Relevant bibliographies by topics / Flipped Classroom Learning Model

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Flipped Classroom Learning Model'

Author: Grafiati
Published: 5 June 2025
Last updated: 2 August 2025

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Journal articles on the topic "Flipped Classroom Learning Model"

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KESKIN, Dilara. "IMPLEMENTATION OF FLIPPED MODEL IN EFL READING CLASSROOMS." Turkish Online Journal of Distance Education 24, no. 3 (2023): 261–79. http://dx.doi.org/10.17718/tojde.1132888.

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Among many technology-enhanced teaching strategies, flipped classroom is one that gained popularity in recent years. This approach supports a more student-centered and communicative learning environment in English as a Foreign Language (EFL) classrooms. Although this approach is getting popular in the field, little research has examined the incorporation of flipped classroom approach in EFL classrooms. To address this gap, this study presented some tools to provide teachers an idea of how to flip a language classroom and make the learning process more active and communicative. Also, flipped cl
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Pardimin, Pardimin, Siti Rochmiyati, Zainnur Wijayanto, and Didi Supriadi. "Flipped classroom as a reform approach to learning mathematics in pandemic COVID-19." International journal of health sciences 6, no. 2 (2022): 758–70. http://dx.doi.org/10.53730/ijhs.v6n2.7988.

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This research aimed to develop Flipped Classroom Mathematics Learning model. The second aim is to determine the effectiveness of flipped classrooms as a reform approach to learning mathematics in pandemic COVID-19. The type of research is research and development (R&D) with the Analysis, Design, Development, Implementation, Evaluation or ADDIE method. The effectiveness testing of flipped classroom implementation used an experimental design. The subjects who participated in this research were teachers and students of 8th grade in 10 junior high schools in Central Java and Yogyakarta-Indones
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Shan, Qi. "Intelligent Learning Algorithm for English Flipped Classroom Based on Recurrent Neural Network." Wireless Communications and Mobile Computing 2021 (September 13, 2021): 1–8. http://dx.doi.org/10.1155/2021/8020461.

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Reading and writing are the foundations of English learning as well as an important method of instruction. With the advancement of network technology and the onset of the information age, an increasing number of students have lost interest in traditional English reading and writing instruction in the classroom. Flipped classrooms have emerged as a result of this situation and have become the focus of research in one fell swoop. As a result, flipped classroom research at home and abroad has primarily focused on the theory and practical application of flipped classrooms, and flipped classroom ap
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Dusengimana, Claire. "Trends in the use of flipped classroom model and its effectiveness in higher learning education: A systematic review." African Educational Research Journal 11, no. 4 (2023): 616–33. http://dx.doi.org/10.30918/aerj.114.23.096.

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A flipped classroom is an e-learning model that blends traditional face-to-face teaching and online teaching. It is gaining popularity in nowadays education systems. This review aimed to evaluate the research trends in the usage of flipped classrooms in higher learning education. During the review, sources were retrieved from various databases such as Google Scholar, Scopus, and ERIC to name a few. Using systematic search and selection methods to answer the proposed research questions regarding the types of methodological approaches that have been regularly used in the flipped classroom resear
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A.A.G. Ekayana, I.D.M.K. Muku, and I.N.B. Hartawan. "IMPLEMENTASI MODEL PEMBELAJARAN FLIPPED CLASSROOM PADA MATA KULIAH SENSOR TRANDUSER DALAM PEMBELAJARAN DARING." Jurnal Teknologi Pembelajaran Indonesia 11, no. 2 (2021): 106–19. http://dx.doi.org/10.23887/jurnal_tp.v11i2.636.

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The Covid-19 pandemic period has changed the learning process that was previously face-to-face in class, into online learning. In online learning, a strategy is needed in the delivery of learning material so that it can be optimally accepted by students. Flipped classrooms are an alternative learning model that can support the optimization of material delivery during the online learning process. The purpose of this study is to implement the flipped classroom learning model in online learning that is collaborated with the bloom taxonomy, to achieve learning objectives. The research method used
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Suhartono, Suhartono, and Ady Alfan Mahmudinata. "Keefektifan Model Flipped Classromm terhadap Pemahaman Konsep Fikih (Studi Analisis Model Pembelajaran pada Masa Pandemi Covid-19)." An-Nuha : Jurnal Kajian Islam, Pendidikan, Budaya dan Sosial 8, no. 2 (2021): 217–37. http://dx.doi.org/10.36835/annuha.v8i2.452.

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The purpose of this study was to test the effectiveness of the flipped classromm model on understanding the concept of fiqh among students during the Covid-19 pandemic. This study uses a quasi-experimental type of research. This research was conducted on fiqh learning. The research subjects were students of class VI at MI Darussalam Sambiroto, Baron, Nganjuk. Sampling using saturated sampling technique and hypothesis testing using the one-way Anova test with the help of the SPSS application. The results of the study show that the flipped classroom model is effective for understanding students'
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Ding, Lin. "A Study on the Implementation Effects of Flipped Classrooms Versus Traditional Classrooms." Higher Education and Practice 1, no. 7 (2024): 27–32. https://doi.org/10.62381/h241705.

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This paper compares the implementation effects of the flipped classroom and traditional classroom models, focusing on the advantages and challenges of each method. The flipped classroom shifts knowledge acquisition outside the classroom and emphasizes application within the classroom. Studies have found that flipped classrooms can significantly improve students’ learning efficiency, critical thinking, and independent learning abilities. Research shows that flipped classrooms can improve overall teaching quality and learning outcomes by promoting student autonomy and interactivity. However, the
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Et al., Suhartono. "A Theoretical Study: The Flipped Classroom Model As An Effective And Meaningful Learning Model In Multiple Era." Psychology and Education Journal 58, no. 1 (2021): 4811–20. http://dx.doi.org/10.17762/pae.v58i1.1642.

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This article aims to describe the flipped classroom model as an effective and meaningful learning model in various times. The flipped classroom model (flipped model) is a learning model that emphasizes learning in the classroom and outside the classroom, where conventional activities are carried out in class into activities at home, and activities carried out at home become activities in class. The flipped classroom model makes learning effective with active student involvement in the learning process, and meaningful learning with the influence of better changes in cognitive, affective, and sk
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Fajar, Muhammad Wildan Hikmatul. "Flipped Classroom Learning Design in Mathematics Learning on Vector Material." Jurnal Riset Pendidikan Matematika Jakarta 2, no. 1 (2020): 46–56. http://dx.doi.org/10.21009/jrpmj.v2i1.12125.

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The development of learning by involving technology is one of the impacts of the rapid development of technology. Currently educators are still determining the appropriate learning model for the teaching process, the lack of teaching time in schools is one of the problems that arise and understanding student concepts is also the reason student learning outcomes are not satisfactory. There are many challenges faced by teachers and students in learning mathematics today. Several alternative solutions to these challenges can be found in the literature, one of which is by implementing a flipped cl
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Mariyana, Rita, Badru Zaman, and Rudiyanto Rudiyanto. "DEVELOPMENT OF VIRTUAL LEARNING MODEL FLIPPED CLASSROOM." Edukids: Jurnal Pertumbuhan, Perkembangan, dan Pendidikan Anak Usia Dini 18, no. 2 (2021): 112–16. http://dx.doi.org/10.17509/edukids.v18i2.35493.

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This research introduces a new learning pedagogical approach, the Virtual Flipped Classroom (VFC). The VFC is an integration of two concepts: the Flipped Classroom and Virtual Teaching. This study aims to improve students’ learning abilities through the use of the flipped virtual classroom model. This research utilised a research and development, with a purposive sampling technique that studied active students in Early Childhood Teacher Education Program (henceforth-ECTE Program). Data from students’ final examination scores, questionnaires, were analyzed using quantitative and qualitative app
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Dissertations / Theses on the topic "Flipped Classroom Learning Model"

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Tarasova, H. S., and O. V. Shakhmatova. "Flipped classroom model." Thesis, Інститут інноваційної освіти, 2019. http://repository.kpi.kharkov.ua/handle/KhPI-Press/41238.

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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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Lomneth, Theresa K. "Teaching an Old Profession New Tricks: An Analysis on the Effects of the Flipped Classroom Model on Student Performance." Scholarship @ Claremont, 2014. http://scholarship.claremont.edu/cmc_theses/931.

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Abstract When traditional lecture methods prove ineffective, some professors turn to alternative teaching styles. In particular, a flipped or inverted classroom, where students watch conceptual videos before coming to class and use class time for application and fine tuning of these concepts has become popular in recent years. However, little consensus exists on the efficacy of these strategies. The purpose of this study is to determine whether a flipped classroom structure implemented in a medical school course successfully improved student performance. To do so, I analyzed exam data from the
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Wei, Xiaoying. "The Effects of the Flipped Classroom Model on Students' Learning in a College English Class in Shanghai, China." Scholarly Commons, 2019. https://scholarlycommons.pacific.edu/uop_etds/3647.

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For many decades, college English teaching in China has been teacher-centered, mainly focusing on the enhancement of students’ four basic English language skills of listening, speaking, reading and writing, with little attention paid to the cultivation of students’ higher order thinking skills (Tang, 2016; Wang, Xu, & Zhou, 2016). The teacher-centered teaching approach has led to the problem that after having learned English for many years, students cannot speak English fluently (Dai, 2001). There has been a call for promoting the student-centered teaching model in China (NACFLT, 2000). One
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Young, Lewis L. "Online Student Discussions in a Blended Learning Classroom: Reconciling Conflicts Between a Flipped Instruction Model and Reform-Based Mathematics." BYU ScholarsArchive, 2014. https://scholarsarchive.byu.edu/etd/4209.

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Two ideas are prevalent in teacher professional development today. Teachers are finding new and innovative ways to incorporate technology into their classroom. The use of video and social media is increasing. One type of pedagogy that has emerged among the blended learning pedagogies is flipped instruction, where students participate in some of the instruction outside of the classroom. Another prevalent idea is the focus on inquiry learning and reform-based mathematics instruction. This pedagogy adheres to the idea that students can use their problem solving skills to understand complex mathem
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Jantos, Anne, Matthias Heinz, Eric Schoop, and Ralph Sonntag. "Migration to the Flipped Classroom – Applying a Scalable Flipped Classroom Arrangement." TUDpress, 2016. https://tud.qucosa.de/id/qucosa%3A33955.

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Purpose – This paper is part of an extensive project1 which focusses on creating and implementing a scalable flipped classroom framework to broaden information and media competencies in university staff in Saxony. A flipped classroom arrangement with a sensible mix of multimedia tools promotes meaningful learning and lowers travel costs by avoiding content consumption in face-to-face time and instead offers content beforehand using various sources. This paper will in particular focus on the approach to gradually apply a flipped classroom arrangement to a B2B-Marketing course specifically desig
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Eriksson, David. "Flipped Classroom i gymnasieskolan." Thesis, Luleå tekniska universitet, Pedagogik, språk och Ämnesdidaktik, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:ltu:diva-64073.

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I denna undersökning studeras verksamma lärares syn på hur undervisning kan förändras genom att använda Flipped Classroom i undervisningen. Till detta används även tidigare forskningslitteratur där lärarnas erfarenheter jämförs för att verifiera resultatet med den tidigare forskningen. Resultatet av studien har visat att undervisning bör varieras och att undervisning som blandar Flipped Classroom med traditionell undervisning är att föredra. Arbetet med texten har visat att denna metod kan leda till att eleverna blir aktivare under lektionstid. Vidare blir eleverna bättre förberedda då de infö
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Kaiser, Andre, Anja Lorenz, Barbara Dinter, Tom Hänel, and Carsten Felden. "Flipped Classroom in der Wirtschaftsinformatik." Universitätsbibliothek Leipzig, 2015. http://nbn-resolving.de/urn:nbn:de:bsz:15-qucosa-183503.

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Die Technische Universität Chemnitz und Technische Universität Bergakademie Freiberg führten im Rahmen des LiT-Projekts „FC WInf – Flipped Classroom in der Wirtschaftsinformatik“ ein kooperatives Lernprojekt im Sommersemester 2014 und Wintersemester 2014/2015 durch. Ziel war es, durch die Implementierung von Online-Lerneinheiten die individuelle Selbstlernphase der Studierenden zu stärken. Der Beitrag fasst die Konzeption und Durchführung zusammen und präsentiert wesentliche Ergebnisse der Evaluation.
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Tarasova, H. S., and O. V. Shakhmatova. "Flipped learning as interactive learning environment." Thesis, Інститут інноваційної освіти, 2019. http://repository.kpi.kharkov.ua/handle/KhPI-Press/41237.

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The use of the flipped classroom as an alternative to the traditional learning environments has been increasingly attracting the attention of researchers and educators. The advancement in technological tools such as interactive videos, interactive in-class activities, and video conference systems paves the way for the widespread use of flipped classrooms. It is even asserted that the flipped classroom, which is used to create effective teaching environments at schools, is the best model for using technology in education. Studies about the flipped classroom appear in different disciplines inclu
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Skarenstedt, Jeff. "Students´ perception about flipped classroom in learning mathematics." Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-29564.

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Lorenz, Anja, Annett Einert, and Barbara Dinter. "FC WInf: Flipped Classroom in der Wirtschaftsinformatik." Universitätsbibliothek Chemnitz, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:ch1-qucosa-96870.

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Szenarien mit Blended-Learning-Charakter sind Alltag an deutschen Hochschulen: Insbesondere durch die Verbreitung von Learning-Management- Systemen, in Sachsen namentlich „OPAL“, können Lehrveranstaltungen über die Präsenzveranstaltungen hinaus in nahezu allen Fachbereichen um computergestützte Lerneinheiten ergänzt werden. Nach der Etablierung von Web Based Trainings als typische digitale Ergänzungsmodule streben einige didaktische Konzepte die verstärkte Abstimmung von Präsenz- und Onlinephase an. In der jüngeren Zeit wurde vor allem die Idee des Flipped Classroom (auch Inverted Classroom ge
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Books on the topic "Flipped Classroom Learning Model"

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Keengwe, Jared, and Grace Onchwari. Handbook of research on active learning and the flipped classroom model in the digital age. Information Science Reference, 2016.

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Clark, Barbara. Optimizing learning: The integrative education model in the classroom. Merrill, 1986.

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Barbara, Clark. Optimizing learning: The integrative education model in the classroom. Merrill, 1986.

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German ICM Conference (3th 2014 Marburg). The inverted classroom model: The 3rd German ICM-Conference - proceedings. De Gruyter Oldenbourg, 2014.

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Mamchak, P. Susan. The all-new and expanded school administrator's public speaking portfolio, with model speeches and anecdotes. Parker Pub. Co., 1992.

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Promoting active learning through the flipped classroom model. Information Science Reference, 2014.

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Kŏkkuro kyosil ŭl nŏmŏ kŏkkuro haksŭp ŭro: Uri nara kyosil e mannŭn kŏkkuro kyosil model ŭl ch'ajasŏ = Flipped classroom flipped learning. Kyoyuk Kwahaksa, 2016.

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Jones and Bartlett Learning Staff and Jones & Bartlett Learning Staff. EMT Flipped Classroom. Jones & Bartlett Learning, LLC, 2018.

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Division of Chemical Education Staff American Chemical Society, Jennifer L. Muzyka, and Christopher S. Luker. Flipped Classroom: Background and Challenges. Oxford University Press, Incorporated, 2018.

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Flipped Classroom: Background and Challenges. Oxford University Press, Incorporated, 2018.

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Book chapters on the topic "Flipped Classroom Learning Model"

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Murphy, Jamie, J. Bruce Tracey, and Laurel Horton-Tognazzini. "MOOC Camp: A Flipped Classroom and Blended Learning Model." In Information and Communication Technologies in Tourism 2016. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-28231-2_47.

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Erita, Yeni, and Silvi Hevria. "The Effectiveness of Model Flipped Classroom Learning in Elementary School." In Proceedings of the 3rd Progress in Social Science, Humanities and Education Research Symposium (PSSHERS 2021). Atlantis Press SARL, 2022. http://dx.doi.org/10.2991/978-2-494069-33-6_6.

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Esperanza, Peter, Khristin Fabian, and Criselda Toto. "Flipped Classroom Model: Effects on Performance, Attitudes and Perceptions in High School Algebra." In Adaptive and Adaptable Learning. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-45153-4_7.

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Haris, Haris, Basuki Wibawa, and Mahdiyah. "Model IoT-Knowledge-Based Flipped Classroom for Smart Web Programming Learning." In Advances in Social Science, Education and Humanities Research. Atlantis Press SARL, 2024. http://dx.doi.org/10.2991/978-2-38476-301-6_73.

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Andone, Diana, and Radu Vasiu. "MOOCs in Higher Education—Flipped Classroom or a New Smart Learning Model?" In State-of-the-Art and Future Directions of Smart Learning. Springer Singapore, 2015. http://dx.doi.org/10.1007/978-981-287-868-7_37.

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Mendez, Oscar, and Hector Florez. "Applying the Flipped Classroom Model Using a VLE for Foreign Languages Learning." In Communications in Computer and Information Science. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-030-01535-0_16.

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Sergis, Stylianos, Panagiotis Vlachopoulos, Demetrios G. Sampson, and Lina Pelliccione. "Implementing Teaching Model Templates for Supporting Flipped Classroom-Enhanced STEM Education in Moodle." In Handbook on Digital Learning for K-12 Schools. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-33808-8_12.

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Amran, Muhammad, Abdul Hafid, Khairunnisa Khairunnisa, Adnan Adnan, and Usman Usman. "Flipped Classroom Learning Model in Improving Thematic Learning Outcomes of Class V Elementary School Students." In Proceedings of the 2nd International Conference of Science and Technology in Elementary Education (ICSTEE 2023). Atlantis Press SARL, 2024. http://dx.doi.org/10.2991/978-2-38476-210-1_2.

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Cockrum, Troy. "Emerging Models of Practice in Flipped English Language Arts Classrooms." In Computer-Assisted Language Learning. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7663-1.ch100.

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This chapter reviews various flipped classroom models with particular focus on documenting them for further study and development. Much of the current research and popular news coverage regarding flipped classrooms only addresses one model; however, with multiple models in practice we have an incomplete picture in popular and academic literature of how the flipped classroom is being used by K-12 teachers. This chapter uses publications and blog posts to identify the multiple models of flipped English language arts (ELA) as they are documented by practitioners. Each model is categorized and def
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Maina, E. Muuro, Peter W. Wagacha, and Robert Oboko. "Enhancing Active Learning Pedagogy through Online Collaborative Learning." In Handbook of Research on Active Learning and the Flipped Classroom Model in the Digital Age. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-4666-9680-8.ch012.

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Learner-centered learning theories such as active learning and collaborative learning are highly supported by Web 2.0 technologies and they are augmenting traditional teacher-centered approaches. New teaching pedagogies such as flipped classroom have also embraced the use of collaborative learning where students engage in group-based activities during class time and they embark on asynchronous video lectures after the classroom. However, there is little research on how flipped classrooms can support online collaborative learning. In order to improve online collaborative learning and enhance ac
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Conference papers on the topic "Flipped Classroom Learning Model"

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Glotzbach, Ronald. "EXPERIENCE USING THE FLIPPED CLASSROOM MODEL FOR WEB DEVELOPMENT COURSES." In 17th International Conference on Education and New Learning Technologies. IATED, 2025. https://doi.org/10.21125/edulearn.2025.1921.

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A Al Ghawail, Entisar, and Sadok Ben Yahia. "The Flipped Classroom Model in Libyan Higher Education: Experiences with Students of Computer Principles." In InSITE 2021: Informing Science + IT Education Conferences. Informing Science Institute, 2021. http://dx.doi.org/10.28945/4778.

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Aim/Purpose: This study aims to examine the effectiveness of the flipped learning approach in a computer principles course at Alasmarya Islamic University, Libya. Background: The reason for this consideration was to evaluate the viability of conventional lecture-based educational programmes versus the active learning of computer concepts in flipped classrooms for college economics students at the Alasmarya Islamic University. Methodology: The experiment was applied to two groups: one, class A, undertook the course through the traditional method, while the other, class B, undertook the course a
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Bui, Thi Kim Loan. "Using Lecture Videos in Flipped Classroom Model." In 18th International Conference of the Asia Association of Computer-Assisted Language Learning (AsiaCALL–2-2021). Atlantis Press, 2022. http://dx.doi.org/10.2991/assehr.k.211224.026.

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López-González, Luis María, Luis María López-Ochoa, César García-Lozano, and Jesús Las-Heras-Casas. "FACTORS TO CONSIDER WHEN IMPLEMENTING THE FLIPPED CLASSROOM MODEL." In International Conference on Education and New Learning Technologies. IATED, 2016. http://dx.doi.org/10.21125/edulearn.2016.1611.

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Isidori, Emanuele, Iosif Sandor, Irina Leonova, et al. "THE FLIPPED LEARNING AT UNIVERSITY BY SOCIAL NETWORKS: A CHALLENGE FOR E-LEARNING." In eLSE 2021. ADL Romania, 2021. http://dx.doi.org/10.12753/2066-026x-21-054.

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Nowadays, Flipped Learning and social networks as a means for E-Learning represent a challenge for contemporary higher education. The recent literature written on social networks as tools to enhance education has highlighted the relevance of these learning environments to achieve higher education's fundamental goals in colleges and universities. Most of the investigations confirm that Facebook, along with other social networks, media, and E-communication tools, can enable the university classroom's extension in a new way and support and enhance the Flipped Learning. Therefore, this paper aims
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Raskina, Irina I. "Student Learning Arrangement Based On The ‘Flipped Classroom’ Model’." In International Scientific Conference. European Publisher, 2022. http://dx.doi.org/10.15405/epsbs.2022.06.88.

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Županec, Vera, Tihomir Lazarević, and Tijana Pribićević. "FLIPPED CLASSROOM MODEL AS A PROSPECT TO MODERN BIOLOGY TEACHING." In 13th International Conference on Education and New Learning Technologies. IATED, 2021. http://dx.doi.org/10.21125/edulearn.2021.2114.

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Martínez-Jiménez, Rocio, Mª Carmen Ruiz Jiménez, Ana Licerán-Gutiérrez, Elia Garcia-Marti, Elena Moreno-Fuentes, and Jesús Juan Risueño Martínez. "Flipped Classroom: mejor presencial." In IN-RED 2022: VIII Congreso de Innovación Educativa y Docencia en Red. Editorial Universitat Politècnica de València, 2022. http://dx.doi.org/10.4995/inred2022.2022.15801.

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Flipped classroom has been proven in recent years to have a positive effect on students’ motivation, attitude and academic performance. In this study, we analyze the perception of students of 9 subjects on several aspects about this teaching-learning model. This analysis is carried out by comparing two academic courses (2020-2021 and 2021-2022) which have been affected in a different way by the pandemic situation. Specifically, the former was a hybrid scenario, while in the later the scenario has turned to be 100% face-to-face. Results in our study show that students have a very positive perce
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Sihotang, Siti Fatimah, Rahmi Ramadhani, Rani Rahim, Rizka Fahruza Siregar, and Rini Ramadhani. "Flipped classroom model in mathematics learning: A bibliometric analysis study." In PROCEEDING OF THE 7TH INTERNATIONAL CONFERENCE OF SCIENCE, TECHNOLOGY, AND INTERDISCIPLINARY RESEARCH (IC-STAR 2021). AIP Publishing, 2023. http://dx.doi.org/10.1063/5.0105484.

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Andrini, Vera Septi. "Teaching Design Utilizing a Flipped Classroom Model for Increasing Student’s Learning Achievement." In 2nd International Conference on Learning Innovation. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0008409501810186.

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Reports on the topic "Flipped Classroom Learning Model"

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Cao, Shudian. The Effects of Flipped Classroom on Basketball Learning: A Systematic Review. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, 2025. https://doi.org/10.37766/inplasy2025.4.0071.

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Teo, Chua Tee, and Khiok Seng Quek. Pedagogical change for training teachers: Adapted flipped classroom approach. National Institute of Education, Nanyang Technological University, Singapore, 2020. https://doi.org/10.32658/10497/23256.

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This pilot quasi-experimental project examines the effectiveness of an adapted flipped classroom approach for the teaching of 2 teacher education courses over a semester of 13 weeks. Both the experimental and control groups would be matched at programme level. The control group would be two comparable classes not using the flipped classroom approach but using the didactic or traditional approach of teaching. The flipped classroom approach is also known as the Thayer Method or the inverted classroom or reverse teaching. It involves interactive student-centred engagement pedagogy with individual
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Proskura, Svitlana L., and Svitlana H. Lytvynova. The approaches to Web-based education of computer science bachelors in higher education institutions. [б. в.], 2020. http://dx.doi.org/10.31812/123456789/3892.

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The problem of organizing of Web-based education of bachelors, and the bachelors of computer science in particular, is relevant for higher education institutions. The IT industry puts forward new requirements for future IT professionals training. This, in its turn, requires the educational process modernization: content specification, updating of forms, methods and means of training to meet the demands of socio-economic development of the society in general and bachelors of computer science in particular. The article analyzes and clarifies the notion of Web-based education of bachelors; as wel
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Kwek, Dennis Beng Kiat, Isabelle Khoo, and Siti Hawa Jonid. Redesigning the Singapore Coding Scheme 2 for Social Studies and Science. National Institute of Education, Nanyang Technological University, Singapore, 2022. https://doi.org/10.32658/10497/29670.

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This Start-Up Grant (SUG) application aims to develop and redesign of the Singapore Coding Scheme 2 (SCS2) for Science. This project builds towards the Core 3 Panel 3 Research Program (Core 3) that seeks to record, measure and analyse the intellectual quality of knowledge work in Singapore classrooms. Building on the Core 1 and Core 2 research programs, Core 3 focuses on the relationships between instruction, pedagogy, assessment and student learning. The broad key objectives for Core 3 are: (a) to continue to develop the model of the logic of teaching and learning in Singapore classrooms expa
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McElhaney, Kevin, Anthony Baker, Carly Chillmon, Zareen Kasad, Babe Liberman, and Jeremy Roschelle. An Initial Logic Model to Guide OpenSciEd Research: Updated Version. Digital Promise, 2022. http://dx.doi.org/10.51388/20.500.12265/152.

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This white paper supports an ongoing effort to define a research agenda and catalyze a research community around the OpenSciEd curriculum materials. Rigorous research on these materials is needed in order to answer questions about the equitable design of instructional materials, impacts on student learning, effective and equitable classroom teaching practices, teacher professional development approaches, and models for school adoption that address the diverse needs of historically marginalized students in STEM. Research findings have the potential to advance the knowledge, skills, and practice
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Korobeinikova, Tetiana I., Nataliia P. Volkova, Svitlana P. Kozhushko, et al. Google cloud services as a way to enhance learning and teaching at university. [б. в.], 2020. http://dx.doi.org/10.31812/123456789/3854.

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The article is devoted to the issue of a cloud-based learning system implementation as a powerful strategy for future specialists’ training at higher educational establishments. Using cloud computing in self-work management of the university courses is essential to equip students with a workload of appropriate educational materials and variable activities for professional training. Theoretical and empirical research methods were applied to select the appropriate services and tools for organizing students’ self-work at university. Critical analysis of scientific literature, synthesis of the dat
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Ayallo, Irene, Nadia Mary Akbar, Faith Burgess, et al. A Report on Teaching and Modelling Research Skills in a Classroom Setting: Social Work Students Using Their Learning and Experiences to Investigate the Link Between Modes of Learning Delivery and Social Work Core Competencies. Unitec ePress, 2024. http://dx.doi.org/10.34074/rsrp.107.

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In Semester 2 (July–November) 2022, Dr Irene Ayallo collaborated with the students in the Research Methods course in Unitec’s Bachelor of Social Practice to investigate the link between learning delivery modes and students’ ability to demonstrate the Aotearoa New Zealand Social Workers Registration Board (SWRB) core competencies (see Appendix 1). The aim of the project was to teach research skills and, simultaneously, critically analyse whether the shift in learning delivery due to the Covid-19 pandemic could impact the students’ future competencies as social workers in the Aotearoa New Zealan
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Oleksiuk, Vasyl P., and Olesia R. Oleksiuk. Methodology of teaching cloud technologies to future computer science teachers. [б. в.], 2020. http://dx.doi.org/10.31812/123456789/3891.

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The article deals with the problem of training future computer science teachers for the use of cloud technologies. The authors analyzed courses from leading universities to study cloud technologies. On this basis the model of application and studying of cloud technologies in the process of training of future teachers of informatics was developed. The basic principles of this model are proposed: systematic, gradual, continuous. It contains target, content, operating and effective component. Therefore, the stages of using cloud computing technology were proposed: as a means of organizing learnin
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Bayley, Stephen, Darge Wole Meshesha, Paul Ramchandani, Pauline Rose, Tassew Woldehanna, and Louise Yorke. Socio-Emotional and Academic Learning Before and After COVID-19 School Closures: Evidence from Ethiopia. Research on Improving Systems of Education (RISE), 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/082.

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This paper presents the findings of research undertaken in Ethiopia to examine the effects of COVID-19 school closures on children’s holistic learning, including both socio-emotional and academic learning. It draws on data collected in 2019 (prior to the pandemic) and 2021 (after schools reopened) to compare primary pupils’ learning before and after the school closures. In particular, the study adapts self-reporting scales that have been used in related contexts to measure Grade 3 and 6 children’s social skills, self-efficacy, emotional regulation and mental health and wellbeing, along with li
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Moreno, Martín, Jesús Duarte, and María Soledad Bos. Quality, Equality and Equity in Colombian Education (Analysis of the SABER 2009 Test). Inter-American Development Bank, 2012. http://dx.doi.org/10.18235/0010419.

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This Technical Note describes the learning inequalities faced by Colombian students and analyzes the equity in the allocation of resources among schools and their relation to learning. Using the SABER 2009database, the analysis demonstrates that there are high inequalities in students' academic results associated with their families' socioeconomic status, the type of school management, and the school's geographic zone. This relation is more important between schools than within a school, denoting a high degree of segregation of Colombian schools according to students' socioeconomic status. In
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