Student engagement, student interactions and 'quality of use' in blended learning using flipped classroom

The research ofblended learning using flipped classroom is still at the early stage, hence the fundamental issues still unclear. Therefore, this study has examined the quality of use, by incorporating the quality constructs for entrepreneurship education. The framework was developed base on 'Quality of Use' Model underpinned by Luhmann's System Theory, Model of Online Learning and Social Learning Theory: Groups Nets and Sets. There were five variables tested in this study, namely satisfaction, efficiency, effectiveness, student interactions and student engagement. This study was conducted in two phases, firstly this study examined whether blended learning provide impacts on the studied variables. Later this study tested the relationship between variables based on the research framework. Data for the first stage were obtained through quasiexperimental among 90 students of entrepreneurship education for the Semester 201 54 in the Universiti Teknologi MARA Perlis. The results reveals that there were significant differences between treatment group and control group for all variables tested. Data for the second stage were collected through a self-administered survey questionnaires among 281 students of entrepreneurship education for Semester 20162 in the same university. This result reveals that student interactions have a significant relationship with satisfaction, efficiency, effectiveness. However, student engagement exhibits a significant influence to satisfaction, but insignificant influence to efficiency and effectiveness. Further analysis reveals that student interactions provides a partial mediation between student engagement and satisfaction and full mediation between student engagement and efficiency, as well as effectiveness. This study contributes to the development of quality framework for large enrollment in flipped classroom, a multi-method of data collection to ensure the appropriateness of variables selected, and a quality measure of blended learning in entrepreneurship education, as well as business management disciplines. Conclusions, limitation and suggestions for future studies are also highlighted

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

The impact of the flipped classroom in a principles of microeconomics course : evidence from a quasi-experiment with two flipped classroom designs

This study uses a quasi-experimental, non-equivalent group design to analyze the outcomes in terms of students' learning and satisfaction of the redesign of a first-year, principles of micro-economics course from a lecture-based course using active learning techniques in 2013 to a partial flipped classroom in 2014 and a full flipped classroom in 2015. Students perceived a higher degree of achievement of the learning goals in both flipped courses compared to the non-flipped active learning course. Moreover, participating in the partial or full flipped classroom decreased the odds of a D or F grade or of withdraw. However, only the partial flip was associated with overall better learning outcomes in the final exam, while there was no statistically significant difference between the non-flipped active learning course and the full flip. Age was negatively associated with learning outcomes and increased the odds of a D or F grade or of withdraw. Gender had no statistically significant impact on learning outcomes. Students were least satisfied with the full flip and equally satisfied with the non-flipped active learning course and the partial flip. Lower satisfaction appears to be due to increased workload, which students evaluated to be highest in the full flip, aswell as to elements of groupwork design. In the flipped classroom design, the pre-class multiple choice tests on Moodle emerged as a clear favorite in students' teaching evaluations.Peer reviewe

Comprehensive learning incorporating Ako – a tertiary education approach at Wintec

This article outlines the design and implementation of a scenario-based approach to teaching and learning in tertiary education, inspired from Ako, adopted at the Waikato Institute of Technology (Wintec). This learning approach, titled ‘Comprehensive Learning (CL)’, aligns with the holistic objective of enabling students with an active, flexible, personalised, authentic and practical approach to learning that builds upon students’ interests and experiences. The article explains the motivation and the process used in creating and applying this approach to teach some of the IT and Business modules. The main reason to implement this approach is to encourage/enable critical thinking while learning in a continuous and personalised manner. CL allows students to specialize in a context of their choice, which in turn induces learning. In addition, students are less motivated to plagiarize due to the unique nature of their scenarios, and inherent safeguards present within the approach

What do we know about blended learning to inform police education? A rapid evidence assessment

This paper presents the findings of a rapid review of evidence on what works in blended learning in adult education which was undertaken to support the evidence informed introduction of blended learning in police education nationally across all police forces in England and Wales. Following a systematic search, screening, and quality assessment process, 42 studies, including 10 systematic reviews, were included in the final synthesis. Findings suggest that blended learning is at least as good as, if not more effective than, only face-to-face, or only online learning methods. The research evidence highlights the importance of bespoke design to suit learner needs and the type of content to be delivered, as well as the importance of providing appropriate support to both instructors and learners to engage with blended methods. Based on the findings, a toolkit is provided to guide police educators in designing and delivering curricula using blended methods

The Benefits of Flipped Classroom Model for Efl Learners

The flipped classroom model is an instructional strategy that is currently gaining popularity among educators and instructors. It differs from the traditional teaching approach, in which teachers primarily give instructions in classrooms. Before class, students are asked to watch video that contains the materials which are going to be discussed in class. The teacher then encourages them to participate actively in class and work together with their classmates. The advantages of applying FCM in the context of EFL learners have existed since its application in every field, however only few scholars discussed it with the limited aspect. The purpose of this study is to present the benefits of FCM for EFL learners through discussing the ideas proposed by some scholars that have seen some advantages via their research. The discussion focuses on the benefits in the context of EFL learner with some elaborations concerning the importance of FCM in education field with a short elaboration of the benefits for teacher as a part of the learning process

Comprehensive learning incorporating Ako: A tertiary education approach at Wintec

This article outlines the design and implementation of a scenario-based approach to teaching and learning in tertiary education, inspired from Ako, adopted at the Waikato Institute of Technology (Wintec). This learning approach, titled ‘Comprehensive Learning (CL)’, aligns with the holistic objective of enabling students with an active, flexible, personalised, authentic and practical approach to learning that builds upon students’ interests and experiences. The article explains the motivation and the process used in creating and applying this approach to teach some of the IT and Business modules. The main reason to implement this approach is to encourage/enable critical thinking while learning in a continuous and personalised manner. CL allows students to specialize in a context of their choice, which in turn induces learning. In addition, students are less motivated to plagiarize due to the unique nature of their scenarios, and inherent safeguards present within the approach

Comprehensive learning incorporating Ako: A tertiary education approach at Wintec

This article outlines the design and implementation of a scenario-based approach to teaching and learning in tertiary education, inspired from Ako, adopted at the Waikato Institute of Technology (Wintec). This learning approach, titled ‘Comprehensive Learning (CL)’, aligns with the holistic objective of enabling students with an active, flexible, personalised, authentic and practical approach to learning that builds upon students’ interests and experiences. The article explains the motivation and the process used in creating and applying this approach to teach some of the IT and Business modules. The main reason to implement this approach is to encourage/enable critical thinking while learning in a continuous and personalised manner. CL allows students to specialize in a context of their choice, which in turn induces learning. In addition, students are less motivated to plagiarize due to the unique nature of their scenarios, and inherent safeguards present within the approach

Digital Material EPUB Based to Understand Tarkib: Is Flipped Classroom Effective?

Flipped Classroom strategy is blended learning that build students learning autonomy. However, student learning outcomes in X IPA 2 class of MAN 4 HST on tarkib material is still below the passing grade. Arabic is important to be mastered for better understanding in Islamic teaching from its sources. This study aimed to see and compared the students learning outcomes between the flipped classroom strategy with epub digital book teaching material and traditional strategy. Experimental research was used with a non equivalent control group design and intact group. The experimental class was X IPA 2 which consisted of 26 students and the control class was X IPA 1 which consisted of 29 students. The data were collecting from pretest, treatment, and posttest on the control and experimental class. The results of this study was found out which there was significant difference in the acquisition of learning outcomes. The experimental class which used digital book had better average learning outcomes than the control class which used conventional strategies. The significance value asymp. Sig (2-tailed) was 0.200 which was higher than 0.05. So, there was a significant different from the results of the control and experimental class. This study also rejected that the flipped classroom strategy which was assisted with digital material which based on epub did not gain the significant result or better attitudes rather than the non-flipped classroom. This study contributed to enhancing the learning quality of Arabic in non-language class