63,544 research outputs found
Role of Flipped Class in Developing Self-Regulated Learning of ESL Students at Undergraduate Level in Pakistan
Flipped learning is the inverted classroom method, which introduces the lesson at home and encourages practise as well as other already-introduced lesson-based activities inside the classroom for practical purposes. Students can use their self-regulated learning strategies to continue with their respective content learning. In the current research, undergraduate learners of a public sector university in Pakistan are enrolled in a "short reading comprehension course" and are classified into the control and experimental groups following the research questions. Data were accumulated quantitatively with the help of two questionnaires evaluating learners’ satisfaction with the flipped experiment as well as the effect of the flipped method on developing self-regulated learning strategies. Flipped group learners, on the whole, exhibited satisfactory attitudes towards implementing the flipped method. The current study will aid future researchers using the flipped method in navigating the additional dimensions and models featuring self-regulated learning (SRL) strategies, along with incorporating the SRL-based model into the flipped method to analyse the results
Flipped Learning As A New Educational Paradigm: An Analytical Critical Study
A literature on the flipped learning model has been reviewed. Therefore, the new form of education is worthy enough to be further studied. It is believed that flipped learning has gained great attention of many researchers as a result of what educators are implementing at their classrooms. The main objective of the paper is proposing an educational analytical critical framework for flipped learning that has powerful effects for who are concerned with educational development. The broad groundwork of literature on the flipped learning, described as the inverted learning, provided a foundation for the present study. This groundwork of literature used the term flipped learning and examined its effects on the pedagogy in education. The educational analytical critical framework of flipped learning developed in this paper includes components that reveals different views of flipped learning from just a “fashion” of adding more mechanism to the classroom to it is as a tool for shifting present pedagogy customized according to the individual needs of the learners instead of the whole group. The components of the framework are: instructional foundations, learning theories, Bloom’s taxonomy, and conceptual framework of the flipped education that is discussed in the light of its connection to the educational foundations of flipped learning. Research method used was descriptive method and method of philosophical analysis
FLIPPED CLASSROOM AND KAHOOT IN PHYSICS LEARNING: IMPROVING STUDENTS' MOTIVATION LEARNING
Ideal condition in physics learning should combine concepts with technology. Traditional physics learning causes students to be not interested in learning physics. There must be innovations in physics learning to be more interactive learning. One of them flipped classroom learning. Flipped classroom learning combined with Kahoot online games will make students more active. The purpose of this research is to increase students' learning motivation with Kahoot-based flipped classroom learning. The method used in this research is the quasi-experimental method with the research design of The Randomized Post-Test Only Control Group Design. The research finding can describe as follows: First, the flipped classroom is learning the model that combines face-to-face with e-learning to improve students' motivation in physics learning. Second, Kahoot in a flipped classroom supported as an evaluation model. Third, three main steps in applying the flipped classroom are preparing,Ă‚Â implementing, and evaluating the design
Response Collector: A Video Learning System for Flipped Classrooms
The flipped classroom has become famous as an effective educational method
that flips the purpose of classroom study and homework. In this paper, we
propose a video learning system for flipped classrooms, called Response
Collector, which enables students to record their responses to preparation
videos. Our system provides response visualization for teachers and students to
understand what they have acquired and questioned. We performed a practical
user study of our system in a flipped classroom setup. The results show that
students preferred to use the proposed method as the inputting method, rather
than naive methods. Moreover, sharing responses among students was helpful for
resolving individual students' questions, and students were satisfied with the
use of our system.Comment: The 2018 International Conference On Advanced Informatics: Concepts,
Theory And Application (ICAICTA2018
PENGARUH FLIPPED CLASSROOM BERBASIS GAMIFIKASI DAN MOTIVASI BELAJAR TERHADAP HASIL BELAJAR IPA
This study aimed to determine the effect of using a gamification-based flipped classroom on the learning outcomes of fifth-grade elementary school students in science. The method used was a quasi-experimental quantitative research method with a 2x3 factorial design. The research was conducted in two sub-districts in Bandung, namely Coblong and Cibeunying Kaler sub-districts. Samples will be taken by purposive sampling technique. The results showed: 1) the effect of the gamification-based flipped classroom model on the science learning outcomes, 2) there was an influence on student learning outcomes between the gamification-based flipped classroom model for students who had strong learning motivation, 5) there was no effect on learning outcomes students between the gamification-based flipped classroom model for students who had weak learning motivation, 6) there was no interaction between the gamification-based flipped classroom model with motivation on students learning outcomes. There is a need for other studies regarding the gamification-based flipped classroom learning model
PENGARUH FLIPPED CLASSROOM BERBASIS GAMIFIKASI DAN MOTIVASI BELAJAR TERHADAP HASIL BELAJAR IPA
This study aimed to determine the effect of using a gamification-based flipped classroom on the learning outcomes of fifth-grade elementary school students in science. The method used was a quasi-experimental quantitative research method with a 2x3 factorial design. The research was conducted in two sub-districts in Bandung, namely Coblong and Cibeunying Kaler sub-districts. Samples will be taken by purposive sampling technique. The results showed: 1) the effect of the gamification-based flipped classroom model on the science learning outcomes, 2) there was an influence on student learning outcomes between the gamification-based flipped classroom model for students who had strong learning motivation, 5) there was no effect on learning outcomes students between the gamification-based flipped classroom model for students who had weak learning motivation, 6) there was no interaction between the gamification-based flipped classroom model with motivation on students learning outcomes. There is a need for other studies regarding the gamification-based flipped classroom learning model
Using Flipped learning method with preschool children
Završni rad na temu „Metoda Flipped learning kod djece predškolske dobi“ odabran je kako bi se jasnije prikazalo korištenje ove metode učenja kod djece predškolske dobi. Svrha pisanja ovog završnog rada je prikazati ključne čimbenike koji utječu na motivaciju djece te kako se od predškolske dobi djece treba poticati na samostalno učenje i usavršavanje. Rad se zasniva na prikazu Flipped learning metode te njegovim značajkama. U uvodnom dijelu rada objašnjen je nastanak i razvoj metode, koji su preduvjeti potrebni za njegovo postizanje te koja je općenita svrha ove metode učenja. Nakon toga je prikazan utjecaj tehnologije u Flipped learning metodi te što je sve potrebno za implementaciju metodu u sklopu nastave.The final paper on the "Flipped learning method in pre-school children" was selected to more clearly demonstrate the use of this method of learning in pre-school children. The purpose of writing this final paper is to outline the key factors that influence children's motivation and how, from preschool age, children should be encouraged to learn and improve independently. The paper is based on the presentation of the Flipped learning method and its features. In the introductory part of the paper the origin and development of the method are explained, what are the prerequisites for achieving it, and what is the general purpose of this method of learning.After that, the impact of technology in the Flipped learning method is presented and all that is required to implement the method in the classroom
CORRELATION OF SOCIAL EMOTIONAL LEARNING WITH THE USE OF FLIPPED CLASSROOM METHOD IN LEARNING LISTENING
The aim of this research is to find out the correlation between social emotional learning and the use of the flipped classroom method in English listening learning and to know the use of Social Emotional Learning in the application of the flipped classroom method affects English listening learning. This research used correlational research method. The subjects of this research were students of the 2021/2022 and 2022/2023 batches of the English Education study program at Iqra Buru University, totalling 35 students. The data collection technique used in this study was a questionnaire that distributed using Likert Scale. The data in this study was analysing used correlation analysis techniques in the IBM SPSS Statistic 23. Validation test has been done with the results stating that all statements in the questionnaire were valid. After calculating all valid statements, the reliability coefficient for the Social Emotional Learning questionnaire was 0,855 and the reliability coefficient for the Flipped Classroom questionnaire is 0.934. The result of this research was the significant 2-taild is 0,000 0,05 means that social emotional learning (SEL) and flipped classroom method are correlate. Besides that, the value of pearson correlation is 0,736 means that social emotional learning and flipped classroom has strong correlation and positive. The conclusion of this research is social emotional learning and the use of flipped classroom method in learning listening is correlate with strong positive correlation
Analyzing of Using Case Method Based on Flipped Classroom on Student Learning Outcomes
An important goal of learning system is to deliver instruction that can produce equal or better learning outcomes. To achieve this goal, the number of research has been conducted to address the issue of what antecedent variables can affect the student learning outcomes. One of the methods which can develop student learning outcomes is case method based on flipped classroom. This research was conducted to analyze student learning outcomes using case method based on flipped classroom. This research is the quasi-experimental research with posttest only control group design. There is the control class and the experimental class in this research with a little of case method vs a lot of case method design. The participants in this study were 82 biology students using the total sampling technique. Data were analyzed using ANOVA to analyze the student learning outcome using case method based on flipped classroom. The results of study using case method based on flipped classroom has significant effect on student learning outcomes with a significance value of p < 0.05 with F (6.59) = 3.97, p=.012. Thus, it can be concluded that the case method which is combine with flipped classroom gives the positive impact on student learning outcomesTujuan penting dari sistem pembelajaran adalah untuk menyampaikan instruksi yang dapat menghasilkan hasil belajar yang sama atau lebih baik. Untuk mencapai tujuan tersebut, sejumlah penelitian telah dilakukan untuk mengatasi masalah apa saja yang dapat mempengaruhi hasil belajar siswa. Salah satu metode yang dapat mengembangkan hasil belajar siswa adalah metode kasus berbasis flipped classroom. Penelitian ini dilakukan untuk menganalisis hasil belajar siswa dengan menggunakan metode kasus berbasis flipped classroom. Penelitian ini merupakan penelitian quasi eksperimen dengan rancangan posttest only control group design. Terdapat kelas kontrol dan kelas eksperimen dalam penelitian ini dengan desain sederhana vs komplek. Partisipan dalam penelitian ini adalah 82 mahasiswa biologi dengan menggunakan teknik total sampling. Data dianalisis menggunakan ANOVA untuk menganalisis hasil belajar siswa dengan menggunakan metode kasus berbasis flipped classroom. Hasil belajar dengan menggunakan metode kasus berbasis flipped classroom berpengaruh signifikan terhadap hasil belajar siswa dengan nilai signifikansi p < 0,05 dengan F (6,59) = 3,97, p=.012. Dengan demikian dapat disimpulkan bahwa metode kasus yang dipadukan dengan flipped classroom memberikan dampak positif terhadap hasil belajar siswa
IMPLEMENTATION OF FLIPPED CLASSROOM STRATEGY IN MATHEMATICS LEARNING TO STUDENTS’ COGNITIVE SKILL
New learning paradigm demands change of teachers’ role in learning process mainly as facilitator, team based work, and use of education technology. Flipped classroom strategy is an alternative means of improving students’ cognitive skill in mathematics learning. Flipped classroom strategy is in line with new paradigm of mathematics learning based on constructivism. The aim of research is to know the influence of flipped classroom strategy toward students’ cognitive skills and learning activity. This research uses experiment method. A limited experiment done in a classroom of Senior High School indicates that Flipped classroom gives positive result toward the students’ cognitive skill and learning activity in mathematics learning compared to the control group.
Keywords : Flipped slassroom strategy, cognitive skill, and learning activity
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