terms of preparing tasks for deeper learning.
I'd be curious to know if there is research out there and, if no formal research is available, what your experience is with the FC from the teacher's perspective.
Can you kindly provide me with a valid parent survey about the impact of flipped classroom on students performance?
I would like to know more about your project.
I have been capturing lectures for the past few years. They are becoming more and more popular amongst the faculty. Students that are pre-med or nursing access them, as do Mathematics majors - however, I am curious of any experiences that have shown it is (or is not) worth the massive amount of time and effort. These are on-campus courses, not online. The buzz phrase "flipped classroom" has gotten the attention of educators and then they come to me (the campus instructional technologist / designer).
Opinions? Experiences? Any general thoughts at all?
Are academic outcomes improved by Video enough to put the time and effort?
Flipped Classroom strategies
As I am currently experimenting with a "flipped classroom" scenario, I'd be interested to learn more about the practical experience of colleagues with this format. The idea is to present the core content of the lecture via electronic media (audio, video, and what not) and ask students to prepare the content in a way that allows deep learning and complex activities during classtime.
In prinicple, the idea works well. I get to discuss original studies with my students, we do transfer exercises, develop plans for critical analysis and many other valuable activities for which there used to be no or little time when I had to squeeze in the lecturing part.
So, as a teacher I enjoy teaching more than ever, I get to know the students through the small group work which is now fully integrated in a large lecture class, the students get involved in the subject from day one. Totally surprising and useful. The drawback: Only about 50 out of 350 students actively use this scenario. Class attendance is voluntary and I assume that there are 300 individuals out there who count on listening to the material no earlier than a week before the final.
a. is it ethical to support 50 out 350 with high quality learning and teaching?
b. is it a common experience that learning environments which require a high standard in self-regulation has this drawback that too many students cannot handle it?
What type research design can I employ for this question?
What philosophy(ies) / theories could be employed for lived experiences and flipped class pedagogy?
Flipped teaching method is about making video lectures available for students to watch outside the class. Is there any copyright issue if the instructor downloads useful lecture videos from youtube and distributes them to students? This is particularly useful when students do not have internet connection at home.
Flipped classroom and the impact on learning.
There are different experiences that are published about flipped classeoom and diverse found. The improvement of the learning process is important and is the most sought substantial expression.
In my opinion I would suggest to adopt the flipped classroom techniques... I would like to know your opinions... Help me out in learning and understanding your experiences...
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For flipped classrooms and pedagogical approaches
I am interested in knowing if anyone has applied or has come across any articles using this approach for information literacy or digital literacy sessions. It would be particularly interesting to know if the examples used other materials other than video or screencasts. I am interested in knowing about the advantages as well as disadvantages as I am thinking of applying the technique in a new post in an academic library.
The attempt to achieve autonomous learning of students and focused on cooperation and collaboration are shifting to seek new learning strategies. Flipped Classroom appears as an alternative to achieve these objectives in education.
We are experimenting with different teaching models like peer tutoring, activity oriented teaching, flipped classrooms, MOOC in classrooms of deaf students. How can we study the effectiveness of these teaching models?
It would be useful for me to meet some survey on the results it produces, especially in college.
My main question is: the kid' s access autonomy in a platform safe and handy for 11 years old.
Hi, I am doing quasi-experimental study to find the effectiveness of flipped classroom comparing it with traditional classroom? Any instrument to gauge college students' satisfaction of learning environment?
Advocates of the flipped classroom approach argue that in a flipped classroom students can do more active learning. Many regard this as the main reason to flip.
I think this makes perfect sense in my case in China where didactic lecture is still the dominant way of instruction. However I'm not sure about the other parts of the world because my perception is that many education systems worldwide (esp. those in the "Western" nations) already have a lot of active learning components built into the curriculum. My questions are:
1. Is my perception true?
2. Is there any comprehensive statistics that can support or disprove my perception?
3. If my perception is true, what is the point of flipping the classroom in those schools already doing active learning?
I'm looking for information about the introduction and use of the flipped classroom model in Latin American context, I'm interested in empirical research and best education practices in related to that topic.
I am especially interested in integrating flipped classroom or problem-based learning practices into traditional higher education (mass) lectures?
The class or flipped backward class requires skills and experience of teachers in the use of Web 2.0. The generation of content requires the teacher to create a virtual space for the student with information that you can review, share and reach an initial learning achieved basically collaboratively.
Most research on the flipped classroom employs group-based interactive learning activities inside the classroom, citing student-centered learning theories based on the works of Piaget (1967) and Vygotsky(1978). The exact nature of these activities varies widely between studies. Similarly, there is wide variation in what is being assigned as "homework". The flipped classroom label is most
often assigned to courses that use activities made up of asynchronous web-based video lectures and closed-ended problems or quizzes. This implies that technology is central to the success of this approach
Do you use this approach? What are the opportunities, threats, advantages, restrictions associated with it? We started a combined learning method for adults, which is similar to flipped learning. So I would like to ask the community to share their experience and contribute to the brainstorming.
I have followed and assisted my tutor use the flipped classroom model in teaching undergraduate students for one semester, the class is a small group with only 17 students ,and we find students' engagement in class is very high, we ask the students if they like this FCM and they say "yes". So I wonder if the FCM really improve students' engagement or not.
I'm looking for some recent works that integrate flipped learning and EFL/ literature teaching in any level (primary, secondary, higher education, postgraduate).
They may well be qualitative or quantitative studies.
I received my core education in the Caribbean which is based on the UK model, and then had some US based education for my Masters and PhD. Based on this, I'm trying to understand what are the core concepts of the Flipped Classroom - it seems quite similar to my core education experiences.
After flipping for one semester in an undergraduate course, I found that students were reluctant to watch the video lectures before the lessons. As a result, they lacked the necessary background knowledge to complete the in-class activities, partly defeating the purpose of flipped classroom. Do you find this a problem in your class? If so, how do you tackle this? If not, why not?
The flipped classroom model is a form of blended learning that encompasses any use of using Internet technology to leverage the learning in your classroom, so that the teacher can spend more time interacting with students instead of lecturing. One model works like this:
1. Teacher prepares the class room lectures beforehand and makes them available to the students.
2. Students on their part will watch them at their own time and pace to better understand the concepts and come to the class well prepared.
3. In the regular class teacher interacts with all the students to do the classwork/homework as required for the class.
It is called the flipped class because the whole classroom/homework paradigm is "flipped". What used to be classwork (the "lecture") is done at home via teacher-created videos and what used to be homework (assigned problems) is now done in class.
This may not be a solution for all types of courses. However for courses that are applied in nature and heavily dependent on the application of mathematical and scientific principles would really help the students.
Please share your experiences with flipped class room, if you have used, or thinking of using or donot want to use because any apprehensions that you may have. Please share all your concerns whether it is good or bad. Thank you for sharing your experience and expertise.
I am a researcher looking to study the effectiveness and implementation of the flipped classroom method. For those of you who have flipped your classroom: how do you structure your in-class time, which activities do the students prefer, and how do you use those in-class exercises to prepare the students for their exams?
I am a researcher looking to study the effectiveness and implementation of the flipped classroom method. Any comments, questions, tips, stories,
In the classroom environment, can some teachers' sense of efficacy be affected by the special needs assistants' ability to facilitate and accommodate students who have SEN from specialized training courses that the SNA has undertaken? If so, how can this be measured since no design model has been tested?
I signed up to do a short course as a teaching artist. I understand the principles of "flipping the classroom" and getting more class participation. But has anyone tried to incorporate these principles into a guest lecture or when a supply teacher? I am struggling to see how a one-off session can be 'flipped', when you don't know how much the class already knows.