The Flipped Classroom

The present study has been designed to apply Flipped Classroom methodology principles for the teaching of English in Early Education and to evaluate its efficacy for the English as a Second Language with young children (4-5 years old) of the rural school “San Gabriel” (Zuera). This method was developed by Jonathan Bergmann and Aaron Sams (2011) which aim is to provide a student-centered learning environment to enable teachers the ability to practice project-based learning, mastery, inquiry, peer instruction, constructivism, and more

Flipped Classroom as an Instructional Medium to Teach English at Tertiary Level in India

The teachers who handle large classes face problems in catering to the needs of the students who have different learning abilities. The traditional classroom method arguably does not offer a solution to this problem, and as a result, slow learners among the students become disengaged and demotivated. Introducing flipped teaching method will be effective in dealing with the diversity of the learners as well as the disproportionate class strength. This paper attempts to highlight the advantage of the flipped classroom over the traditional classroom, and explains the ways to implement flipped classroom especially in English language classes

Implementing flipped classroom in blended learning environments: a proposal based on the cognitive flexibility theory

Flipped Classroom is an issue that gains increased attention in Blended Learning models. Generally, in the traditional classroom, the teacher uses the time in the classroom to explain the theoretical and conceptual body content and leaves the practices and exercises as extracurricular activities. In the Flipped Classroom, students study at home the theoretical component of the course and the classroom time is designed for practical activities and exercises monitored by the teacher. Although the definition presents an apparent simplicity, the Flipped Classroom model implies deep structural changes in the traditional classroom. The objective of this paper is to discuss the pedagogical changes and affordances brought by the methodology of Flipped Classroom and propose a model to implement Flipped Classroom based on the Cognitive Flexibility Theory.CIEC – Research Centre on Child Studies, IE, UMinho (FCT R&D unit 317), PortugalNational Funds through the FCT (Foundation for Science and Technology) and co-financed by European Regional Development Funds (FEDER) through the Competitiveness and Internationalization Operational Program (POCI) through CIEC (Research Centre on Child Studies, of the University of Minho) with the reference POCI-01-0145-FEDER-00756

The Impact of Electronic Flipped Classroom Instruction on Students` Attitudes towards Learning Vocabulary

Abstract: This study examines the effect of the electronic flipped classroom instruction (EFCI) on students` attitudes toward learning vocabulary. To this end, the sample consisted of 38 EFL female tenth grade students who were selected purposefully in UNRWA schools in South Amman Area. The study uses a questionnaire and an interview to collect the data which is analyzed using means and standard deviations, the analysis revealed that students had positive attitudes towards learning with the electronic flipped classroom. Several pedagogical implications and recommendations are put forth

A sala de aula invertida como método de ensino e aprendizagem para a educação de jovens e adultos

O presente Trabalho de Conclusão apresenta a metodologia de ensino conhecida por Sala de Aula Invertida, aplicada na Educação de Jovens e Adultos. O modelo pedagógico ainda adotado por muitos docentes diverge do perfil dos alunos e alunas atuais, que, na grande maioria, estão habituados cotidianamente à ambientes interativos, sejam eles virtuais ou presenciais. Impulsionada por um momento de avanço nas pesquisas sobre o uso das tecnologias na educação, a Sala de Aula Invertida surge como uma alternativa à consonância entre as relações de alunos e alunas, professores, tecnologia, ensino e aprendizagem. Segundo seus criadores, Jonathan Bergmann e Aaron Sams, o conceito da teoria é que o que antes era feito na sala de aula do modelo tradicional, agora pode ser executado em casa, enquanto as atividades que eram realizadas sozinhas pelos discentes como tarefa de casa agora podem ser executada em sala de aula (Bergmann; Sams, 2014). Neste cenário propomos a seguinte pergunta diretriz: Quais possibilidades e limitações da implementação da Sala de Aula Invertida para o ensino na Educação de Jovens e Adultos do Ensino Médio? A revisão de literatura envolveu artigos relacionados ao uso de tecnologias no Ensino de Matemática, e a empregabilidade de metodologias ativas, em específico a Sala de Aula Invertida. Apoiando-se em autores como Bergmann e Sams (2012), Borba e Penteado (2001), Skovsmose (2000) e Valente (2014), o trabalho busca mostrar os pontos positivos e negativos percebidos na implementação de tal metodologia em sala de aula. Os dados foram produzidos a partir de transcrições e relatos escritos pelos estudantes, bem como de observações por meio do diário de campo. A metodologia para a presente investigação é qualitativa, sendo que os participantes serão os alunos e alunas do primeiro ano do ensino médio da EJA de uma escola estadual da cidade de Porto Alegre. A proposta foi realizada em cinco encontros com a referida turma, e percebeu-se indícios de desenvolvimento autônomo dos discentes em buscar o conhecimento. Mesmo frente aos impasses da aprendizagem na EJA, os alunos e alunas conseguiram desempenhar um papel ativo, conforme pede uma modalidade b-learning proposta. Também foram encontrados indícios relevantes da aprendizagem colaborativa na relação aluno-aluno.This conclusion paper presents the teaching methodology known as Flipped Classroom, applied in the education of Young people and Adults. The pedagogical model still adopted by many teachers differs from the profile of current students, who, for the vast majority, are accustomed with the daily use of interactive environments, whether virtual or presential. Driven by a moment of advancement in research on the use of technologies in education, the Flipped Classroom emerges as an alternative to the consonance between the relations of students, teachers, technology, teaching and learning. According to its creators, Jonathan Bergmann and Aaron Sams, the theory concept is that what was previously done in the traditional model classroom, now can be executed at home, while activities carried out alone by the students as homework now can be executed in classroom (Bergmann; Sams, 2014). In this scenario, the following guideline question was proposed: What possibilities and limitations of implementation of Flipped Classroom, in the Young and Adult education in high school? The literature review involved articles related to the technology use in Mathematics teaching, and the employability of active methodologies, specifically the Flipped Classroom. Relying on authors such as Bergmann and Sams (2012), Borba and Penteado (2001), Skovsmose (2000) and Valente (2014), the work seeks to show the positive and negative points perceived in the implementation of such methodology in the classroom. The data were produced from transcripts and reports written by the students, as well as observations through the field diary. The methodology for the present investigation is qualitative, and the participants were YAE students from the high school first year of a public school in Porto Alegre. The proposal was held in five meetings with the said class, and evidence of autonomous development of students was perceived in seeking knowledge. Even in the face of impasses of learning in the EJA, the students were able to play a role in as requested by a b-learning modality proposal. Relevant evidence of collaborative learning in the student-student relationship were also found

A flipped classroom approach to teaching oral pathology using virtual microscopy - the Glasgow experience

This paper describes a student-centred, integrated teaching model in which oral pathology and oral medicine staff members jointly deliver tutorials in a combined online and face-to-face format. Students are provided with clinical and histopathological information, which they must review and use to answer questions via a Virtual Learning Environment before the tutorial takes place. By reviewing the students’ answers online before the teaching session, staff can focus the tutorial itself on resolving knowledge gaps and afterwards post a set of gold standard answers online for students to reflect upon. CPD/Clinical Relevance: This article illustrates a combination of teaching methods and modern technologies which integrate clinical with laboratory sciences and enhance the access of students to histopathological materials without the need for access to a traditional microscopy facility

Students' Motivation, Perspectives, and Learning in Flipped University Classrooms

The flipped classroom, introduced by Jonathan Bergmann and Aaron Sams in 2008, has been a popular instructional strategy that promotes active learning. In a flipped classroom, the learning content is provided to students before class, and class time is dedicated to engaging students in student-centered activities that reinforce and integrate the knowledge. This dissertation aims to explore the relationship between motivation and students' perspectives, learning performance, and use of online course materials in flipped classrooms. Fifty-nine undergraduate students enrolled in flipped classes completed a survey soliciting their motivation, as defined by the Expectancy-Value theory, and their perceptions of the flipped course. Students' expectancy beliefs (control beliefs about learning, self-efficacy) and value beliefs (task value, intrinsic motivation, extrinsic motivation) were measured by subscales adopted from Motivated Strategies for Learning Questionnaire (MSLQ). Students' final grade percentage represented their learning performance. Brightspace log data were obtained to evaluate students' use of online materials. Results indicated that motivation had an effect on students learning in flipped classroom environments. Students have similar motivation patterns regarding their learning performance in flipped classrooms as in traditional or online classrooms. Regression analyses indicated self-efficacy is a significant predictor of both students' academic achievement and perceptions of the flipped classroom. Overall, students had positive attitudes towards the flipped model but indicated neutral attitudes when asked if they wished more instructors used the flipped classroom model. This study adds to the literature for understanding students' motivation in flipped educational settings and suggests implications foreffective teaching in a flipped classroom. Although the flipped classroom may change the teacher's role from "sage on the stage" to a "guide on the side," (King, 1993) the teacher's role in the learning environment remains vitally important.Educational Technolog

The Effects of the Flipped Classroom Model in a Physical Science Classroom

This study was designed to examine the effects of the Flipped Classroom model; this inquisition was conducted in ninth grade physical science classes at a Minnesota public high school. All participants had school-issued iPads. Data sources included student interest and self-assessment surveys, formative and summative assessment data, teacher observations of student participation and a parent survey. Results showed that formative scores were the same during the first unit and one percent higher for the traditional classroom during the second unit. Scores for the third and fourth units showed opposite results. Summative assessment scores during the first two units were three percent higher for flipped classes compared to traditional classes. Summative scores were the same during the third unit and four percent lower for flipped students during the fourth unit. With the continued implementation of this model, the focus will be to improve student note-taking skills and designing activities to increase student engagement in class

The Impact of Flipped Learning on Student Academic Performance and Perceptions

The purpose of this study was to explore if flipped learning has an impact on aviation students perceptions and academic performance in a human factors course. A total of 81 students from a large Midwestern university participated. The Course Evaluation Survey (CES) was used to measure student perceptions, while course exams were used to measure academic performance. To analyze the data, the researchers use paired sample t-tests, independent sample t-tests, and a MANCOVA. Findings show students in the flipped classroom did not perform better than the lecture classroom. In addition, students in the lecture group had significantly higher overall course satisfaction. These findings suggest students are familiar with lecture and changing the pedagogical approach is more nuanced, requiring students more time to adjust