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Journal articles on the topic 'Flipped Applications'

Author: Grafiati

Published: 7 June 2025

Last updated: 2 August 2025

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1

Önal, Nezih, Ayşe Gül İlhan, Nagihan Tanık Önal, and Tessa H. S. Eysink. "The Effect of Micro:Bit Applications on Middle School Students' Attitudes Towards Coding." Journal of Learning and Teaching in Digital Age 10, no. 2 (2025): 187–98. https://doi.org/10.53850/joltida.1575451.

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Flipped classrooms have recently emerged as a very innovative approach in teaching and learning English as a Second Language, more specifically by the ESL teacher candidates in higher education institutions. The present study investigated the perceived benefits and challenges of flipped learning in the context of ESL teacher candidates. The subjects of the present study were 50 participants who underwent a structured survey, out of which 10 participants were randomly chosen for in-depth interviews. Quantitative data were analyzed using descriptive statistics, while qualitative data underwent t

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Doo, Min Young, and Curtis J. Bonk. "Cognitive Instrumental Processes of Flipped Learners: Effects of Relevance for Learning, Quality of Learning Outcomes, and Result Demonstrability." Journal of Educational Computing Research 59, no. 6 (2021): 1093–113. http://dx.doi.org/10.1177/0735633121989128.

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This study investigated the influence of students’ cognitive instrumental processes (i.e., relevance for learning, the quality of learning outcomes, and result demonstrability) on students’ perceived usefulness and intention to use flipped learning. An extension of the technology acceptance model (TAM2) was employed in this study. A total of 277 undergraduate students enrolled in flipped classes at a Korean university completed an online survey for this study. The results of the cognitive instrumental processes revealed that the quality of learning outcomes influenced students’ perceived usefu

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Mardiha, Sayed Mortaza, Goudarz Alibakhshi, Maosumeh Mazolum, and Reza Javaheri. "Electronic Flipped Classrooms as a Solution to Educational Problems Caused by COVID 19: A Case Study of Research Course in Iran Higher Education." Electronic Journal of e-Learning 21, no. 1 (2023): 26–35. http://dx.doi.org/10.34190/ejel.21.1.2440.

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A review of the related literature shows that flipped learning has greatly affected the students’ academic progress. However, despite a large number of studies on different forms of electronic learning, electronic flipped classrooms and traditional electronic(virtual) learning have not been compared to date. This study was an attempt to investigate the impact of traditional electronic, text flipped, and video flipped learning on improving the graduate students' theory and practical knowledge of research methodology. To meet the goal, the researchers employed a quasi-experimental research metho

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Yong, Su Ting, Kung Ming Tiong, Andy Chan, and Poi Sim Khiew. "A Flipped Classroom." International Journal of Virtual and Personal Learning Environments 11, no. 1 (2021): 23–37. http://dx.doi.org/10.4018/ijvple.2021010102.

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This study explored students' perceptions of a flipped classroom for an introductory programming class. Students were required to watch video lectures and read lecture notes in advance (pre-class self-study) to prepare themselves for the in-class lectures and tutorials. A mix-methods approach was employed: quantitative survey (n=204) and qualitative interview (n=7) were administered simultaneously. The results suggested that students are not fully ready for a flipped classroom. Most of the students still prefer face-to-face in-class lectures and tutorials. The in-class activities have a positi

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Chen, Dongmei. "A Theoretical Analysis of the Effectiveness of Sports Flipped Class Teaching Based on Motor Skill Learning." Scientific Programming 2022 (February 8, 2022): 1–9. http://dx.doi.org/10.1155/2022/9162947.

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This article compares the characteristics and advantages of flipped sports classrooms with other disciplines and traditional sports classrooms, and analyzes the characteristics and advantages of flipped sports classrooms, using the method of experimental comparison and comparative analysis to sort out the characteristics of Flipped classes in the application of teaching practice. Adjusting the teaching process and structure, with sports skill teaching as the main line, can create conditions for the deepening and expansion of PE. Students are the main body in a flipped class, which confirms the

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Ozdamli, Fezile, and Gulsum Asiksoy. "Flipped Classroom Approach." World Journal on Educational Technology 8, no. 2 (2016): 98. http://dx.doi.org/10.18844/wjet.v8i2.640.

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Flipped classroom is an active, student-centered approach that was formed to increase the quality of period within class. Generally this approach whose applications are done mostly in Physical Sciences, also attracts the attention of educators and researchers in different disciplines recently. Flipped classroom learning which wide-spreads rapidly in the world, is not well recognized in our country. That is why the aim of study is to attract attention to its potential in education field and provide to make it recognize more by educators and researchers. With this aim, in the study what flipped

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Eppard, Jenny, Marlieke Gerdie Danique Rodjan-Helder, Sandra Baroudi, and Preeya Reddy. "Integrating Flipped Learning Into an English Pre-Sessional Class at a Public University in the UAE." International Journal of Virtual and Personal Learning Environments 11, no. 2 (2021): 65–86. http://dx.doi.org/10.4018/ijvple.2021070105.

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This exploratory case study investigates the use of flipped learning in a second language classroom at a university in the United Arab Emirates (UAE). Flipped learning was researched as a possible teaching/learning strategy for this population. As this study was exploratory, a case study was chosen as the research method. Students in one class participated in the flipped learning approach for one semester. Results were triangulated through students' test scores, interviews with participants, and teacher reflections. The data showed that flipped learning was viewed positively in terms of self-e

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Melliti, Mimoun. "Teachers’ Practices and Perceptions of the Flipped Classroom Approach." Journal of Translation and Language Studies 4, no. 1 (2023): 1–22. http://dx.doi.org/10.48185/jtls.v4i1.686.

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Despite the importance of the flipped classroom approach, few studies have investigated its implementations in Tunisia. This study attempts to fill this gap by exploring the different applications of flipped classroom approach, its spread, and its applicability in Tunisia. This study aims to study the Flipped classroom approach’s practices in the English department within the Faculty of Arts and Humanities Kairouan (FLSHK). It also focuses on the English professors’ perceptions regarding this approach. Two research methods were used to collect data; observation of five English classes and inte

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Yu, Zhonggen, and Qin Zhu. "Schema Theory-Based Flipped Classroom Model Assisted With Technologies." International Journal of Information and Communication Technology Education 15, no. 2 (2019): 31–48. http://dx.doi.org/10.4018/ijicte.2019040103.

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The flipped model assisted with technologies has an edge over the non-flipped model. Through collecting, generalizing, systemizing, and summarizing around 70 publications from SSCI, A&HCI, and EI Compendex databases, it was concluded that the flipped approach could assimilate and adapt learners' schemata before class. In class, the pre-class schemata activation and construction have laid a solid foundation for students' in-class learning activities. Students could achieve successful schemata modification and reconstruction with the assistance of both their partners and teachers through col

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Wang, Jiliang, Ramir S. Austria, and Yiming Lei. "Research on the Effect of Flipping Classroom Teaching Model in PE and Health Teaching in Rural Primary Schools." International Journal of Information and Education Technology 13, no. 9 (2023): 1487–99. http://dx.doi.org/10.18178/ijiet.2023.13.9.1953.

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In recent years, China’s education and teaching reform has become a hot issue. The emergence of flipped classroom teaching model has greatly changed the conventional teaching mode. This paper uses the methods of literature, questionnaire, teaching experiment, interview, classroom observation and mathematical statistics to study the effect of flipping classroom teaching mode in PE and Health Teaching in rural primary schools. The research shows that the flipped classroom teaching mode in PE and Health Teaching in rural primary schools is helpful for students to master movement technology and im

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Kantamas, Kannikar. "Assessment of a Flipped Classroom: An Innovative Method of Teaching English for EFL Undergraduate Students in Thailand." World Journal of English Language 13, no. 7 (2023): 467. http://dx.doi.org/10.5430/wjel.v13n7p467.

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This article assesses flipped classroom, which is a modern-day teaching method for EFL undergraduate students in Thailand, and its effectiveness. The flipped classroom’s primary characteristics are outlined, including individualization features, flexibility features, differentiation features, and the opportunities students have to learn anywhere and anytime. The research uses a descriptive-analytical method with a quantitative and qualitative assessment control provided. This article seeks to estimate EFL students’ new experiences deriving from flipped classroom applications. It was completed

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Ortin, Francisco, Jose Quiroga, and Miguel Garcia. "A Monitoring Infrastructure to Improve Flipped Learning in Technological Courses." International Journal of Information and Education Technology 13, no. 10 (2023): 1541–48. http://dx.doi.org/10.18178/ijiet.2023.13.10.1960.

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Flipped learning changes the traditional instructional approach of lectures. In flipped classrooms, the students work at home, while in-class sessions are used for other more interactive and active learning approaches guided by the lecturer. While flipped learning has shown many benefits, it is not easy to include remote students in face-to-face in-class sessions, and there is still reluctance from shy students to participate. In technological courses, classroom sessions in flipped learning require the installation of many software packages together with those tools commonly used by the studen

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Bi, Xiu, and Shuping Ye. "The Application of Flipped Classroom Information Technology in English Teaching in the Context of 6G Network." International Journal of Information and Communication Technology Education 20, no. 1 (2024): 1–18. http://dx.doi.org/10.4018/ijicte.338322.

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In the 6G network environment, the flipped classroom teaching mode has broader prospective applications for improving the drawbacks of traditional classroom teaching methods. This study aims to explore the advantages of the flipped classroom teaching mode in the 6G network environment and provide feasible teaching strategies and guidance for English teachers. First, the authors collected information about Chinese English learners. Next, they divided the obtained dataset into two groups: the control group and the experimental group. The students in the control group continued to use traditional

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Arifani, Yudhi. "Research on Small Group Writing Activities Compared to Individual Flipped Model Through WhatsApp." International Journal of Web-Based Learning and Teaching Technologies 17, no. 3 (2022): 1–10. http://dx.doi.org/10.4018/ijwltt.20220501.oa5.

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Purpose: Investigate the ability of EFL learners’cohesion with small group writing activities compared to individual flipped instruction model through Whatsapp with individual writing activities Design/Method: A quasi-experimental study with a non-equivalent control group and a pre-test/post-test design was implemented to find any significant difference between the two combinations. The instrument of this study was a writing test. Findings: The findings revealed that the small group flipped classroom instruction model through Whatsapp with small group writing activities performed better than t

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Wu, Yunli. "College English Flipped Classroom Teaching System Based on Smart Sensor Network." International Journal of Information and Communication Technology Education 19, no. 1 (2023): 1–20. http://dx.doi.org/10.4018/ijicte.321129.

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This study aims at the autonomy dimension of students in the college English flipped classroom based on the help of a sensor network to investigate and explore the status quo in each stage of the college English flipped classroom, analyse the shortcomings, and propose teaching suggestions. The college English curriculum reform has been in effect for more than 10 years since it started in 2004. Under the foreshadowing of information-assisted teaching, the flipped classroom teaching model also influences the reform of the Chinese traditional teaching model. The research conducted a one-semester

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Nurdiyanti, Nurdiyanti, and Muhammad Wajdi. "Flipped Classroom Assisted with Schoology Applications to Support Student Metacognition Skills." Jurnal Penelitian Pendidikan IPA 9, no. 7 (2023): 4977–82. http://dx.doi.org/10.29303/jppipa.v9i7.3855.

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Metacognition skills are critical in regulating and supporting student learning, and metacognition is one of the key factors contributing to the success of student learning. Therefore, it is crucial to develop students' metacognition skills throughout the learning process. The purpose of this research is to identify the effectiveness of the LMS (Schoology) assisted flipped classroom learning model in improving students' metacognition skills. This study used a quasi-experimental design consisting of a control group and an experimental group of grade 10 high school students, with each group cons

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Pornpongtechavanich, Phisit, Kawitsara Eumbunnapong, and Pallop Piriyasurawong. "Flipped Classroom with Challenge-Based Learning Model on an Online Streaming Ecosystem to Develop Coping Skills in Cyberbullying." International Journal of Information and Education Technology 11, no. 11 (2021): 523–31. http://dx.doi.org/10.18178/ijiet.2021.11.11.1560.

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The purposes of this research were: 1) to synthesize documents and international research on designing flipped classroom with challenge-based learning model on an online streaming ecosystem to develop coping skills in cyberbullying; 2) to design a flipped classroom with challenge-based learning model on an online streaming ecosystem to develop coping skills in cyberbullying; (3) to assess the suitability of the flipped classroom with challenge-based learning model on an online streaming ecosystem to develop coping skills in cyberbullying. Ten experts were selected using a specific selection: t

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Abood, Mohammad, Ziad Alkhazaleh, Saleh Daradkeh, and Rabie AL-zgool. "A supervisory enrichment program based on flipped learning for a sample of school counseling students at the university." Journal of Technology and Science Education 15, no. 2 (2025): 240. https://doi.org/10.3926/jotse.2988.

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Flipped learning represents an unconventional approach aimed at empowering students. This study sought to assess the impact of an enrichment supervisory program utilizing flipped learning on enhancing motivation for learning and academic achievement. The sample comprised 348 third and fourth-year students majoring in school counseling at a government university in Jordan. Among them, 40 students exhibiting low motivation and achievement levels were identified and evenly split into 20 experimental groups, taught via flipped learning, and 20 control groups, taught through traditional methods.The

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Ramadhani, Rahmi, and Brian R. Evans. "Measuring students’ statistical reasoning abilities using flipped classroom model with SPSS and STATCAL." Journal of Honai Math 5, no. 1 (2022): 1–14. http://dx.doi.org/10.30862/jhm.v5i1.246.

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The development of Technology, Information and Communication (ICT) in education has been growing considerably. Use of technologies contribute to supporting student learning and play a vital role in the learning process. The Covid-19 pandemic, since early 2020, has impacted the implementation of the learning process, especially in higher education. The learning instruction has shifted from face-to-face to online learning (e-learning). It is undeniable that the learning process experiences disruptions, resulting in significant changes in the learning environment. Thus, the flipped classroom mode

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Latip, Abdul, and Nursida Sutantri. "Implementation of Flipped Classroom Model on Distance Learning on Volta Cell Application Topics." Journal of Educational Chemistry (JEC) 3, no. 2 (2021): 103–10. http://dx.doi.org/10.21580/jec.2021.3.2.7568.

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This study aims to analyze the implementation of the flipped classroom model in distance learning chemistry in the voltaic cell applications concept. This study used a descriptive method involving 1 teacher and 36 twelfth-grade students. The instrument used was an observation sheet to observe the flipped classroom model's learning process. The results showed that The implementation of the flipped classroom model in chemistry distance learning consists of 3 stages, namely before-class, during-class, and after-class, by combining synchronous and asynchronous activities. Students learn independen

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Rudolf, Elena. "STUDENT AS A PERFORMER OF FLIPPED LEARNING IN MATHEMATICS UPGRADED WITH INTERACTIVE VIDEO." GAMTAMOKSLINIS UGDYMAS / NATURAL SCIENCE EDUCATION 18, no. 1 (2021): 22–28. http://dx.doi.org/10.48127/gu-nse/21.18.22.

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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 learn

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van Wyk, Micheal M. "A Flipped Instructional Design as an Online Pedagogy Enabling Student Learning in an ODeL Course." International Journal of Web-Based Learning and Teaching Technologies 16, no. 6 (2021): 1–17. http://dx.doi.org/10.4018/ijwltt.20211101.oa14.

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The growing body of literature is reporting positive results when it comes to flipped learning which across disciplines and contexts involves student-centered, technology-integrated teaching. Using a systematic scoping review, this paper seeks to examine the impact of the flipped instructional design (FID) as an online pedagogy on students’ learning. This paper employed a pragmatic approach, an explanatory mixed-methods design. This paper concluded that the flipped instructional design does engage students’ learning and empowers them in terms of modeling to teach during the course. Undeniably,

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Uzunboylu, Huseyin, and Damla Karagozlu. "Flipped classroom: A review of recent literature." World Journal on Educational Technology 7, no. 2 (2015): 142. http://dx.doi.org/10.18844/wjet.v7i2.46.

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The use of learning technologies, especially multimedia provide varied facilities for students’ learning that are not possible with other media. Pedagogical literature has proved that individuals have different learning styles. Flipped classroom is a pedagogical approach which means that activities that have traditionally taken place inside the classroom take place outside the classroom and vice versa. The flipped classroom environment ensures that students become more active participants compared with in the traditional classroom. The purpose of this paper is to fulfil the needs regarding the

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Chang, Heli. "College English Flipped Classroom Teaching Model Based on Big Data and Deep Neural Networks." Scientific Programming 2021 (May 24, 2021): 1–10. http://dx.doi.org/10.1155/2021/9918433.

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With the rapid development of information technology, flipped classroom as a new type of mixed teaching mode relying on computer technology has changed the traditional teaching mode and formed a teaching process of “learning first and teaching later,” and it has been used in many fields of teaching. Flipped classroom reverses the sequence of traditional teaching knowledge transfer and knowledge internalization and improves students’ autonomy. However, it is still in the exploratory stage of the specific impact of the flipped classroom teaching model on college students’ English autonomous lear

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Li, Bing, and Miaomiao Peng. "Integration of an AI-Based Platform and Flipped Classroom Instructional Model." Scientific Programming 2022 (March 28, 2022): 1–8. http://dx.doi.org/10.1155/2022/2536382.

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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’ perform

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Septian, Ari, Sarah Inayah, and Risna Berliana. "Implementasi Flipped Classroom terhadap Pemahaman Matematis dan Kemandirian Belajar Siswa." RANGE: Jurnal Pendidikan Matematika 4, no. 1 (2022): 98–111. http://dx.doi.org/10.32938/jpm.v4i1.2883.

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Tujuan penelitian ini adalah untuk mengkaji peningkatan kemampuan pemahaman matematis dan menganalisis kemandirian belajar siswa yang menggunakan flipped classroom. Desain yang digunakan dalam penelitian ini adalah Pretest-Posttest Only Control Group Design. Sampel dalam penelitian ini adalah siswa kelas X Farmasi dan X TKJ SMK Tunas Harapan Bangsa, yang masing-masing berjumlah 14 dan 18 orang siswa. Proses pengambilan sampelnya dilakukan dengan menggunakan teknik purposive sampling yaitu teknik pengambilan sampel dengan pertimbangan tertentu. Instrumen yang digunakan berupa 4 butir soal kemam

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Suamuang, Wuttiporn, and Surachai Suksakulchai. "Using Assignment Logs to Enhance Self-regulation Skills." International Journal of Information and Education Technology 12, no. 10 (2022): 1031–36. http://dx.doi.org/10.18178/ijiet.2022.12.10.1716.

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Self-regulation play a key role on undergraduates’ knowledge, skills, and engagement in flipped classroom. However, some students cannot complete assignment due to failure of time management, which is a critical skill of self-regulation (SR). Therefore, a tool is required to support self-regulation. Assignment log is a key tool for maintaining self-regulation, including self-efficacy, time management, and help-seeking. This study aimed to study the usage of the assignment logs in flipped classroom and lecture based-learning on self-efficacy, time management, and help-seeking, compared with fli

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MARDI, SUMARDI. "PENERAPAN MODEL PEMBELAJARAN FLIPPED CLASSROOM TERHADAP MATERI TEKS NEWS ITEM PADA PESERTA DIDIK KELAS XII IPS 3 SMA NEGERI 1 GEMOLONG TAHUN PELAJARAN 2021/2022." JURNAL PENDIDIKAN 31, no. 2 (2022): 149. http://dx.doi.org/10.32585/jp.v31i2.2353.

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Tujuan makalah ini adalah untuk mendeskripsikan penerapan model pembelajaran Flipped Classroom dan penilaiannya dalam pembelajaran teks news item di kelas XII IPS 3 SMA Negeri 1 Gemolong Tahun Pelajaran 2021/2022.Penerapan model pembelajaran Flipped Classroom terhadap materi teks news item di kelas XII IPS 3 SMA Negeri 1 Gemolong Tahun Pelajaran 2021/2022 dapat dilakukan secara Out Class dan In Class.Di dalam Out Class guru berperan sebagai provide active learning environment, facilitator of learning; dan plan follow up activities. Penerapan model pembelajaran flip classroom dalam pembelajaran

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Riki Andriatna, Imam Sujadi, Budiyono, Ira Kurniawati, Arum Nur Wulandari, and Hanifa Alifia Puteri. "Pelatihan Penggunaan Aplikasi Faststone Capture dalam Menyusun Bahan Ajar untuk Pembelajaran Matematika Model Flipped Classroom." Dinamisia : Jurnal Pengabdian Kepada Masyarakat 6, no. 2 (2022): 371–77. http://dx.doi.org/10.31849/dinamisia.v6i2.8383.

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This activity was motivated by the problem of not optimal online learning in the Covid-19 pandemic situation. In particular, there are still teachers who do not know how to learn with the flipped classroom model, especially in the preparation of flexible teaching materials. Problems with mathematics teacher partners in Surakarta city can be solved, one of which is training in the use of technology applications, namely the Faststone Capture application which functions to capture screens, record, and edit to the screenshots to produce better teaching materials. The stages of activities carried o

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Tan Choon Keong and Gao JiMei. "Analysing Flipped Classroom Themes Trends in Computer Science Education (2007–2023) Using CiteSpace." Journal of Advanced Research in Applied Sciences and Engineering Technology 46, no. 1 (2024): 15–27. http://dx.doi.org/10.37934/araset.46.1.1527.

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Flipped classroom (FC) overcomes many drawbacks of traditional teaching and has a wide range of applications in the field of (computer science) CS education. Systematically analysing the research themes and keywords of the flipped classroom in CS teaching is of great significance in guiding the improvement of the teaching quality of the flipped classroom. In this study, we used CiteSpace to statistically analyse the data of 229 articles published in the core library of Web of Science from 2007 to July 18, 2023, and visualize author co-citation clustering, and keyword co-occurrence. The results

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Skelcher, Shannon. "Cultural Conceptions of Flipped Learning." International Journal of Information and Communication Technology Education 13, no. 4 (2017): 17–27. http://dx.doi.org/10.4018/ijicte.2017100102.

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The use of flipped learning as a pedagogical approach has increased in the 21st century. While there is an existing survey of literature regarding the development in American educational institutions – and fewer in an Asian context – there are some unique cultural considerations that may need to be examined regarding flipped learning's adoption and adaptation in Asia. This paper serves as a literature review focusing on several Asian nations with respect to three major considerations in comparison to the United States: geographical, educational, and cultural. After the comprehensive review, wh

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Nugraheni, Benedecta Indah, Herman Dwi Surjono, and Gregorius Punto Aji. "How Can Flipped Classroom Develop Critical Thinking Skills? A Literature Review." International Journal of Information and Education Technology 12, no. 1 (2022): 82–90. http://dx.doi.org/10.18178/ijiet.2022.12.1.1590.

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This review aimed at providing a comprehensive overview of how the flipped classroom can give the positive effects on developing students’ critical thinking skills. Data were collected from four databases, which included Google Scholar, ResearchGate, EBSCO, and Emerald. This study synthesized the findings of 16 studies published from 2015 to 2020. The results revealed that there were many learning activities that could be designed in a flipped classroom both outside and inside the classroom so that it allowed students to be actively involved in learning, flipped classrooms could also be integr

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Bakheet, Eman M., and Andrew M. Gravell. "Investigating Computer Science Instructors Behavioral Intention to Adopt the Flipped Classroom Applying an Extended UTAUT Model: The Role of Age, Gender, and Experience." International Journal of Information and Education Technology 11, no. 12 (2021): 631–37. http://dx.doi.org/10.18178/ijiet.2021.11.12.1574.

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The Flipped classroom has been applied widely in teaching computing courses. This paper aims to explore the impact of the moderating factors from the instructors’ perspectives. The study presents the findings obtained from semi-structured interviews with fourteen flipped classroom practitioners. This article investigated three potential moderators, age, gender, and experience. The results show that age and gender do not have strong evidence on their impact on the factors that could influence the instructor's adoption decision. However, some indicators by practitioners refer to experience as a

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Jian, Qiang. "Effects of digital flipped classroom teaching method integrated cooperative learning model on learning motivation and outcome." Electronic Library 37, no. 5 (2019): 842–59. http://dx.doi.org/10.1108/el-02-2019-0024.

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Purpose This paper aims to study the effects of digital flipped classroom teaching method integrated cooperative learning model on learning motivation and outcome. From the perspective of promoting students’ learning engagement, this study puts forward suggestions for the effective implementation of flipped classroom teaching, so as to provide reference for the implementation of flipped classroom teaching practice in colleges and universities. Along with the time change and promotion of 12-year compulsory education, traditional didactic instruction can no longer satisfy all students. The refor

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Orhan, Ali. "Comparing the Effectiveness of Online, Flipped, and In-Class Critical Thinking Instruction on Critical Thinking Skills and Dispositions in Higher Education: Flipped Classroom Produces the Greatest Gains." International Journal of Technology in Education 6, no. 2 (2023): 238–59. http://dx.doi.org/10.46328/ijte.376.

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This study aimed to investigate the effect of online, flipped, and in-class critical thinking teaching on critical thinking skills and dispositions of university students. Pretest-posttest control group quasi-experimental design was employed in this study that has three experimental groups and one control group. In the first experimental group, critical thinking teaching was conducted fully online. In the second experimental group, flipped classroom approach was employed while teaching critical thinking. In the third experimental group, critical thinking teaching was conducted in face-to-face

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Pšenáková, Ildikó, Pavol Daňo, Damian Glončák, and Ľuboš Valo. "Applications for Creating Teaching Material for Flipped Classroom Education." Mesterséges intelligencia 6, no. 1 (2024): 73–86. http://dx.doi.org/10.35406/mi.2024.1.73.

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Using the flipped classroom method is not new in pedagogical practice. Its usage increased mostly during the coronavirus pandemic, when pupils and students were forced to learn online at home without the physical presence of teachers. Video recordings with teaching materials suitable for education are an indispensable aid in this method. These materials are mostly created by the teachers themselves. The paper deals with software environments suitable for creating video recordings. Comparison of their characteristics will help creators choose the one that best suits teachers’ needs.

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Barbarino, Giovanni, Sven-Erik Ekström, Carlo Garoni, David Meadon, Stefano Serra-Capizzano, and Paris Vassalos. "Spectral properties of flipped Toeplitz matrices and computational applications." Applied Mathematics and Computation 499 (August 2025): 129408. https://doi.org/10.1016/j.amc.2025.129408.

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Qisen, Zhu, Khairul Azhar Jamaludin, Nurfaradilla Mohamad Nasri, and Li Jinglong. "Computer-assisted education and application in the music flipped classroom: A review of the literature." Edelweiss Applied Science and Technology 8, no. 4 (2024): 1297–308. http://dx.doi.org/10.55214/25768484.v8i4.1506.

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The application of computer-assisted learning in music education not only changes the traditional teaching mode, in addition, it provides students with a richer and more personalized learning experience. However, the implementation of computer-assisted learning also faces many challenges, such as insufficient technological infrastructure, teachers' role change, and the development of students' independent learning ability. Therefore, this study explored the pedagogical effects of computer-assisted learning applications in music-flipped classrooms and how to enhance students' learning and music

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Retnaningsih, Woro, Yunika Triana, and Arif Nugroho. "Unpacking the Effect of Flipped Learning to Enhance EFL Learners’ Sociopragmatics Knowledge: Speech Acts of Refusals in Focus." Journal of English Teaching and Learning Issues 7, no. 2 (2024): 169. https://doi.org/10.21043/jetli.v7i2.22842.

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Although previous studies have acknowledged the significant effect of flipped classrooms in language learning, few research has concerned about its potential impact on EFL learners’ sociopragmatics knowledge. The present study aims to examine the promising role of flipped learning assisted by WhatsApp applications (i.e., WhatsApp-integrated flipped learning) in enhancing EFL learners’ appropriate use of refusals in English. Another objective is to examine EFL learners’ perception of the WhatsApp-integrated flipped learning activity in facilitating the learning process. This study employed a qu

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Amira, Teimzit, Mahnane Lamia, and Mohamed Hafidi. "Implementation and Evaluation of Flipped Algorithmic Class." International Journal of Information and Communication Technology Education 15, no. 1 (2019): 1–12. http://dx.doi.org/10.4018/ijicte.2019010101.

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Recent years have brought the need for new pedagogical approaches that appeal to the involvement and participation of learners in the learning process. One of these approaches is the flipped classroom, which gives to learners the possibility to prepare for the next class, through pre-recorded video lectures and close-ended problems. Many studies merely replace in-class instructions by videos and use class time for group discussions. Nevertheless, what instructional design framework should we use in planning the overall flipped classroom approach? This article answers this question through expl

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Ariani, Dessy Noor, Mohamad Syarif Sumantri, and Firmanul Catur Wibowo. "The Impact of Android Module-Based Inquiry Flipped Classroom Learning on Mathematics Problem Solving and Creative Thinking Ability." International Journal of Interactive Mobile Technologies (iJIM) 16, no. 24 (2022): 32–46. http://dx.doi.org/10.3991/ijim.v16i24.35749.

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This research uses the Android module based on a strategy called "inquiry-based learning" and "flipped classroom" to help people utilize their cross-disciplinary skills in complex real-world situations. This experiment showed how the Android module-based inquiry flipped classroom learning affects math pre-service teachers' ability to solve mathematical problems and think creatively in geometry. In the third term, 123 students were randomly assigned Android module-based inquiry flipped classroom learning, PowerPoint module-based conventional flipped learning, or conventional learning. The study

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Sankey, Michael, and Lynne Hunt. "Flipped University Classrooms." Journal of Cases on Information Technology 16, no. 2 (2014): 26–38. http://dx.doi.org/10.4018/jcit.2014040103.

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The three case studies in this paper show how flipped classroom approaches can facilitate the renewal of university teaching. The case studies form part of a scholarship of teaching and learning that provides opportunities for educators to learn from the experiences of others. Descriptions of course preparation illuminate the application of constructivist pedagogy, the affordances of a range of learning technologies, and a role for university teachers that facilitates their students' engagement with learning. The cases outline the application of flipped classroom approaches at early and later

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Reinoso, Roberto, Jaime Delgado-Iglesias, and Itziar Fernández. "Effect of flipped teaching on the performance and perceptions of pre-service teachers on a biology course." Information and Learning Sciences 122, no. 1/2 (2021): 82–102. http://dx.doi.org/10.1108/ils-07-2020-0173.

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Purpose The purpose of this paper is to analyse student performance and perceptions when a flipped classroom setting is used, in comparison with the traditional model. Design/methodology/approach The inverted learning model or “flipped classroom” is a pedagogical approach that attempts to reverse the traditional teaching and learning process, making the student the protagonist of their own learning, and is characterised by the theoretical contents being taught “outside the classroom”, allowing students to spend more class time carrying out other types of more practical activities that encourag

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Wu, Si, and Fei Wang. "Artificial Intelligence-Based Simulation Research on the Flipped Classroom Mode of Listening and Speaking Teaching for English Majors." Mobile Information Systems 2021 (October 27, 2021): 1–14. http://dx.doi.org/10.1155/2021/4344244.

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Information technology has become an important carrier for the implementation of flipped classrooms, giving full play to the role of modern education technology and transforming the traditional classroom teaching form into an important form in today’s education reform. This article mainly studies the simulation of the flipped classroom model of listening and speaking teaching for English majors based on artificial intelligence. A total of 31 English majors were selected for the experiment, including 7 boys and 24 girls. After obtaining the consent of school leaders and teachers, 16 weeks of ex

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Rahmita Wirza O. K. Rahmat, Che Nur Shafareen Afera Che Anuar, Nur Athirah Hassan Basri, Hizmawati Madzin, and Rafidah Hod. "A Mobile Augmented Reality Application for Undergraduate Medical Students Using A Flipped Classroom Approach." Journal of Advanced Research in Applied Sciences and Engineering Technology 33, no. 2 (2023): 151–59. http://dx.doi.org/10.37934/araset.33.2.151159.

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The flipped classroom model enables students to acquire fundamental knowledge outside of class time; thus, include reading materials or video lectures. This will be able to free up class time for knowledge application, student engagement in active learning, and higher-order thinking. The flipped classroom model is increasingly being adopted in competency-based medical education. However, the potential of flipped classrooms for enhancing medical education has not yet been proven and it poses a major challenge to students who have not mastered self-regulated learning strategies. Thus, they may n

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Fang, Ruijian, Zhuo Yang, Yuchang He, Yaodong Wang, and Huiying Zhang. "Effectiveness Evaluation of Physical Education Flipped Classroom Teaching Based on Knowledge Construction." Mobile Information Systems 2022 (June 30, 2022): 1–12. http://dx.doi.org/10.1155/2022/1507167.

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Traditional teaching methods have faced unprecedented challenges as a result of educational reform, but it also presents limitless opportunities. The development of the flipped classroom teaching mode provides inspiration for the development of a PE teaching mode. This paper connects PE teaching with the “flipped classroom” teaching mode and designs an evaluation system for PE flipped classroom teaching based on the perspective of knowledge construction. The weight values of the contents of all levels of the evaluation dimensions of classroom teaching effectiveness are established in this pape

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Su, Fei, and Zhe Fan. "Flipped Classroom Design of College Ideological and Political Courses Based on Long Short-Term Memory Networks." Scientific Programming 2021 (July 12, 2021): 1–8. http://dx.doi.org/10.1155/2021/6971906.

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The advancement and rising of information technology have promoted the flipped classroom in an effective way. It flips knowledge transfer and knowledge internalization from two levels of teaching structure and teaching process, reversing the traditional teaching knowledge transfer in class and knowledge deepening after class from time and space. Although the use of flipped classrooms in ideological and political theory courses is relatively uncommon in colleges and universities, realistic teaching and related study findings in some colleges and universities provide some reference value for the

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Noguera Fructuoso, Ingrid, Paulina Elizabeth Robalino Guerra, and Shqiponjë Ahmedi. "The Flexibility of the Flipped Classroom for the Design of Mediated and Self-regulated Learning Scenarios." RIED-Revista Iberoamericana de Educación a Distancia 26, no. 2 (2023): 155–73. http://dx.doi.org/10.5944/ried.26.2.36035.

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The flipped classroom is a methodology recognised for its positive impact on the self-regulation of learning and academic performance. There is extensive literature that demonstrates its potential for educational flexibility, including the adaptation to online and blended modes of delivery that utilize digital technology successfully. There is, however, little evidence which proves that a unique flipped classroom design can be adjusted to different teaching modes without affecting student satisfaction and learning outcomes. In this research, we analyse eight cases of flipped classroom implemen

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Karabulut-Ilgu, Aliye, Suhan Yao, Peter Savolainen, and Charles Jahren. "Student Perspectives on the Flipped-Classroom Approach and Collaborative Problem-Solving Process." Journal of Educational Computing Research 56, no. 4 (2017): 513–37. http://dx.doi.org/10.1177/0735633117715033.

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The flipped-classroom approach has gained increasing popularity and interest in engineering education. The purpose of this study was to investigate (a) student perspectives on the flipped-classroom approach in a transportation-engineering course and (b) how students used the in-class time dedicated to collaborative problem solving. To this end, the study adopted a mixed-methods approach. Quantitative data included an end-of-semester survey and student course grades. Qualitative data included information from focus-group interviews with students and video recordings that demonstrated selected g

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Salleh, Shana Mat. "University Student Perceptions on the Use of Online-Based Technology in Flipped Classrooms." International Journal of Computer-Assisted Language Learning and Teaching 12, no. 4 (2022): 1–15. http://dx.doi.org/10.4018/ijcallt.310078.

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This study explores the experiences and perceptions of 59 first-year university students on flipped learning systems over the course of one semester. The students carried out three separate sessions of flipped methodology classes, utilising a variety of online tools for teaching and communicating with each other. Results indicated that while the students had very little prior knowledge and experience in a flipped classroom, they were generally positive in their initial perception of the learning strategy. Furthermore, the students fully embraced the entire process albeit with some apprehension

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