Journal articles on the topic 'Collaborative Learning. New Learning Format - "Flipped Classroom"'

This study proposes incorporating generative artificial intelligence large language models (LLMs) into the Master of Science (M.Sc.) curriculum on digitization in construction. The aim was to help students generate computer code to solve, automate, and streamline practical challenges in advanced construction engineering and management (CEM). To this end, a host of problem-based learning (PBL) individual assignments and collaborative team projects were developed, alongside a combination of flipped classroom models and blended learning lessons, in order to teach effective interactions with LLMs and mitigate concerns, such as bias and hallucination. The effective interaction with LLMs not only facilitated code generation, which would otherwise be complex without additional formal training, but also provided a platform for strengthening basic project management skills, such as departmentalization, work breakdown structuring, modularization, activity delegation, and defining key performance indicators. The effectiveness of this approach was quantitatively and qualitatively evaluated within two new modules, Digital Engineering and Construction and Digital Technologies in Field Information Modeling. These modules were offered over three semesters each as part of a new M.Sc. program in Technology and Management in Construction at the Karlsruhe Institute of Technology. It was observed that 86.4% of students fully completed the PBL projects, while the remaining 13.6% achieved over 50% completion across all six semesters. Furthermore, anonymous student surveys indicated a teaching quality index of 100% in five semesters and 96.4% in one semester. These preliminary results suggest that the proposed strategy can be used to effectively integrate LLMs to support students in code generation for open-ended projects in CEM. Further research was, however, found to be necessary to ensure the sustainable revision and redesign of the problems as LLM capabilities evolve.

Since 2020, because of the Covid 19 pandemic, university education has been converted to a flipped classroom format, integrating asynchronous and synchronous forms. The change in the concept of learning required teachers to construct new lessons’ designs. Rethinking the didactic approach led us to choose social constructivism as a pedagogical method. The main points of social constructivism used in this article are: learning is learner-centered process; design of learning scenario is built to develop problem-solving, decision-making and innovation capabilities of students; interaction and collaboration play very important role in the learning process; knowledge is co-constructed during interaction with other people. We concluded that communicating about health care during a time of pandemic is a necessary sociocultural competence. Using communicative approaches (task-based and content and language integrated), a structured task was designed. The students worked synchronously on the Zoom platform on the topic “How to survive during pandemic Covid19?” They were offered to complete tasks that involved in-depth vocabulary study and developed skills of reception, production, interaction and mediation. Then, using Zoom’ breakout rooms function, the students were able to practice interviewing about the symptoms of diseases, simulating a dialogue with a doctor. Having learnt the vocabulary necessary for effective communication, at the next stage the students independently wrote a text on a given topic, as suggested by the homework assignment. This task fully realized the possibilities of the creative task to construct meaning. The results showed that using Zoom to develop sociocultural competencies for an online class offers students the needed opportunities for successful vocabulary acquisition.

In the context of the information age, the flipped classroom teaching model has brought new inspiration to the reform of higher education. The flipped classroom achieves the transformation of knowledge transmission and internalization through the approach of "online learning and offline internalization". Its personalized and collaborative learning environment helps cultivate students' learning abilities and innovative thinking. In response to the problems existing in current college mathematics teaching, this article has carried out a reform and practice of teaching mode based on flipped classroom. By constructing a teaching process for three stages before, during, and after class, utilizing an information-based teaching platform, and adopting strategies such as project-based learning and collaborative learning, good teaching results have been achieved.

The flipped classroom is gaining prominence as an active learning pedagogy to engage a new generation of students. However, all courses do not lend themselves to a fully flipped design and instructors are often reluctant to flip lectures due to the additional time and effort involved, especially so in case of technical subjects such as economics. This study experiments with a flipped classroom design in a first-year undergraduate economics course. The research was motivated by the fact that many undergraduate economics students do not engage with traditional lectures. They fail to acquire critical thinking, data handling and reasoning skills, which are thought to be at the core of the economics curriculum. In this flipped classroom format, traditional lectures were substituted with micro-lectures and the remaining class time was devoted to active learning pedagogies including quizzes, group work and student presentations. The full lectures were panopto recorded and put up on the e-learning site, Blackboard. In order to evaluate the effectiveness of the flipped classroom format, I compared the final exam scores of students in the flipped classroom with those in the control group, which followed a traditional lecture-based approach. The key results from the analysis revealed that students in the flipped classroom performed better in the final exams vis-à-vis students in the traditional classroom format. Furthermore, students in the flipped classroom format were 1.61 times less likely to fail in the module as compared to students in a traditional classroom format. This format also resulted in better student engagement, more flexibility and enhanced student–tutor interactions within the classroom.

In the modern education system, the development of students' communicative competence is of great importance. Communicative competence is the ability of a person to clearly and effectively express his or her thoughts, communicate with others, and interact correctly and flexibly in various situations. The development of this competence in the educational process, in turn, serves the personal, academic and professional development of students.

Educators and education practitioners should be able to respond educational shift by modify paradigm of learning in the classroom. The problem that frequently emerge were the lack of conceptual and practical understanding, experience sharing among the students, as well as spirit of collaboration in learning. The purpose of the study was to build and develop students’ learning character through collaborative learning based on flipped class. The study was done in the framework of lesson study, using three steps (plan, do, and see). The technical steps included socialization, identifying problem, designing learning process, implementation, evaluation and reflection, and follow up. The result showed that collaborative learning based on flipped classroom was effective in developing the spirit of cooperation, honesty, discipline, and openness as it prioritized on the ability to cooperate with the others. There were some obstacles regarding time and class size in conducting lesson study.
 Keywords: Collaborative Learning, Flipped Classroom, Learning Attributes.
 
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 Copyright (c) 2018 Geosfera Indonesia Journal and Department of Geography Education, University of Jember
 This work is licensed under a Creative Commons Attribution-Share A like 4.0 International License

The implementation of a blended instructional approach incorporating the flipped classroom model plays a crucial role in enhancing College English education, improving teaching effectiveness, and fostering students' English learning. Blended instruction integrates conventional face-to-face teaching with online learning resources. At the same time, the flipped classroom serves as a primary means of achieving this hybrid learning format. This paper explores the development of a new integrated teaching method based on the flipped classroom model and examines its application to support the advancement of College English education.

Objective: We aim to summarise the active learning literature in higher education and consider its relevance for postgraduate psychiatry trainees, to inform the development of a new Formal Education Course (FEC): the Master of Medicine (Psychiatry) at the University of Sydney. Method: We undertook a literature search on ‘active learning’, ‘flipped classroom’, ‘problem-based learning’ and ‘psychiatry education’. Results: The effectiveness of active learning pedagogy in higher education is well supported by evidence; however, there have been few psychiatry-specific studies. A new ‘flipped classroom’ format was developed for the Master of Medicine (Psychiatry). Conclusions: Postgraduate psychiatry training is an active learning environment; the pedagogical approach to FECs requires further evaluation.

This study proposed combining problem-based learning (PBL) with different collaboration learning strategies in flipped classrooms to improve learners’ learning motivation and learning outcomes. The main idea was to design a teaching process based on the concept of flipped classrooms. The proposed method was adopted to design learning objectives, learning content, and group activities, thereby forming new teaching strategies for developing students’ independent learning, logical thinking, problem-solving skills, learning outcomes, and learning motivation. We used the C# programming language as the learning target and recruited 96 students from a first-year class of the Department of Information Management of the Southern Taiwan university of Science and Technology as participants. During the experiment, the participants were divided into an experimental group with heterogeneous subgroups and a control group with random subgroups, and pretest and posttest data obtained during the programming course were used to evaluate the learning effects of the proposed teaching strategies. In addition, a questionnaire was used to explore learning motivation through three aspects: flipped classroom, PBL, and collaborative learning. The results of this study indicated that the proposed teaching strategies improved the participants’ learning outcomes. The experimental group exhibited higher improvements in learning outcomes than did the control group. Significant results were obtained for all the items of the adopted questionnaire. Thus, the participants provided positive ratings to the flipped classroom model designed in this study.

An innovative approach to education and teaching, with a deeper integration of teaching and learning through a deeper mix of learning and study was proposed. The new organisational format combines independent learning in the form of microlessons and flipped classrooms with communication and cooperation in forums. In the context of the rapid development of Internet + education, big data information technology, and the accelerated promotion of education informatization by the Ministry of Education, this paper studies how to use the blended learning model to achieve the deep integration of information technology and classroom teaching through the innovative form of “microlesson and flipped classroom,” so as to improve students’ independent learning ability. Taking the university course of dynamic web design as an example, this course aims to achieve the teaching objectives of this course by using a deep learning model to guide the deep integration of information technology and classroom in a blended learning mode.

The implementation of a blended instructional approach incorporating the flipped classroom model plays a crucial role in enhancingCollege English education, improving teaching effectiveness, and fostering students' English learning. Blended instruction integratesconventional face-to-face teaching with online learning resources. At the same time, the flipped classroom serves as a primary means ofachieving this hybrid learning format. This paper explores the development of a new integrated teaching method based on the flippedclassroom model and examines its application to support the advancement of College English education

The process of education and training is one of the most affected and compelled fields to change by technology which changes and progresses every day. It cannot be expected for a uniform education that is stuck in certain patterns to meet the needs of the current age. In the recent years, the process of education has acquired a new format under the name flipped education with the influence of global factors and technological advancements. Flipped education has affected all its partakers and cause them to make changes. The aim of this study is to analyze the perception of classroom teachers, who are one of the most important partakers of education, of flipped learning in terms of various variables. With this purpose, a study group consisting of 306 classroom teachers who worked in primary schools affiliated with the Ministry of Education in the 2021- 2022 academic year were selected through the maximum variation sampling method. The data of the study were collected through the Flipped Learning Perception Scale developed by Erensayın (2019) which consists of four sub-dimensions as, teacher self-efficacy, technological competence, pedagogical competence, and technological-pedagogical competence. According to the results of the study, it was determined that there is a significant difference in favor of mostly male teachers in terms of gender; there is a significant difference in favor of teachers who have received flipped learning training in terms of training on flipped learning and that there is a significant difference between the teachers with the most seniority and teachers with medium level seniority in terms of professional seniority. No difference was found in terms of the grade level the teachers taught.

With the rapid development of economic globalization, a new type of mobile learning mode has emerged. Currently, the life of contemporary college students is inseparable from cell phones and computers, and such electronic devices are considered the important medium of mobile learning in the second classroom. In the process of education reform and “Internet +” integration, the blended teaching mode relying on the mobile network environment is favored by college English teachers. Furthermore, to improve the quality of English teaching, English teachers use the flipped classroom format to fully integrate the traditional classroom with online courses. In such format, a comprehensive, diversified assessment and evaluation system is built effectively. Specifically, starting from the current situation of college English teaching, the article analyzes and researches the flipped classroom hybrid teaching mode in four aspects to provide reference values for related scholars. Considering mentioned characteristics and advantages, the necessity and feasibility of adopting mobile learning mode in the second classroom teaching of college English are analyzed in this paper. Meanwhile, the application mode of specific devices for better learning is considered for better learning.

The flipped classroom approach is becoming increasingly popular in higher education as a substitute for more conventional teaching methods. This study examines pre-service teachers' task engagement in flipped Chinese language and culture learning by employing three engagement facilitators as a theoretical framework. In this study, 50 American undergraduate pre-service teachers who were enrolled in an ESL methods course learned Chinese language and culture online outside of class and then engaged in practice and collaborative learning under the guidance of an instructor. Surveys, follow-up interviews, focus groups, and student documents were analyzed to explore how pre-service teachers perceived their task engagement in their learning tasks and the reasons for their perceptions. The main findings reveal that students are positively engaged in flipped learning when tasks match their abilities, offer opportunities to set their learning goals, provide instant feedback, and have clear learning goals, instructions, and directions. The results also indicate that a fixed course format, clearly defined learning tasks with step-by-step instructions, and effective assessment were essential in engaging students in learning. Conclusion and implications are generated for flipped instructional design and practice for foreign languages. Finally, limitations and future studies are discussed.

The objective of this study is to discuss affordances in foreign language (L2) teacher education in the digital age. With that aim, some pedagogical interventions were carried out in the course of “Supervised Internship” within the context of the Undergraduate Degree in English Language Teaching, at a federal university in the Southeast of Brazil in order to obtain empirical data concerning the perceptions of pre-service English teachers. The theoretical framework is based on the concept of affordance, in relation to the effects of globalization (and its Information and Communication Technologies - ICTs) on the education of language teachers in the digital age, considering aspects of interculturality, through hybrid approaches such as CLIL (Content and Language Integrated Learning), COIL (Collaborative Online International Learning) and the Intercomprehension approach. Data were obtained through participant observation and interviews with educators and pre-service teachers, and include: 1) discussion of texts about language teaching, interculturality and the use of technologies in education; 2) virtual meetings in COIL format with pre-service teachers enrolled in the course of “Supervised Internship” at a Brazilian university and at Alberto Hurtado University (AHU) in Chile; 3) discussion/reflection sessions; 4) interviews with participants. The analysis suggests that ICTs and approaches such as CLIL, COIL and Intercomprehension promote affordances for inclusive practices (for financially disadvantaged people, with the use of internet); multilingual practices (including other languages besides English); and intercultural practices, promoting contact and learning among different cultures and languages.ResumoO objetivo deste estudo é refletir sobre affordances na formação de professores de línguas adicionais (L2) na era digital. Com esse objetivo, algumas intervenções pedagógicas foram realizadas na disciplina de “Estágio Supervisionado” do curso de Licenciatura em Letras Inglês de uma universidade federal do Sudeste brasileiro, a fim de ilustrar e embasar essa reflexão por meio de dados empíricos das percepções de professores de inglês em formação. O arcabouço teórico se baseia na noção de affordance em relação aos efeitos da globalização com suas tecnologias de informação e comunicação (TICs) na formação de professores de L2 na era digital, com a ampliação da interculturalidade por meio de abordagens híbridas como a CLIL (Content and Language Integrated Learning), COIL (Collaborative Online International Learning) e Intercompreensão. Os dados foram gerados por meio de observação participante e entrevistas com os professores formadores e em formação, e incluem: 1) discussões de textos sobre ensino de idiomas, interculturalidade e uso de tecnologias na educação; 2) reuniões virtuais em formato COIL, com professores em formação, matriculados na disciplina de estágio supervisionado na universidade no Brasil e na Universidade Alberto Hurtado, no Chile; 3) sessões de reflexão; e 4) entrevistas com os participantes. A análise sugere que as TICs e abordagens como a CLIL, COIL e Intercompreensão propiciam affordances para uma prática mais inclusiva (alcançando pessoas desfavorecidas financeiramente por meio da internet); multilíngue (por meio da inclusão de outras línguas além do inglês); e intercultural, permitindo contato e aprendizado entre culturas e línguas diferentes.ResumenEl objetivo de este estudio es discutir las posibilidades en la educación de profesores de lenguas extranjeras (L2) en la era digital. Con ese objetivo, se llevaron a cabo algunas intervenciones pedagógicas en la asignatura de "Práctica Supervisada" de la carrera de Licenciatura en Inglés en una universidad federal en el sudeste de Brasil, con el fin de obtener datos empíricos sobre las percepciones de profesores de inglés en pre-servicio. El marco teórico se basa en el concepto de affordance, en relación con los efectos de la globalización (y sus Tecnologías de la Información y la Comunicación - TIC) en la educación de los profesores de idiomas en la era digital, considerando aspectos de la interculturalidad, a través de enfoques híbridos como CLIL (Content and Language Integrated Learning), COIL (Collaborative Online International Learning) e de Intercomprensión. Los datos se obtuvieron a través de la observación participante y entrevistas con educadores y profesores en pre-servicio e incluyen: 1) discusión de textos sobre enseñanza de idiomas, interculturalidad y el uso de tecnologías en educación; 2) reuniones virtuales en formato COIL con maestros de pre-servicio inscritos en la carrera de la universidad brasileña y en la Universidad Alberto Hurtado (AHU) en Chile; 3) sesiones de discusión / reflexión; 4) entrevistas con los participantes. 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Technology and social inclusion: Rethinking the digital divide. Cambridge: MIT Press, 2004.e3723011

ABSTRACT With the advent of blended learning, a new teaching method has emerged, the flipped classroom is a key component of blended learning and is currently attracting a great deal of interest from researchers and educators. The flipped classroom model involves the organization of an educational process in which classroom activities and assignments are reversed. The birth of the SPOC (Small Private Online course) in the field of education allows us to envisage new approaches and new learning contexts, and also leads to an entirely new working methodology. Combining a learning model based on the SPOC and the flipped classroom can help learners to be more involved in the subject and bring more interaction between the teacher and learners by providing a flexible and feasible model, the latter exploits the possibilities offered by modern technologies and offers many advantages to learners, among its advantages we find the collaborative work that is privileged with the construction of groups that encourage reflection, communication, cooperation, and mutual aid. In this model the teacher is not always physically present, the learner must have all the necessary information for a good exploration of the course.

The emergence of digital learning formats influences the planning and structuring of digital teaching. Especially in times of the Corona Pandemic, when many universities remain closed, new digital learning concepts are emerging that can be integrated into face-to-face teaching in future. In this context, old teaching formats are often revised and questioned. But while technology only determines the form of collaboration, the real quality of learning depends on cognitive trials that the teacher addresses to the students. To classify these trials, a teacher can use Bloom's revised taxonomy, which ranks Learning Objectives in a six-level order and assumes a cumulative hierarchy: achieving a required Learning Objective level includes all lower levels. Especially in blended learning scenarios, such as a Flipped Classroom, this theory can be used to develop the course structure and to form exam questions. However, the applicability of the cumulative hierarchy is controversial in the literature and is rarely analysed in blended learning courses. Our goal is therefore to verify the cumulative hierarchy in a Flipped Classroom Course and derive recommendations for action. Therefore, we use a quantitative written survey. Since the analysis is based on the students' perceptions, these are verified by correlation analysis with the actual exam results and the awareness of contents and activities. Afterwards, the cumulative hierarchy is tested by regression analysis of the different levels of Learning Objectives. As a result, it could be confirmed for all levels, but not always by direct but often by indirect influences of other levels.

The current study investigates the effectiveness of an Artificial Intelligence (AI)-assisted flipped classroom model on the speaking skills of Pakistani L2 learners. In a flipped classroom, traditional teaching methods are inverted where learners first encounter new content independently through technology and then engage in interactive, collaborative learning activities during face-to-face sessions. AI tools offer the potential to enhance speaking skills in an ESL context by providing immediate feedback, personalized practice, and engaging learning experiences. This research explores how the combination of AI technology and flipped classroom methodology affects students’ speaking proficiency, confidence, and overall learning outcomes. The study uses a mixed-methods approach, incorporating both qualitative and quantitative data from pre-tests, post-tests, and interviews. The study highlights that AI-assisted flipped classrooms significantly improve the speaking skills by fostering more interactive and personalized learning experiences of Pakistani ESL learners. These advancements provide an effective, student-centered approach to language acquisition. The findings contribute to understanding how AI can be used to foster language acquisition, specifically in speaking, among Pakistani ESL learners.

This article aims to evaluate a flipped class teaching model based on an AI (artificial intelligence) Language Learning Platform. The platform adopts mainstream collaborative filtering and BPMF (Bayesian Probabilistic Matrix Factorization) and big data management methods to provide students’ detailed performance analysis reports and push recommendation exercises. The researcher reconciled the flipped teaching model with the AI-based language learning platforming in an experimental class and conventionally in a control class. At the end of the semester, the researcher compared students’ performance as well as their attitudes toward the course between the two classes through a postexam paper and a questionnaire. Combining quantitative and qualitative methods, the survey shows that although the AI-based language learning mode failed to significantly increase students’ English listening scores, compared with the students in the traditional class, those receiving the new mode held a more positive attitude toward their English listening experience, especially in regard to learning interest, study autonomy, and class involvement. The flipped class mode not only relieved students’ partial cognitive processing workloads in class, but also boosted their confidence to engage in classroom discussion by reducing their nervousness through before-class preview. The AI-based language learning platform mainly performs monitoring and tutoring functions which facilitate the flipped class instruction. This study proposes a new flipped teaching model and proves it effective, indicating that for the flipped class learning mode to be successful, it is of importance to integrate face-to-face classroom instruction with the AI-technology-assisted online learning experience in a way that they can coherently support each other.

The article substantiates the need to use the latest pedagogical technology Flipped Learning during Distance education in order to increase the motivation of students, their activation and improve the quality of knowledge, skills and abilities. Educators should focus on changes in the technology of training organization. At present it is essential to create new, completely different educational conditions in order to improve teaching and learning processes. The aim of the article is to reveal the essence of the Flipped Learning method and prove its relevance within this period. This article is aimed at motivating teachers to find, study and change their technologies in the organization of training, in which the student becomes an active participant in educational activities. The purpose of the Flipped Learning technology is to turn over the familiar to everyone educational process. Considering the advantages of this method in this article aims to help teachers implement Flipped Learning to their practice. The method discussed in the article is based on such ideas as Blended Learning, active learning, involving students in general activities and a podcast. The value of Flipped Classroom is the ability to use the class time for group sessions, where students can discuss the content of the new topic, test their knowledge and interact with each other in practical activities. Flipped Learning involves changing the role of teachers who give up their leading positions in favor of closer cooperation and collaborative commitment to the learning process. The article also indicates the types of Flipped Classroom and some difficulties of implementing this method in teaching process.

Educators have faced difficulties in efficiently teaching within the present regular school system. State, university, and college officials have been pressed to shift from face-to-face classes to teaching methodologies that address the constraints of the traditional method of instruction. Digital natives, also known as modern educators, spend more class time connecting with students and filling learning gaps with technological tools. To assist the development of learning, they began using interactive movies, interactive in-class activities, and video conference technologies. This includes utilizing a Flipped Classroom. This effort determined the effect of employing the flipped classroom technique in teaching Calculus in order to solve the issues experienced in teaching Mathematics during the new normal. The study included 20 first-year Electrical and Mechanical Engineering students who were enrolled in the second semester of the academic year 2019-2020 students whose problem-solving abilities and Calculus ability were assessed using a researcher-created test. A One-Group Pretest-Posttest Experimental Design was used by the researcher. The experimental study used four sessions of video instruction during pandemic season before the online class interactions. The researchers feel that flipped classrooms are appropriate for teaching Calculus since slow learners can watch the video repeatedly until they understand the material. As a result, assignments in the classroom focused on collaborative learning. As seen by the posttest findings, the use of the flipped classroom technique helped students enhance their problem-solving skills and mastery of solving Calculus issues. Thus, the flipped classroom method was found to be helpful in improving students' problem-solving skills and performance in Calculus among Guimaras State College's College of Engineering and Industrial Technology students.

Goal 4 of the Agenda 2030 sustainable development goals (SDGs) is aimed at working towards quality in education. Universities have an important role in teaching sustainability principles. Yet, which methods are effective for engaging students in understanding the importance of sustainable development and introducing them to new perspectives to make changes? The methodology of the flipped classroom is a possible alternative for the pedagogic renovation. This is known as an information-based environment in which teachers provide a variety of learning resources so that students can complete the knowledge transfer process before the class. Once inside classroom, teachers and students can complete the internalization of knowledge by answering questions, and through collaborative consultations and interactive exchanges, among others. A survey of 154 students taught by flipped classroom methodology was conducted in order to analyze whether this helps with learning about sustainable development. The results show the active and reflexive learning from flipped classroom methodology makes students more committed to sustainable development. This research would be useful to anyone interested in applying the flip the class teaching methodology as an integrated form of thinking and training in the curriculum of sustainable development for higher education students.

This paper makes a detailed analysis of the integrated mining algorithm, analyzes the characteristics of curriculum big data, and analyzes the existing problems of the current association rule mining algorithm, as well as the defects and deficiencies when applied to the curriculum data. Aiming at the problem of mining the entire data set by the mining algorithm, this topic proposes the idea of using the K-means algorithm for clustering processing and uses the Ball-tree structure on the basis of the original K-means algorithm to improve the efficiency of the algorithm. The data set is separated into several clusters of an appropriate number. In the flipped classroom, the basic knowledge is put before the class for learning, and the further deepening and practical application of language knowledge is completed in the class. Teachers can give timely guidance when encountering unsolvable difficulties so that students’ learning can be more effective. This new teaching model not only strengthens students’ confidence in learning and increases their interest in learning, but also increases the opportunities for students to interact with teachers and classmates in the classroom, allowing them to construct the meaning of knowledge in the fun of interactive communication. The classroom has become relaxed, lively, and attractive, and students’ sense of autonomy, self-learning ability, and collaborative inquiry ability have also been unknowingly improved. Among the main factors, the willingness to flip, emotional state, leadership role, and online learning input have a significant positive impact on collaborative learning performance, and the sense of competition has a partial negative impact on collaborative learning performance, of which positively affecting individual knowledge mastery. Among the nonmain factors, the degree of difficulty of the course, teacher-student interaction, teacher motivation, and evaluation mechanism have a significant positive impact on collaborative learning performance. Classroom assistive technology has a partial negative impact on collaborative learning performance. From the perspective of group performance, group-level performance considerations such as the quality of group conversations and the degree of group knowledge sharing in collaborative learning performance are more affected by nonsubject factors.

This article focuses on peer online professional development methods for in-service English language teachers. In the digital era, teacher education is in constant change, and online collaborative professional development methods using social media, digital platforms, and tools can be an interesting way in which to create a community of practice where English teachers can engage in generating and jointly developing digital learning content, new conceptions, and models of teaching within an environment of trust. The selected examples will demonstrate how English language teachers can take the role of a teacher-coach and actively engage other English language teachers in tech integration that is deeply embedded in subject matter, as opposed to offering stand-alone lessons on how to use technology. The flipped classroom approach will be liaised with concrete techniques of developing ICT skills and enriching teachers' practices. The methods presented can be used to deliver refresher training, as well as to provide ongoing support and mentorship to hone and build English language skills.

Mobile devices can enhance learning and teaching by providing instant feedback and better diagnosis of learning problems, helping design new assessment models, enhancing learner autonomy and creating new formats of enquiry-based activities. The objective of this paper is to investigate the pedagogical impact of mobile voting tools. The authors' research demonstrated that Student Response System (SRS) supported approaches influenced not only lecture design - time management, the mode of material presentation, activity switch patterns - but also learner-teacher interaction, student collaboration and output, formats of activities and tasks. SRS-supported lectures help instructors gradually move towards flipped classrooms and MOOC lecturing. The authors' analysis, based on qualitative and quantitative data collected from two student groups (56 undergraduate students) in the 2012-2013 academic year, showed that SRS supported lectures encouraged foreign language learners to produce more output in the target language, improved their intercultural competence and language skills and enhanced their motivation.

The writing discusses how the management model of the blended learning/flipped classroom learning system using the Learning Management System in the New Normal period at the Al lathif Islamic International School. This research implements the blended learning method practically and efficiently by using a learning management system. The objectives to be achieved in this study are to obtain an overview and analyze the implementation of the Blended Learning/Flipped Classroom system management model. The learning process is carried out through a learning management system, both synchronous and asynchronous., using a variant of Learning methods such as: Live Synchronous Learning (LSL), Virtual Synchronous Learning (VSL), Collaborative Asynchronous Learning (CAL), Self-directed Asynchronous Learning (SAL). The research method used is the descriptive qualitative method by conducting interviews with teachers, students, administrators & principals. The learning process is carried out by combining face-to-face and online learning. Data collection techniques in interviews, documentation, and literature studies show that learning using the blended learning method through LMS has several advantages and obstacles. Test the validity of the data is done by triangulation. Techniques of data processing carried out with the stages of data reduction, data presentation, verification, and conclusion. The main reason of using this is unique management model system is to simplify the learning plan into three aspects, learning objectives, learning activities and evaluation.

Flipped learning represents an active and effective learning method with a focus on students, to whom new subject matter was introduced in advance. By using flipped learning, it is possible to evolve collaborative peer-work, explore the teaching content more efficiently, evolve students' critical thinking and create new opportunities for learning, in which students develop new mathematical problems by themselves, based on the discussed content. With the substitution of teacher's and student's role and preliminary autonomous studying of new teaching contents the student performing flipped learning gained new skills and was able to develop his autonomy. Other students from the experimental group played an active role in the process of studying at home and in the classroom, while the teacher was merely the moderator and advisor throughout the learning process. The time intended for checking homework in traditional lessons was spent on mutual collaboration, research of mathematical concepts and seeking answers to nascent questions. The findings of this mini research point to a significant difference in the understanding of discussed mathematical concepts and students' motivation for learning in favour of the experimental group. The method of flipped learning with use of ICT and teacher's support represents an effective and creative way of learning. The aim of this research is to examine how the student can take the role of flipped learning performer and, with support of the teacher, create his own video with interactive tasks in application EdPuzzle. The impact of flipped learning and use of applications on motivation for learning, understanding, permanence of knowledge and progress of self-regulation are brought to the centre of attention. Keywords: flipped learning, interactive video, Ed Puzzle, effective use of applications

To take fuller advantage of new models for transformative learning, the Beam Library at Oklahoma Christian University has implemented a “flipped classroom” strategy for research instruction. Traditional “one-shot” instruction suffers limitations of both depth and time. In the flipped model, conceptual and application-oriented instruction are provided through brief online videos prior to the class session; class time then becomes a workshop in which librarians are better able to provide in-depth, targeted, highly-interactive instruction. In this way, students become active participants in their learning and are empowered to teach each other through collaborative (rather than passive) in-class experiences. While flipped research instruction is not new, our strategy incorporates a means for assessment and feedback lacking from other approaches. This article describes our flipped pilot and the delivery, assessment, and feedback strategies we have employed to enhance flipped research instruction.

The aim of this study was to assess student satisfaction levels when implementing the collaborative flipped classroom learning model in sailing-sports-related content. The sample consisted of eighty second-year students (21.9 ± 4 years old) pursuing a degree in Physical Activity and Sports Sciences. To evaluate student satisfaction levels, a validated self-assessment questionnaire was administered following completion of the various workshops. The language used was formal, objective, and clear, without biased or ornamental language. The survey comprised six questions, three of which were in the Likert format and three in the dichotomous format. These questions explored students’ viewpoints on participation, usefulness, and satisfaction regarding the implementation of this pedagogical approach. The findings indicate a significant degree of satisfaction and usefulness associated with the employment of this model for teaching sailing sports content. Moreover, students demonstrated a strong sense of engagement with their peers. The implementation of the flipped classroom teaching model among higher education students enhances their satisfaction levels while acquiring knowledge on sailing sports content.

This case study investigates how an EFL teacher educator flipped the classrooms to promote 4C learning skills among student teachers planning a lesson. In lesson planning, collaborative works and participation of students are vital as both help students develop their knowledge. The flipped classroom as a breakthrough in the teaching and learning process provides more personalized learning and interaction from which students can benefit. Its implementation along with the 4C learning skills is required to face the new landscape of education after learning loss of the pandemic as the discrepancy of digital access and learning remains high. Thus, collaboration, communication, creativity, and critical thinking in flipped lesson planning activities are required to be illustrated. The data were collected from observation, interviews and document analysis. The findings suggest that pedagogical knowledge, technological knowledge and content knowledge are must-have competences of today’s educators to meet the demand of the 21st century learners. In addition, lesson planning for the novice is a long, meticulous process that cannot be completed in one go, and is integral to collaborative and communicative tasks to yield a more well-informed and sound outcome while accommodating creativity and critical thinking. Moreover, benchmarking and standardizing teachers, lecturers, or educators should be administered at some levels. Keywords: 4C learning skills; flipped learning; lesson planning; preservice teachers

The article deals with the theoretical description, analysis, and recommendations for the use of the “flipped” method for teaching foreign language grammar, which is introduced into the educational process of higher education institutions. The essence of the technology of flipped learning consists in the reorganization of the educational process – the home study of new material and classroom practice to reinforce it allows to make the learning process more effective. The “flipped” method has its advantages and disadvantages both for teachers and students. The advantages include intensification of the use of classroom time; proactivity, increased responsibility, and autonomy of students; conscious assimilation of educational material; creativity and critical thinking; taking into account the specifics of professionally oriented education, age characteristics and psychological needs of students; an opportunity to work on an individual schedule; archiving of materials. The “flipped” method encourages proactive schemes of teacher-student interaction. Experiments have shown a positive attitude of millennials to the inverted format after a period of adaptation and development. The level of acquisition of the new material depends on the internal motivation of the student. The classroom interactive and group-based tasks create and maintain external motivation.

The purpose of this study is to develop a case for SPAT-based flipped learning in music education at the university level. Since music education at the university level requires both new learning and individual practice, flipped learning seems to be a promising option for improving current educational practices. As of now, learners learn and practice with their instructors in classroom hours in a rather piecemeal manner. If part of the instruction could be delivered in a pre-class lecture, the learning would be far more effective, as instructors could focus more class time on students’ individual progress. SPAT, a newly suggested mobile learning delivery format in digital environments, is an acronym of Still Picture, Audio and Text. In this format, the learning material is packaged into a series of scenes which each consists of a matching still picture, audio and text. Since SPAT-based material is small in size and provided as a download method, it can be suggested as suitable format for mobile learning, which has various advantages over video material provided by streaming method. This study was conducted on five music major students and one instructor who teaches them in the intermediate drum practice course. Flipped learning material on rhythm learning was developed in SPAT format and was delivered via mobile phone and tablet PCs, by an application called gglearn. Flipped learning classes were conducted for a total of 3 weeks, and then qualitative data were collected through in-depth interview from students. The results of the study show that there are meaningful positive effects such as 1) In-depth understanding of learning materials 2) Improvement of self-confidence of learners 3) Increase of interaction between instructor and learner 4) Reduction of burden on face to face class. In addition, students’ attitudes toward SPAT-based mobile delivery methods were generally positive. These results show the possibility that flipped learning can be used effectively in practical subjects.

During the global COVID19 pandemic, education has moved from the classroom to an online or hybrid format. No matter how much the new system's education and training models are based on online models, the pandemic affects students' learning. In order to construct a novel assessment design for an urgent online or hybrid courses, researchers must examine students' language use and attitudes throughout the epidemic period. Due to the negative feelings and emotions such as anxiety that many learners experience in the classroom, the current study aims to the effect of flipped classroom teaching approach on EFL learners’ language achievement and language anxiety. Sixty EFL intermediate university students took part as participants. The anxiety questionnaire FLCAS adopted from Horwitz, Horwitz, and Cope (1986), a pre-test and a post-test were administered to the students during a semester consisted of 14 weeks to study the effect of flipped classroom on participants’ language anxiety and achievement. The obtained information was statistically analyzed and the statistical results showed a significant and positive effect of flipped learning on students' motivation and anxiety on hybrid pandemic period.

This research paper investigates the effectiveness of combined flipped classroom (FC) with a plethora of <b>P</b>rep materials, small-group <b>C</b>ollaboration, student <b>P</b>resentations, <i>TopHat </i><b>C</b>lickers, and <b>E</b>ngaged labs (PCPCE) on students’ achievement and cognitive engagement from the students’ perceptions. Although FC format is not new, we use a different implementation of an FC (FC-PCPCE) in a calculus class. Educational and edutainment elements were investigated through a questionnaire that assessed learning gain, relatedness, challenges, learner-related factors, and self-reflection in terms of mathematics ability and perceived interest in the subject. We analyze both qualitative and quantitative survey responses from 354 first-year students participating in calculus classes at a large Canadian public university. We compare the perceptions of FC-PCPCE students to those of students in a traditional (i.e., non-flipped) classroom. The survey analysis shows that even with many students enjoying the implementation of FC-PCPCE format, students in the traditional classroom reported higher levels of satisfaction, interest, belonging, content recall, and experienced fewer academic challenges such as procrastination. The results of this study will aid educators in designing courses that benefit students and guide researchers who wish to pursue further studies on this topic.

The classroom is where the student and teacher interact, while traditional education uses a Face-to-Face classroom. The unprecedented COVID-19 forced education to shift into an online classroom. Still, numerous researches demonstrate that the pedagogical quality in online classrooms is thus compromised as the educators tend to convert existing face-to-face curriculum that less prioritize intellectual interaction into online ways. Blended learning is not a new yet effective teaching pedagogy, which seems suitable to overcome the challenges as mentioned above as it is a combination of traditional and online modes. Thus, this article summarizes the current trend of blended learning implementation in the Malaysian setting into valuable insight for the practitioner to redesign their pedagogy to meet new norms. This paper assessed and analyzed a total of 22 recent publications that extracted from the Web of Science Database based on three themes that are participant, instrument, and disciplinary. All researches address higher education context, mainly the students’ perspectives and neglecting other stakeholders’ perspectives. Blended learning is proven practical in multidisciplinary but independent curriculum, and pedagogy redevelopment is mandated. The quantitative methodology is preferable by the researcher in the identification of critical governing factors. Overall, the context of blended learning development in Malaysia remains progressively developing by time. In conclusion, the practice of blended learning implementation is getting diffused in Malaysia due to its flexibility and versatility. However, such effective pedagogy lay on collaborative efforts between various stakeholders, including educators, students, institutional management, policymakers, and parent.

This study assesses the effectiveness of hybrid pedagogies, particularly blended and flipped learning, in digital learning environments. Hybrid pedagogy combines traditional face-to-face instruction with online learning, offering a flexible and personalized approach that enhances student engagement, academic performance, and satisfaction. Blended learning integrates digital tools with inclass instruction, catering to diverse learning needs and improving learning outcomes. Finding of the study shows that flipped learning reverses conventional teaching models by delivering content outside the classroom, reserving class time for active, collaborative learning. Moreover, flipped learning fosters critical thinking, deeper knowledge retention, and improved academic achievement. Both blended and flipped learning models are effective in digital environments, offering innovative ways to engage students and improve learning outcomes Both pedagogical models shift educators' roles from content deliverers to facilitators, requiring professional development and new instructional strategies. These approaches also promote 21st-century skills like digital literacy, collaboration, and problem-solving, preparing students for the challenges of an evolving digital world. These hybrid pedagogies provide a flexible, personalized, and interactive learning experience, making them valuable tools in modern education. Conclusion of the study reveals that hybrid pedagogies provide a dynamic, student-centred framework that supports effective learning in digital contexts. Their successful implementation depends on adequate technological infrastructure, educator training, and continuous refinement of teaching strategies. These methods are instrumental in shaping the future of education by enhancing learning flexibility, engagement, and skill development.

Technology development has been integrated into the educational environment and has led teachers to become much better trained in educational, technological tools. Currently, education is being transformed; for this, there are new methodological approaches, and education needs the integration of digital tools. Previously and still today, traditional and not very creative strategies are applied in the teaching–learning process, which does not fully contribute to the progress of education. The present work focuses on using Information and Communication Technologies (ICT), considering the Flipped Learning Model (FL), an active methodology. However, it is also essential to know the appropriate ICT to apply during the learning process. The Information and Communication Technologies articulated with the Flipped Learning Model benefits and motivates students; in this way, through collaborative learning, communication between classmates and teachers is favored; in addition, it encourages autonomous work, helps the analysis of the contents in each of the subjects, and favors the construction of new knowledge. Therefore, knowing which ICTs are incorporated as the most efficient in the Flipped Learning Model is necessary. In this way, it is required to obtain information about the ICTs teachers have preferred to apply within the Flipped Learning Model and which ones are recommended from the classroom experience. The work shows which ICTs are most used and which ones benefit students to obtain significant learning. Consequently, considering the application of ICT and Flipped Learning in educational communities is a way to innovate the teaching–learning process.

This study is a small-scale action research on the problem of using the Flipped Classroom pedagogical approach to enhance learner autonomy in the target group of high school students in an EFL classroom. The main stages of the research were conducted in the spring semester of the academic year of 2023/24. The participants of the study are seven Ukrainian Grade 9 students and three teachers. The research aims at designing and implementing a method for engaging learners in autonomous practices through the Flipped Classroom model. The methodological basis of this study is the works of (Benson & Voller, 2014), the Flipped Learning Network (2014), (Moore, 2015), (Velegol, Zappe, & Mahoney, 2015), (O’Flaherty & Phillips, 2015), (Hung, 2015), (Huang & Hong, 2016), (Nichols, Burgh, & Kennedy, 2017), (Olakanmi, 2017), (Låg & Sæle, 2019), (Jung, Park, Kim, & Park, 2022), (Little, 2022) and other scientists. In this research, the mixed-method approach is used; the quantitative and qualitative data have been collected through guided observation, surveys (teacher interviews and student questionnaires), and mathematical statistics (descriptive and frequency methods). The essence of the designed method lies in the gradual engagement of students in reviewing short video lectures and reading relevant input before class; then, in class, discussing content and doing quizzes and exercises to reinforce understanding, and, finally, actively participating in creating content-related presentations or projects. The results of this study demonstrate that the Flipped Classroom approach has a considerable impact on learner self-awareness, beliefs, and attitudes implemented in autonomous classroom practices, in particular: effective use of free time for English studying; increased motivation to explore new content and understanding it; perception of a teacher as a facilitator, suggesting a move towards a more student-centered or collaborative learning environment; perception of knowledge as something to be gained rather than “transmitted”, taking on responsibility for evaluating learning outcomes through self-assessment or collaborative evaluation methods. Nevertheless, there are some limitations to using FC in the English language classroom: the willingness of teachers to apply learner-centered methods; the willingness of students to take responsibility for their learning; learners’ cognitive and metacognitive skills; the difficulty of the learning material meant for flipping (self-study), access to resources and technology. The results of this study can be used by researchers and practitioners working in the sectors of secondary and tertiary education.

Purpose: This study was carried out in Colleges of Education in South-west, Nigeria to investigate the effects of a developed flipped classroom package on academic performance of NCE students in selected concepts of Educational Technology.
 Methodology: The study adopted 2 x 2 x 3 factorial matrix quasi-experimental design of pre-test, post-test, non-randomized, non-equivalent control group type. Two hypotheses were raised and tested for the study. Data were analysed using inferential statistics. A sample of three hundred and sixty respondents drawn from twelve government owned colleges of education in south-west, Nigeria participated in the study. The research instruments used were grouped into two, namely, Treatment Instrument (TRI) and Test Instrument (TEI) on Educational Technology. The treatment instrument was the flipped classroom package designed to deliver instruction to students in the experimental group. The Test Instrument was used to determine both pre-test and post-test performance of both groups. Instrument reliability was tested using Cronbach Alpha formula and reliability co-efficient of 0.89 was gotten.
 Findings: Findings from the study revealed that NCE students performed better when taught using flipped classroom package compared with their counterparts taught with conventional method of teaching and that NCE female students performed better than their male counterparts when taught using flipped classroom package in Educational Technology concepts.
 Unique contribution to theory, practice and policy: It was, therefore, recommended among others that Educational Technologists should expose NCE students to ICT-Based instructional strategies like Flipped classroom to promote students’ autonomy to knowledge acquisition, discovery learning and student-centered instructional approach. Educational Technologists should endeavour to develop and utilize FC for teaching Educational Technology Concepts. This will further increase teachers’ knowledge on new innovations in ICT-Based instructional strategies. Teacher trainers should endeavour and be encouraged to use flipped classroom as an instructional delivery method for the improvement of instructional quality that would enhance students’ centred learning theory which would promote learning styles, peer assisted, collaborative learning, cooperative learning and problem based learning that will bring about active learning for overall development of the learners. The regulatory agency for colleges of education (National Commission for Colleges of Education) should mandate the management of colleges of education to take cognizance of importance of flipped classroom and put it into use. This study was premised on the students’ centred learning theory identified above. This implies that the students’ centred learning theory could be applied to similar studies in the future.

Integrating appropriate instructional materials in teaching is a powerful tool to enhance student learning. The Flipped Learning is a new pedagogical approach wherein students utilize video lectures or readings outside the classroom and interactive activities during in-class activities as an instructional content that promotes deeper understanding and application of concepts. This study employing experimental design ventured the development and validation of Flipped Learning Instructional Material (FLIM) as an instructional model that delivers the lesson content outside of class through videos, digital educational games and readings or in class activities such as collaborative and interactive exercises. The integration of Flipped Learning in STE education faces several challenges specially in the field of Social Studies. Educators need to consider these challenges to enhance student engagement, encourages independent learning and develop critical thinking. The importance of flipped learning in STE education is the ability to promote active learning and caters varied learning needs and paces of students. A study by O’Flaherty and Phillips (2015) found that students in flipped Science, Technology, and Engineering (STE) classrooms demonstrated higher motivation and improved assessment performance compared to those in traditional classrooms. Implementing flipped learning for STE students necessitates a strategic, phased approach. Educators should start by creating and curating high-quality digital content and instructional materials. The study suggests that this teaching method could enhance academic performance, making it a valuable consideration for educators looking to adopt innovative strategies to improve student learning outcomes.

This article explores innovative pedagogical approaches for teaching organic chemistry at the university level. Traditional teaching methods in organic chemistry often focus on rote memorization, which can lead to student disengagement and difficulties in applying concepts to new situations. This paper examines several modern teaching technologies and methodologies that promote deeper understanding, including problem-based learning, flipped classroom approaches, digital simulation tools, collaborative learning strategies, and visualization techniques. Implementation challenges and benefits are discussed, along with recommendations for integrating these approaches into existing curricula. Evidence from recent educational research suggests that these innovative pedagogical approaches can significantly enhance student comprehension, retention, and enthusiasm for organic chemistry.

Professional education courses such as microteaching are currently placing greater emphasis on reflective activities, particularly in the context of the new paradigm curriculum in Indonesia. The aim of this study is to investigate the ability of prospective teachers to reflect on their microteaching experiences, the common aspects discussed during reflection activities, and the peer feedback provided regarding lesson plan design and implementation within a microteaching setting. The study employs a sequential explanatory mixed-methods design and spans 13 weeks with 122 teacher candidates who participated in a flipped learning setting. Flipped learning was chosen as the instructional model to potentially enhance the level of collaboration in learning activities. Results revealed that flipped learning can indeed foster a collaborative environment among prospective teachers. Further, the most commonly identified aspect appearing in the reflections was the modeling of teaching techniques, outweighing other aspects such as classroom management, learning tools, lesson duration, pedagogical strategies, and student learning processes. These findings offer valuable insights for prospective teachers, particularly regarding feedback and reinforcement practices in microteaching. Moreover, this research suggests that flipped learning could be a promising approach to cultivating these practices. Future studies are recommended to further investigate the potential of different instructional models in enhancing reflection and collaboration among teacher candidates.

AbstractThis article presents a pedagogical design for teacher education that combines flipped materials, in-class instruction, and telecollaboration (also known as virtual exchange) for foreign language teacher education. The context of this study is a course on technology and language learning for future teachers in which the flipped classroom concept was applied to technology-infused collaborative teacher training between future ESL/EFL instructors located at two partner universities (one in the USA, one in Europe). The three main teaching approaches (flipped materials, in class, and telecollaborative, or “FIT”) were symbiotic in that each structure reinforced the other through reception, discussion, and reflection as a means to help the student teachers bridge the gap between theory and practice. We apply classroom ethnographic discourse analysis to data sources (face-to-face and online discussion groups, student e-portfolios) to look at uptake of ideas, conceptual understanding, and successful transfer of new knowledge, and thereby identify whether the design provides significant learning opportunities for the future teachers. Although most studies of telecollaboration in language teacher education look principally at output, this approach allows an in-depth look at the learning process as knowledge is developed collaboratively between the participants.

This research aims to determine new technology used in science teaching and learning to support the implementation of the independent curriculum. The research method used is systematic literature review (SLR), namely researchers reviewing various journal articles that have been published from 2020-2023 via Google Scholar. From the research results, by following established research procedures, 7 journal articles were reviewed. From the results of the review, it was found that the technology that can be utilized in science teaching and learning is multimedia/video assisted learning; Learning with the help of digital games; Learning assisted by computer simulation; Comic-assisted learning; Learning using the Google Classroom platform; and Learning using Web 2.0. Meanwhile, the appropriate devices used in science teaching and learning to achieve predetermined learning objectives are Cell Phones/Android, PDAs, Tablets, Laptops, e-books, and iPods. To optimize the use of technology in science classes, teachers should use collaborative learning approaches, inquiry learning, project-based learning, problem-based learning, game-based learning, and flipped classroom learning. For game-assisted learning, teachers must create good learning scenarios and choose the right games according to learning objectives.