The Implementation of Flipped Classroom in Efl Class: a Taiwan Case Study

This article reports on a case study designed to examine the implementation of flipped classroom in the EFL classroom in Taiwan.  In addition, students' perception of flipped classroom was also investigated. Sixty-one senior high school students participated in this study; data were gathered from students' English midterm exam score and questionnaire. The data then were quantitatively analyzed by using T-test and descriptive statistics. The results show that students' English proficiency in flipped classroom was not significantly different with students in traditional classroom. However, the results reveal that students' perception of flipped classroom were generally favorable. Students' contended that flipped classroom enhanced their motivation in learning English, as they liked the self-pace through the course and they stated that flipped classroom gave them more class time to practice English. The results presented here may facilitate improvements in the implementation of flipped classroom in EFL class. Furthermore, suggestions for further research are also presented

Research Trends in Flipped Classroom Empirical Evidence from 2017 to 2018: A Content Analysis

Purpose – This paper aims to analyze the trends and contents of flipped classroom research based on 48 selected empirical articles published during 2017 and 2018. Design/methodology/approach – The inductive content analysis was used as a methodology to investigate the content of flipped classroom research, including subject-specific areas, methodological approaches, technology tools or platforms, the most frequently used trending searches, countries of research, positive impacts and challenges. Findings – The results of the analysis were interpreted using descriptive analysis, percentages and frequencies. This analysis found that various subjects were implemented in flipped classroom learning, and some technological tools were also used to enhance teaching and learning. Analysis of the impact revealed that the flipped classroom yielded positive learning outcomes on students’ learning activities such as learning motivation and engagement, social interaction and self-directed learning skills. Meanwhile, the most significant challenges encountered by the instructor were the lack of students’ motivation to watch pre-recorded video lectures or to study the contents outside of the class time. Originality/value – The findings suggest that the flipped classroom concept might be effective in promoting twenty-first-century learning skills and developing the technology and information literacy competency based on national standards

Innovation and flexibility within a Bachelor of Information Systems transnational educational (TNE) program

The Bachelor of Information Systems program is jointly delivered by the University of Tasmania and the Shanghai Ocean University. To ensure content relevance and improved student engagement the teaching team has developed an innovative combination of technology placement and teaching pedagogy. The innovative interventions to real contractual and resource constraints presented in the delivery of the program focussed on engaging students, aligned use of technology and creating a quality learning experience amongst students that were studying offshore. By challenging our assumptions, adopting a technology supported just-in-time teaching approach informed by a collaborative team teaching philosophy we have been able to pilot and then roll out program wide innovative solutions to units within the program. The initial outcomes are promising with improvements in both student engagement and student achievement

An Investigation of the Impact of Student Satisfaction on Student Outcomes Among Undergraduate Students in a Blended Learning Environment in University A

The purpose of this study was to examine the impact of student satisfaction on student outcomes among undergraduate students in a blended learning environment in University A. It was a quantitative predictive correlational design, with predictor variables satisfaction with course, sex, age and race/ethnicity, and criterion variable end-of-course score. The Corona Virus pandemic highlighted the central role of blended and online learning in educational processes globally. The technological revolution in education characterized by the infusion of digital technologies in classrooms, indicates that blended learning will continue to feature prominently in educational settings. Student satisfaction in blended learning redounds to the benefit of students and educational institutions since it could contribute to improved pedagogical and curricular practices, goodwill, enhanced reputation, and increased enrollment. Participants for this study were drawn from a convenience sample of 330 undergraduate students enrolled in a blended general education course at University A. Data collection procedures for predictor variables were accomplished through the online administration of the Satisfaction with Blended eLearning Systems (BELS) Questionnaire, while criterion variable data was garnered from student records. Applying multiple linear regression analysis, a statistically significant relationship was found between the linear combination of satisfaction with course, sex, age, race/ethnicity and end-of-course score. However, satisfaction with course emerged as the only significant predictor of the end-of-course score. Course satisfaction in blended learning settings influences performance. Further investigations are needed in other tertiary level institutions in the Caribbean, across different disciplines, and different blended learning delivery methods

A Problem-Solving Flipped Classroom Module: Developing Problem-solving Skills among Culinary Arts Students

Problem-solving skills are important at the workplace in Culinary Arts for initiating innovative and creative solutions. However, graduates from community colleges in Malaysia seem to have only average level of problem-solving skills, while instructors do not seem to emphasise developing problem-solving skills when conducting lessons. Hence, providing more opportunities in solving real-world problems for work is required. A Flipped Classroom approach begins with activities conducted with video lectures on key concepts and gatekeeper quizzes to be completed before class and in-class phase spent on applying concepts learned before class using problem-solving activities. In this study, a Problem-Solving Flipped Classroom (PSFC) module designed for students in the Culinary Arts programme in a Malaysian Community College based on Merrill’s First Principles of Instruction and the Cognitive Apprenticeship framework was employed and implemented among 30 first-semester students and one participating instructor in a selected Community College. The single group pretest and post test quasi-experimental design was used to investigate the effectiveness of the PSFC module for learning and problem solving. Using t-test analysis, the findings indicated that the students had significant learning gains and improvement in problem-solving skills after using the module. Hence, the PSFC module could be used in Culinary Arts at other Community Colleges and TVET institutions to improve problem-solving skills among Culinary Arts students. This is to ensure a significant amount of instruction at Community Colleges include problem-solving instruction using authentic tasks at a level suitable for students to acquire problem-solving skills required in the workforce

Flipped Classrooms using Blackboard to Enhance the Instructional Design Skills of Postgraduate Students

This study aims to determine the impact of using the flipped classroom approach through Blackboard, to enhance students’ instructional design skills, and identify any challenges that may limit this us. The study was carried out at the Northern Border University in Saudi Arabia in academic year 2020/2021, with ten students on the Instructional Design Course. The study uses a mixed methods approach, employing both a quantitative research method (test), and a qualitative method (semi-structured interviews). The study produced several results, the most important of which being the effectiveness of using flipped classrooms in the development of instructional design skills. The study reveals a set of challenges that may limit the use of the flipped classrooms strategy through Blackboard, split into three sections. The first section includes the challenges relating to faculty members. The second section comprises the challenges relating to students. The third section incorporates external challenges

Investigating cognitive holding power and equity in the flipped classroom

In recent years, the flipped classroom has been proposed as an alternative paradigm of teaching, and has been demonstrated to improve the students' knowledge and skills, engagement, and self-efficacy. At the same time, as the number of students seeking higher education is growing and the needs of these students are rapidly evolving, it has become necessary to improve their cognitive holding power and enhance equity among them. The goal of this study is to investigate the impact of the flipped classroom on improving the students' cognitive holding power and enhancing equity. For this study, the flipped classroom was implemented for teaching undergraduate university students' course "An Introduction to Instructional Technology". In the class, whiteboard and Smartboard were used to discuss and clarify ambiguous ideas related to the topic and to present the model answers for the tasks. Outside the class, video files and Google applications (Word, PPT, Drive) were used for delivering learning materials. WhatsApp was used for communication and Google form was used for designing learning activities and assessment. The results of the study indicate: (1) to some extent flipped classroom can be a solution for improving students' cognitive holding power, especially in performing learning tasks and following teacher' instructions. (2) Equity among the students can be enhanced in the flipped classroom. These findings have implications for using the flipped classroom in managing the diversity of university students through enhancing equity among them and improving their abilitie

A review of flipped learning in innovative math education

Many systematic reviews have examined flipped learning models in various fields. However, there is little research on the use of the flipped learning model in mathematics education, which could help researchers and practitioners use and develop a model to implement mathematics learning processes. To fill this gap, this study aimed to analyze and synthesize current knowledge and practices in the implementation of flipped learning in mathematics education. Systematic literature review was adopted as the research method following an article selection and screening process using the preferred reporting items for systematic review and meta-analysis (PRISMA) protocol. Articles published from 2012 to 2021 in some reputable databases (Web of Science, Scopus, and ERIC) were reviewed, and 17 of 137 articles were included for detailed analysis and synthesis. The findings of this study showed that research in the implementation of the flipped learning model in mathematics education focused on documenting the affectivity of the implementation of the flipped learning model, developing learning processes, and sharing preliminary findings and student feedback. Future research is highly recommended to examine different aspects of flipped learning implementation, promote longitudinal data based on multi-year research for implementing flipped learning, and review various learning media to strengthen students’ understanding of mathematics