Enhancing engagement in flipped learning across undergraduate Science using the Flipped Teacher and Flipped Learner Framework

The flipped classroom describes one approach to blended learning in which new instructional content is delivered online prior to class, making time for more student-centred active learning during the face-to-face class. Despite the advantages of a flipped classroom approach, such as flexibility, more time for students to consolidate ideas, and more opportunities for collaborative learning and reflection (Kim, Kim, Khera & Getman, 2014), flipped classrooms are still under-researched and under-evaluated (Abeysekera & Dawson, 2015). Many academics are unsure of how to implement flipped classrooms and students often have difficulty adopting this approach to learning because they are used to traditional transmission approaches (Chen, Wang & Chen, 2014). To facilitate more student-centred blended learning in our faculty, we aimed to: 1. Use the “Flipped Teacher and Flipped Learner Framework” (Reyna, Huber & Davila, 2015) to design, implement, communicate and evaluate flipped learning activities in undergraduate Science subjects; and 2. Build students’ understanding of the advantages of the flipped classroom model in order to improve their overall engagement and approach to learning. The Flipped Teacher and Flipped Learner Framework (Reyna et al., 2015) identifies seven elements that are influential to implementing a flipped learning activity. Using this framework, flipped learning activities have been integrated into the Science curricula. In 2016, the Framework was applied in a first year and a second year subject. A mixed methods approach (Creswell & Plano-Clark, 2011) was used to evaluate the efficacy of the Framework, particularly the role of communication (element 6) of the benefits of flipped learning to students and academics. Student completion of pre-class online tasks was tracked through the learning management system. Within each subject, questionnaires were used to evaluate student experiences of flipped learning. Where applicable, student academic performance relating to flipped activities was evaluated. Preliminary data analyses indicate that the majority of students completed their online pre-class activities (e.g. >90% in the first year subject, n = 751 students). In the questionnaires, the majority of students in both subjects reported that they understood the benefits for their learning of completing online pre-work prior to face-to-face classes. Furthermore, the majority of students in the second year subject reported that the flipped classroom approach enhanced their learning. Our early results indicate that communicating to students and academics the rationale for using a flipped classroom approach is key to successful implementation of the flipped classroom model. Further testing of the framework in other subjects across the science degree will advance our understanding of the impacts of and best practice for flipped classrooms in Science higher education. References Abeysekera, L., & Dawson, P. (2015). Motivation and cognitive load in the flipped classroom: definition, rationale and a call for research. Higher Education Research & Development, 34(1), 1-14. Chen, Y., Wang, Y., & Chen, N.S. (2014). Is FLIP enough? Or should we use the FLIPPED model instead?. Computers & Education, 79, 16-27. Creswell, J. W., & Plano-Clark, V. L. (2011). Designing and conducting Mixed Methods Research. Thousand Oaks: SAGE. Kim, M.K., Kim, S.M., Khera, O., & Getman, J. (2014). The experience of three flipped classrooms in an urban university: an exploration of design principles. The Internet and Higher Education, 22, 37-50. Reyna J, Huber E, Davila YC (2015) Designing your Flipped Classroom: an evidence-based framework to guide the Flipped Teacher and the Flipped Learner. The 12th Annual Conference of the International Society for the Scholarship of Teaching and Learning, RMIT Melbourne, 27th to 30th October, 2015, pages 91-92

FEATURES OF DEVELOPMENT OF TRAINING MATERIALS IN THE APPLICATION OF REVERSE LEARNING TECHNOLOGY

Статья посвящена исследованию образовательной технологии реверсивного обучения и применению ее на практике. Актуальность заявленной темы связана с возрастающей популярностью использования современного Интернет пространства и мобильных устройств, предлагающих широкий выбор образовательных ресурсов. Целью, проведенного исследования, является выявление особенностей при разработке учебных материалов с применением технологии реверсивного обучения, а также разработка рекомендаций по применению технологии в рамках образовательного процесса. Автором статьи были проанализированы формы и методы организации учебных занятий. Определено содержание учебно-методических рекомендаций. Обоснована необходимость использования технологии реверсивного обучения на практике. Рассмотрены теоретические основы и предпосылки возникновения технологии. В результате анализа и обобщения теоретического материала, выявлены особенности при разработке учебных материалов с применением технологии, разработаны рекомендации по применению технологии в рамках образовательного процесса, а также доказано, что применение технологии реверсивного обучения является эффективным, так как технология способствует повышению успеваемости и интереса учащихся к учебному процессу.Цель. Статья посвящена исследованию образовательной технологии реверсивного обучения и применению ее на практике в рамках образовательного процесса. Предметом анализа выступают особенности разработки учебных материалов при применении технологии реверсивного обучения. Автор ставит целью выявить особенности при разработке учебных материалов с применением технологии и разработать рекомендации по применению технологии в рамках образовательного процесса.Метод и методология проведения работы. Основу исследования образуют метод анализа, метод синтеза и обобщения теоретического материала.Результаты. Результаты работы заключаются в том, что автор выявляет особенности при разработке учебных материалов при применении технологии реверсивного обучения, разрабатывает рекомендации по её использованию, при этом учитывая плюсы и минусы технологии, которые необходимо принимать во внимание при внедрении технологии в учебный процесс.Область применения результатов. Результаты исследования могут быть применены при изучении педагогики, теории и практики преподавания иностранных языков и культур, а также в качестве рекомендации по применению технологии в рамках образовательного процесса. The article focuses on the study of reverse learning technology and its application in practice. The relevance of the topic is related to the growing popularity of Internet and mobile devices usage, offering a wide range of educational resources. The purpose of the study is to identify features of learning materials’ development and to develop recommendations for the application of technology into the educational process. The author of the article analyzed the forms and methods of organizing the training sessions. The content of the teaching and methodical recommendations was defined. The necessity of reverse learning usage in practice was substantiated. The theoretical basis and prerequisites of the technology were considered. As a result of the analysis and synthesis of the theoretical material, specific features of development of training materials in the application of reverse learning were determined. Recommendations for the application of reverse learning technology also were developed. Moreover, it was proved that the usage of reverse learning technology was effective, as the technology helped to improve learning achievements and interest in learning.Purpose. The article is devoted to the study of reverse learning educational technology and its practical application to the educational process. The subject of the analysis is the development of training materials in the application of reverse learning technology. The author aims to reveal specific features in the development of educational materials with the usage of technology and to develop recommendations for the application this technology into the educational process.Methodology. The research is based on the analytical method, method of synthesis and a generalization of theoretical materials.Results. The results of a study are that the author determined specific features in the development of training materials in the application of reverse learning technology and developed recommendations for its usage, taking into account the advantages and disadvantages of this technology, that should be taken into account when introduces reverse learning into the educational process.Practical implications. The results of the study can be applied in the study of pedagogy, theory and practice of teaching foreign languages and cultures, and as a recommendation for the application of reverse learning technology in the educational process

Improving the undergraduate science experience through an evidence-based framework for design, implementation and evaluation of flipped learning

© ASCILITE 2017 - Conference Proceedings - 34th International Conference of Innovation, Practice and Research in the Use of Educational Technologies in Tertiary Education.All right reserved. Flipped Learning (FL) is a student-centred pedagogical approach where new content is introduced prior to class which permits more time during class for active learning. Despite the growing body of evidence of the effectiveness of FL, many educators are reluctant to adopt this approach to teaching or are unsure of how to implement FL in their classes. Many students are uncertain of how to adapt their approaches to learning to a FL curriculum. In response to these challenges and calls for a robust framework to guide the design and implementation of FL, we developed the Flipped Teacher and Flipped Learner (FTFL) Framework based on the pedagogical literature. This paper reports on the use of our FTFL framework in the redesign of a large first year science subject from a traditional delivery to a FL delivery. We evaluated the efficacy of the redesign using a mixed methods approach with data on students' interactions with FL activities, and student and educator experiences. Findings from two iterations of the redesign indicate successful implementation of FL through high student engagement with online and class materials, and positive feedback from students and academics. Using the FTFL framework to guide the design and integration of FL, with an emphasis on clear communication, is key to our successful FL intervention and support of student learning

Development of Scientific Skills in Higher Education with a Flipped Classroom-Contest Approach

[EN] In this work, the flipped classroom methodology has been applied to the laboratory sessions in the subject Physical Techniques I of the Degree in Physics at the University of Zaragoza, Spain. The proposed sessions have been distributed in 2 main parts. The first part consists on flipped laboratory sessions in which during the before-class sessions, the students must understand, design and customize the designs that will have to characterize experimentally in the laboratory sessions. The second part consists of a student contest activity where the students compete against their pairs while improving their learning about the topics presented in the flipped classes. The proposed approach could increase the depth of the acquisition of experimental skills, helping students to acquire a better understanding of the concepts under study in laboratory sessions.Garcia-Bosque, M.; Sánchez-Azqueta, C.; Aldea, C.; Cascarosa, E.; Celma, S. (2023). Development of Scientific Skills in Higher Education with a Flipped Classroom-Contest Approach. En 9th International Conference on Higher Education Advances (HEAd'23). Editorial Universitat Politècnica de València. 817-824. https://doi.org/10.4995/HEAd23.2023.1620181782

ICT-based didactic strategies to build knowledge models in electronics in higher education

This paper presents a didactic strategy based on information and communication technologies (ICTs) to help students build knowledge mental models in the context of Higher Education. It presents a methodology that combines the flipped classroom with other active methodologies and traditional lessons to improve the teaching/learning process of Electronics in university studies in Physics. Using the flipped classroom as the main strategy, the proposed methodology allows devoting more classroom time to active learning so that the instructor can follow the student learning process and evaluate model construction, while at the same time it increases student implication and fosters autonomy and cooperation with peers, contributing to a better construction of knowledge mental models in Electronics

Paving the road for flipped teaching in Spanish universities

Spanish university lecturers have traditionally spent most of their contact time with students explaining theory in the classroom. Once the theoretical contents have been presented, lecturers demonstrate (with little or no student participation) several reinforcing examples and practical exercises. Student involvement only occurs when they are asked to perform a series of tasks and exercises after the lesson and generally outside the classroom. Active learning methodologies have been proven to significantly enhance the teaching-learning process, and fortunately, Spanish universities are increasingly promoting these approaches. Among these active learning methodologies, flip teaching is one of the most frequently adopted teaching strategies. However, the introduction of flip teaching poses challenges and requires a radical change of mentality from lecturers and students. To succeed, participants must abandon former work habits and work on the theoretical concepts outside the classroom, while significantly increasing the degree of interaction inside and outside the classroom. Lecturers must spearhead this process of change, but success can only be achieved with student involvement. This paper shows how flip teaching was implemented in a subject within the MSc in Project Management course at the Universitat Politècnica de València. Emphasis is given to active teaching strategy and the three basic components on which it relies: students, faculty, and the teaching learning methodology. Results and conclusions extend the discussion and provides some guidelines on facilitating the (necessary) adoption of this and other active learning methodologies in Spanish universities

Results of a university experience, comparing face-toface, online and hybrid teaching in a context of Sarscov19

[EN] The irruption of sarscov19 in the spring of 2020 was a challenge for everyone, particularly university teaching, where solutions had to be improvised urgently. Technological resources and online teaching played a fundamental role, and the involvement of students, teachers and administration led to an acceptable outcome. After the first impact of the pandemic, new alternatives compatible with the protocols of social distancing and health security were proposed in the planning for the academic year 2020-2021. As in many other universities, a synchronous hybrid learning (SHL) model was offered at the Universitat Politècnica de València (UPV), combining online learning and face-to-face (F2F) activities. In the SHL model, some students attended classes in-person (the room capacity limited the number according to the minimum distances between people required) and stream for the rest of the students, who followed the class simultaneously. In addition, the classes were recorded to enable their asynchronous use. SHL was only used when the conditions were favourable. Vulnerable teachers were teaching entirely online in their groups. When the number of students in a group was small enough, teaching was fully F2F, maintaining the online option only for vulnerable or confined students. The laboratory practices followed a similar hybrid scheme. The tutorials were attended by email or videoconference, and the exams were preferably in-person, with ad hoc solutions in the cases of confined or vulnerable students. Between February and June 2021, a pilot experience was carried out in the Electricity course of the degree in Electronic Engineering and Industrial Automation at the UPV. Three groups were taught with a different methodology: online, SHL and F2F teaching. Planning, academic resources, and evaluation were the same in the three groups. All three followed active flipped classroom methods. In this paper, the student's academic outcomes and the results of opinion surveys conducted on the activities are presented. Results are analysed in terms of the three groups/methodologies showing reasonable doubts about the SHL model where, the academic results and the student's opinions are significantly lower than the other two methodologies. These results could help to decide the best methodological solution if we had a similar situation in the future.Authors would like to thank the Institute of Education Sciences of the Universitat Politècnica de València (Spain) for supporting the Teaching Innovation Group e-MACAFI and for the financial support through PIME Project PIME 20-21/220 and PIME Project PIME/2018/B25.Tort-Ausina, I.; Gómez-Tejedor, J.; Molina Mateo, J.; Riera Guasp, J.; Meseguer Dueñas, JM.; Martín-Cabezuelo, R.; Vidaurre, A. (2022). Results of a university experience, comparing face-toface, online and hybrid teaching in a context of Sarscov19. IATED. 896-905. https://doi.org/10.21125/edulearn.2022.025889690

“Flipping or flapping?” Investigating engineering students’ experience in flipped classrooms

Purpose This study has explored the flipped classroom model in a private university in Malaysia. It aims to present a flipped classroom intervention for engineering education innovation. Design/methodology/approach The research (1) revisited prominent educational theories for a flipping or flapping pedagogy, (2) implemented and explored the flipped classroom experiences in one engineering subject using the action inquiry method with thematic analysis and (3) reflectively evaluated both students’ and educators’ “flipping or flapping experience”. Findings The responses of the research participants are analysed and used to develop the flipping or flapping classroom principles and an ideal flipped classroom model. From passive lectures to active learning with collaborative discourse and reflective communication, flipping the classroom can offer a seamless learning experience. Research limitations/implications The flipped classroom model can provide good reference for other educational researchers who intended to conduct a flipped classroom. However, the small sample size with qualitative method and thematic analysis useds led to considerable theoretical development, but it may not achieve the validity standards to generalise the findings. Further empirical investigation with a systematic controlled group is recommended for future work across disciplines for extrapolation. Originality/value This is a genuine case study with an identified innovative teaching need to investigate how flipped classrooms can be enabled and enhanced in engineering education innovation

Pengaruh Flipped Classroom Beraktivitas Gamifikasi Tradisional Terhadap Self Regulated Learning Pada Pembelajaran Pemrograman Visual

 Learning visual programming requires a strategy that is effective and motivates students. Flipped classroom with gamification activities can be a solution to this problem. Gamification is characterized by the use of game elements in a non-game context that aims to engage and motivate students. The implementation of gamification in this study was done traditionally. In order for learning in the classroom to focus on gamification activities in a traditional way, an activity before entering the classroom is needed in the form of an activity to review learning materials called a flipped classroom. In flipped classroom, students must have self-regulated learning skills in order to achieve academic success. Therefore, the purpose of this study is to explain the difference in self-regulated learning between flipped classroom with gamification activities and flipped classroom without gamification. This research is a quasi-experimental quantitative research. The results showed that there is a difference in self-regulated learning between flipped classroom learning with gamification activities and flipped classroom learning without gamification. Other findings showed that gamified flipped classroom learning received positive responses from students.  Therefore, learning using flipped classroom with gamification activities can be applied in visual programming learning, especially to generate student learning motivation.AbstrakDalam pembelajaran pemrograman visual diperlukan sebuah strategi yang efektif serta membangkitkan motivasi belajar siswa. Flipped classroom beraktivitas gamifikasi dapat dijadikan solusi dalam permasalahan tersebut. Gamifikasi ditandai dengan penggunaan unsur-unsur permainan dalam konteks yang bukan permainan yang bertujuan untuk melibatkan dan memotivasi siswa. Penerapan gamifikasi dalam penelitian ini dilakukan secara tradisional. Agar pembelajaran di dalam kelas berfokus pada kegiatan gemifikasi secara tradisional, diperlukan kegiatan sebelum memasuki kelas berupa aktivitas meninjau materi pembelajaran yang disebut flipped classroom. Dalam flipped classroom siswa harus memiliki keterampilan self regulated learning agar mencapai keberhasilan akademik. Oleh sebab itu tujuan dalam penelitian ini adalah menjelaskan perbedaan self regulated learning antara flipped classroom beraktivitas gamifikasi dengan flipped classroom tanpa gamifikasi. Penelitian ini termasuk penelitian kuantitatif kuasi eksperimen. Hasil penelitian menunjukkan bahwa terdapat perbedaan self regulated learning antara pembelajaran flipped classroom beraktivitas gamifikasi dengan pembelajaran flipped classroom tanpa gamifikasi. Temuan lain menunjukkan pembelajaran gamified flipped classroom mendapat respon yang positif dari mahasiswa.  Oleh sebab itu pembelajaran dengan menggunakan flipped classroom beraktivitas gamifikasi dapat diterapkan dalam pembelajaran pemrograman visual khususnya untuk membangkitkan motivasi belajar siswa