Relevant bibliographies by topics / Flipped Learning Material

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Book chapters
  4. Conference papers

Academic literature on the topic 'Flipped Learning Material'

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

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Journal articles on the topic "Flipped Learning Material"

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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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Turkmenbaev, A., and D. Yerkmaliyev. "THE DIFFERENCE BETWEEN FLIPPED LEARNING AND TRADITIONAL LEARNING." SCIENTIFIC-DISCUSSION, no. 75 (April 10, 2023): 9–10. https://doi.org/10.5281/zenodo.7808622.

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The Flipped Classroom is an innovative learning scenario that has gained wide popularity due to the power of digital tools. Its difference from the traditional scenario lies in the fact that the theoretical material is studied independently before the start of the lesson (as a rule, through information and communication technologies: video lectures, audio lectures, interactive materials, etc.), and the freed up time in the lesson is aimed at solving problems, collaboration, interaction with students, application of knowledge.
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Wang, Qi, Halyna Melnyk, Halyna Lishchynska-Kravets, Yuliia Shpaliarenko, and Myroslava Tomashevska. "Flipped learning in higher school: theory and practice." Revista Amazonia Investiga 13, no. 74 (2024): 334–43. http://dx.doi.org/10.34069/ai/2024.74.02.28.

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The article clarifies the essence of the technology of "flipped learning" and reveals the main stages of the educational process during the application of this technology, models of "flipped learning" for the educational process are taken into account, and the advantages of the technology of "flipped learning" are highlighted, which are taken into account when training specialists in institutes. Having disclosed the content of the main elements of the "flipped learning" technology and proposing an algorithm for conducting classes using this technology, we experimentally proved that the use of
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Dr., Meenu Singh, and Kiran Ms. "A Study on the Attitude of Secondary School Teachers towards Flipped Learning and Flipped Learning Material." 'Journal of Research & Development' 15, no. 14 (2023): 16–19. https://doi.org/10.5281/zenodo.8241198.

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Worldwide, institutions and universities are increasingly debating the integration of digital technologies in educational settings. A flipped learning method has been perceived as a way to respond to the questions of teachers and meet the needs of students. Flipping learning has thus become a trend among teachers in order to keep up with 21<sup>st</sup> century issues and improve student learning outcomes. The integration of these technologies appears to be met with cynicism and reluctance by teachers. A change in attitudes among teachers towards new technologies is therefore urgently needed.
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Husnawati, Zulfa. "IMPLEMENTASI FLIPPED CLASSROOM DITINJAU DARI PENGUASAAN MATERI DAN KEMANDIRIAN BELAJAR MAHASISWA DALAM MATA KULIAH TEKNOLOGI PEMBELAJARAN." TARBAWI:Journal on Islamic Education 1, no. 1 (2023): 101–9. http://dx.doi.org/10.24269/tarbawi.v1i1.2985.

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Flipped Classroom is one type of blended learning model. In Flipped Classroom, learning activities are done in reverse. Material presentation is carried out online via Gclassroom, WaG. The material presented by the lecturer is in the form of presentation slides, articles, learning videos, or other relevant links and sources about the material. While learning activities focus on knowledge exploration, confirmation of understanding, discussion, questions and answers, and assignments. The purpose of this study is to determine the results of the mastery of material review, and learning independenc
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Satriani, Sri, Wahyuddin, and Agustan Syamsuddin. "Development of flipped learning model learning assisted with spada learning management system." Jurnal Penelitian Pendidikan IPA 9, no. 12 (2023): 11476–83. http://dx.doi.org/10.29303/jppipa.v9i12.5613.

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This research aims to develop flipped learning model learning tools in Advanced Calculus courses through Online Learning Systems (SPADA). This research is development research with the research subjects being 26 Mathematics Education students. The learning tools developed were in the form of teaching materials and learning videos were validated by two material expert validators and two media expert validators. The research instruments used were teaching material validation sheets, learning video validation sheets, teaching material readability test sheets and student response questionnaires to
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Suwartini, Yati, Uwes Anis Chaeruman, and Ninuk Lustiyantie. "FLIPPED CLASSROOM IN INDONESIAN ONLINE LEARNING: STUDENTS PRESPECTIVE." IJLECR - INTERNATIONAL JOURNAL OF LANGUAGE EDUCATION AND CULTURE REVIEW 7, no. 2 (2021): 136–50. http://dx.doi.org/10.21009/ijlecr.072.13.

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Abstract&#x0D; The Flipped Classroom is a teaching method that makes use of technology to provide a self-directed learning environment for students. The purpose of this article is to learn about high school students' perspectives on Flipped Classroom, the use of video and social media, time spent studying, mastery of learning materials, and completion of online learning. This study is a descriptive study. Questionnaires were presented to 95 Indonesian students who were chosen at random. In general, when students use Flipped Classroom in Indonesian lessons, they spend less time doing assignment
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Abdullah, Gamar. "Problem-Based Learning Model Integrated with Metacognitive Approach Through Flipped Learning in Science Learning Lectures." Edcomtech: Jurnal Kajian Teknologi Pendidikan 7, no. 2 (2022): 154. http://dx.doi.org/10.17977/10.17977/um039v7i22022p154.

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Abstrak: Model Pembelajaran Berbasis Masalah melalui pendekatan metakognitif merupakan salah satu hal yang dianggap tepat pada masa Pandemi Covid-19. Salah satu metode pembelajaran online adalah flipped learning. Pada penelitian ini, penerapan PBM melalui pendekatan metakognitif diintegrasikan dengan penerapan flipped learning. Penelitian ini bertujuan untuk mendeskripsikan penerapan model pembelajaran berbasis masalah terpadu dengan pendekatan metakognitif melalui flipped learning dalam pembelajaran IPA perkuliahan. Penelitian ini merupakan penelitian pengembangan dengan menggunakan model Bor
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Ardiyansah, Tri Yuli, and Fatimatus Choirunisa. "Integration of Videos in Flipped Classroom Learning Model at University of Muhammadiyah Gresik." DIDAKTIKA : Jurnal Pemikiran Pendidikan 28, no. 2(1) (2022): 1. http://dx.doi.org/10.30587/didaktika.v28i2(1).4137.

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The COVID-19 pandemic has given the effect of changing learning models and requiring teachers to improve their skills in implementing online learning especially in university level. At University of Muhammadiyah Gresik, various learning models were applied by lecturers, one of which was the flipped classroom learning model. Flipped classroom is a learning model in which students are required to study the material first at home or outside the classroom within a few days before the learning process begins. Flipped classroom can make it easier for students to understand the learning material beca
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Nasution, Dinda Indriani, Izwita Dewi, and Hermawan Syahputra. "Developing Flipped Classroom Learning Materials to Improve Mathematical Literacy and Learning Independence." Jurnal Perspektif 9, no. 2 (2025): 271. https://doi.org/10.15575/jp.v9i2.363.

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This study aims to create a high-quality Flipped Classroom Model-based learning device to improve mathematical literacy and learning independence of seventh grade junior high school students on data centralization measurement material. This research method is a development research of the Analysis, Design, Development, Implementation, Evaluation (ADDIE) method. The results of this study are that the Flipped Classroom Model-based learning device is valid and practical; students' mathematical literacy skills increased by 0.65 which is classified as moderate; students' independent learning abilit
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Dissertations / Theses on the topic "Flipped Learning Material"

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Bokosmaty, Rena. "Student learning experiences with the online component of a partially flipped teaching model." Thesis, The University of Sydney, 2022. https://hdl.handle.net/2123/29916.

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Flipped learning has received increased recognition as an innovative pedagogical approach that has the potential to improve students’ learning experience in higher education. This approach creates a ‘reversed’ learning experience, where portions of the didactic lecture traditionally presented in class is moved online in the form of pre-learning materials. There is increasing evidence that this leads to improvements in academic performance with the online pre-learning materials being an underlying factor. This thesis reports student behavioural engagement, behavioural patterns, and approaches
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Riedel, Jana, Susan Berthold, Marlen Dubrau, and Kathrin Möbius. "Flexibilität und Vielseitigkeit mit digitalen Lehr- und Lernmaterialien erhöhen." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2017. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-217402.

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Die vorliegende Broschüre ist Teil einer Publikationsserie, die einen Überblick über verschiedene Medienformate von digitalen Texten über elektronische Tests und Wikis bis hin zu digitalen Simulationen gibt. Dieses Heft widmet sich schwerpunktmäßig der Bereitstellung und Aufbereitung von Materialien, die den Studierenden für das individuelle und flexible Lernen zur Verfügung gestellt werden können. Anhand von Ergebnissen einer Online-Befragung im Jahr 2016 und Interviews, die Beispiele aus der Lehre sächsischer Hochschullehrender vorstellen, wird aufgezeigt, welche Einsatzmöglichkeiten derzeit
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Riedel, Jana, Susan Berthold, Marlen Dubrau, and Kathrin Möbius. "Flexibilität und Vielseitigkeit mit digitalen Lehr- und Lernmaterialien erhöhen." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2018. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-231688.

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Die vorliegende Broschüre ist Teil einer Publikationsserie, die einen Überblick über verschiedene Medienformate von digitalen Texten über elektronische Tests und Wikis bis hin zu digitalen Simulationen gibt. Dieses Heft widmet sich schwerpunktmäßig der Bereitstellung und Aufbereitung von Materialien, die den Studierenden für das individuelle und flexible Lernen zur Verfügung gestellt werden können. Anhand von Ergebnissen einer Online-Befragung im Jahr 2016 und Interviews, die Beispiele aus der Lehre sächsischer Hochschullehrender vorstellen, wird aufgezeigt, welche Einsatzmöglichkeiten derzeit
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Riedel, Jana, Marlen Dubrau, Kathrin Möbius, and Susan Berthold. "Digitales Lehren & Lernen in der Hochschule." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2017. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-217606.

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Liebe Lehrende, liebe Leserin und lieber Leser, Digitalisierung betrifft immer mehr Bereiche des alltäglichen Lebens. Auch und besonders die Hochschullehre an den sächsischen Hochschulen ist davon betroffen. Allerdings nicht erst seit kurzem. Im Jahr 2001 startete das Verbundprojekt Bildungsportal Sachsen, welches bis heute als hochschulübergreifende strategische Initiative mit dem angeschlossenen Arbeitskreis E-Learning der Landesrektorenkonferenz fortbesteht. Ein Ergebnis dieser Initiative ist auch die von den Hochschulen beaufsichtigte Bildungsportal Sachsen GmbH, die an den meisten sächsi
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Riedel, Jana, Susan Berthold, Marlen Dubrau, and Kathrin Möbius. "Flexibilität und Vielseitigkeit mit digitalen Lehr- und Lernmaterialien erhöhen." Technische Universität Dresden, 2016. https://tud.qucosa.de/id/qucosa%3A30111.

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Die vorliegende Broschüre ist Teil einer Publikationsserie, die einen Überblick über verschiedene Medienformate von digitalen Texten über elektronische Tests und Wikis bis hin zu digitalen Simulationen gibt. Dieses Heft widmet sich schwerpunktmäßig der Bereitstellung und Aufbereitung von Materialien, die den Studierenden für das individuelle und flexible Lernen zur Verfügung gestellt werden können. Anhand von Ergebnissen einer Online-Befragung im Jahr 2016 und Interviews, die Beispiele aus der Lehre sächsischer Hochschullehrender vorstellen, wird aufgezeigt, welche Einsatzmöglichkeiten derzeit
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Riedel, Jana, Marlen Dubrau, Kathrin Möbius, and Susan Berthold. "Digitales Lehren & Lernen in der Hochschule." Technische Universität Dresden, 2016. https://tud.qucosa.de/id/qucosa%3A30123.

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Liebe Lehrende, liebe Leserin und lieber Leser, Digitalisierung betrifft immer mehr Bereiche des alltäglichen Lebens. Auch und besonders die Hochschullehre an den sächsischen Hochschulen ist davon betroffen. Allerdings nicht erst seit kurzem. Im Jahr 2001 startete das Verbundprojekt Bildungsportal Sachsen, welches bis heute als hochschulübergreifende strategische Initiative mit dem angeschlossenen Arbeitskreis E-Learning der Landesrektorenkonferenz fortbesteht. Ein Ergebnis dieser Initiative ist auch die von den Hochschulen beaufsichtigte Bildungsportal Sachsen GmbH, die an den meisten sächsi
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Li, Pei-Ling, and 李沛霖. "Using different prep material to discuss the effectiveness of learning for flipped classroom by problem based learning." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/27046025861271212042.

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碩士<br>淡江大學<br>資訊管理學系碩士班<br>104<br>The cloud computing grew out of a trend, so we can access knowledge at any time through many ways. The universal of Information technology and the innovation of education ideas make digital learning booming. Because of the innovation of education ideas, Flipped classroom plays an additional role in school learning. It changes the thinking frame and changes the way of passive learning. Flipped classroom let students study knowledge by themselves before class through watching videos, internet resources or reference. Depends on course, it’ll arrange a suitable te
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Wang, Ching-Ying, and 王靖穎. "Using animation and static-picture presentation as El Niño preparatory learning material in flipped classroom environment : Facilitation function of animations and spatial abilities." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/x2g82f.

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Book chapters on the topic "Flipped Learning Material"

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Baghban, Mohammad Hajmohammadian. "The Effect of Student Active Learning on Awareness of Students on Environmental Impacts of Material Selection for Building Application: A Case Study." In Lecture Notes in Civil Engineering. Springer Nature Switzerland, 2025. https://doi.org/10.1007/978-3-031-69626-8_91.

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AbstractThis study presents an investigation on implementing student active learning in a civil engineering course dealing with concrete as a building material. The primary objective was to enhance student engagement and learning outcomes through the integration of a variety of activities. A key anticipated learning outcome of this course was an understanding of sustainability issues, including the greenhouse gas emissions associated with the materials. Increasing student awareness of the environmental impacts associated with material selection for building applications can empower future expe
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Sukmadewi, Angela Gusti Ayu Gita, and Mundilarto Mundilarto. "Development of Physics E-Comic Momentum And Impulse Material Using Flipped Classroom Learning Method to Improve Student’s Mathematical Representation and Critical Thinking." In Atlantis Highlights in Social Sciences, Education and Humanities. Atlantis Press International BV, 2024. http://dx.doi.org/10.2991/978-94-6463-554-6_8.

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Susarno, Lamijan Hadi, Andi Kristanto, Utari Dewi, and Hirnanda Dimas Pradana. "The Effectiveness of Using The Flipped Classroom Learning Model on Students’ Concept Understanding in Video Material in Class X SMK Negeri 7 Surabaya." In Advances in Social Science, Education and Humanities Research. Atlantis Press SARL, 2024. http://dx.doi.org/10.2991/978-2-38476-301-6_10.

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Rais, Muhammad, Ervi Novitasari, Hartini Ramli, Ismail Aqsha, and Achmad Romadin. "Development of Teaching Materials for Digital Basic Teaching Skills Based on Flipped Learning." In Advances in Social Science, Education and Humanities Research. Atlantis Press SARL, 2024. https://doi.org/10.2991/978-2-38476-335-1_2.

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Palma, Ana María Marín, and Mónica Morales Segura. "Challenge-Based Learning and Flipped Classroom: The Way to Train as Future Prescribers of Building Materials to Students." In Teaching Innovation in Architecture and Building Engineering. Springer Nature Switzerland, 2024. http://dx.doi.org/10.1007/978-3-031-59644-5_3.

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Hernández-Castellano, Pedro Manuel, María Dolores Marrero-Alemán, Rubén Paz-Hernández, Pablo Rubén Bordón-Pérez, Luis Adargoma Suárez-García, and Antonio Nizardo Benítez-Vega. "Adaptive Learning Using Interactive Training Material." In Innovative Trends in Flipped Teaching and Adaptive Learning. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-8142-0.ch008.

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The purpose of this chapter is to describe experience in the development, use, and evaluation of interactive didactic material oriented towards the ISO GPS system that has been introduced into recent academic courses of subjects of various engineering degrees at the University of Las Palmas de Gran Canaria. The Educational Innovation Group Ingeniería de Fabricación sought to generate a tool that would help students with a learning difficulty that had been identified as generalizable across various degree subjects. Student feedback was utilized in the development and evaluation of this didactic
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González Cedeño, Greisy. "Capítulo 3: Flipped Classroom empleados en estudiantes de secundaria una respuesta a la diversidad: Una revisión bibliométrica." In Experiencias en Flipped Learning. Universidad Internacional de Ciencia y Tecnología - UNICyT, 2022. http://dx.doi.org/10.47300/978-9962-738-15-2-cap3.

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La educación en línea proporciona a los educadores nuevos conocimiento, más habilidades y recursos para implementar una nueva forma de enseñanza y aprendizaje desde el Flipped Learning. Modelo pedagógico que transfiere la instrucción directa del espacio grupal al individual. Enfocado en el contenido básico del material aportado por el profesor. En este formato el aula se convierte en un espacio de aprendizaje dinámico e interactivo, donde el maestro guía a los alumnos mientras, estos aplican lo que aprenden y se involucran en el objeto de estudio de forma creativa. Este trabajo académico prese
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Pudin, Chelster Sherralyn Jeoffrey, and Eugenia Ida Edward. "Inverted Grammar Classroom." In Leveraging Consumer Behavior and Psychology in the Digital Economy. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-3042-9.ch015.

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Flipped learning is basically a pedagogical model that reverses classroom activities. Materials or contents are provided online (in learning management systems or other learning platforms) and students will study the material prior to the lesson. Therefore, classroom time can be used to engage in activities such as problem-solving, discussion, and analysis. This study is an extended study of a previous research which explored the effects of the flipped learning approach in a grammar classroom. For this study, the focus is shifted to the grammatical errors made by students in their video presen
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Ouariach, Soufiane, Maha Khaldi, Erradi Mohamed, and Mohamed Khaldi. "The Flipped Classroom." In Handbook of Research on Language Teacher Identity. IGI Global, 2023. http://dx.doi.org/10.4018/978-1-6684-7275-0.ch015.

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One of the great debates in education today is whether learners learn best in the classroom or on their own. Some educators believe that learners learn best on their own, while others believe that teaching methods should be tailored to each learner. The flipped classroom is a new teaching model that has recently gained popularity. It essentially allows learners to learn in a more engaging way while teachers frequently update the material. In a flipped classroom, students and teachers alike need to actively participate in the learning process. This is accomplished through the use of concepts su
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Gouifrane, Rachid, Halima Lajane, Mounir Arai, et al. "Design and Evaluation of an Adaptive VLE for a Flipped Classroom Emergency Care course." In Personalized Learning Through Adaptive Systems and Intelligent Tutoring. IGI Global, 2025. https://doi.org/10.4018/979-8-3373-0740-4.ch010.

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Nursing students face several difficulties in understanding the material of an emergency care course.This study describes the design and evaluation of a virtual learning environment (VLE) integrated into a flipped classroom approach to address these issues. Using the ADDIE model, the VLE incorporated adaptive learning mechanisms to personalize content based on student progress and performance. The pilot implementation involved 56 second-year nursing students in Casablanca, Morocco, who accessed online resources and participated in class activities. Results showed moderate resource usage, with
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Conference papers on the topic "Flipped Learning Material"

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Ko, Annie. "TRANSFORMING STUDENT CLASSROOM PREPARATION WITH GPTUTOR: INSIGHTS ON CRAFTING FLIPPED LEARNING MATERIALS." In 17th International Conference on Education and New Learning Technologies. IATED, 2025. https://doi.org/10.21125/edulearn.2025.2073.

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Lewin, Daniel R., Nilay Shah, and Abigail Barzilai. "The flipped classroom: The good, the bad, and the surprising." In The 35th European Symposium on Computer Aided Process Engineering. PSE Press, 2025. https://doi.org/10.69997/sct.192842.

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Three different implementations of the flipped class paradigm were used to teach Chemical Engineering students at Imperial College London (ICL) in the 2023-24 academic year: (1) The 3rd year elective course Introduction to Numerical Methods (INM) taught in its entirety in flipped format (the �good�); (2) The 2nd year core course on Process Dynamics and Control (PDC), with the first half of the course on process dynamics taught in traditional lecture format, and the second half on process control taught in flipped format (the �bad�); and (3) a one-week workshop on heat integration, taught as pa
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Calvo-García, Erik, Rafael Comesaña, and Antonio Riveiro. "A FLIPPED LEARNING APPROACH FOR MECHANICS OF MATERIALS EXPERIMENTAL LEARNING IN BIOMEDICAL ENGINEERING." In 17th annual International Conference of Education, Research and Innovation. IATED, 2024. https://doi.org/10.21125/iceri.2024.0957.

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López González, Concepción, Jorge Luis García Valldecabres, and Jorge Girbés Pérez. "El método Flipped Classroom en asignaturas gráficas." In I Congreso de Escuelas de Edificación y Arquitectura Técnica de España. Editorial Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/edificate2021.2021.13273.

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Uno de los problemas detectados en los primeros cursos de la enseñanza universitaria es la desmotivación del alumnado y la falta de interés por el aprendizaje, lo que irremediablemente desencadena el fracaso escolar y el abandono. En este marco, en la Escuela de Ingeniería de Edificación de la Universitat Politècnica de València, se ha ensayado en la materia de Dibujo Arquitectónico la metodología docente denominada “docencia inversa”. El objetivo principal ha sido conseguir una mayor interacción del alumnado conducente al aumento del rendimiento. La metodología se basa en el “Flipped Classroo
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Huguet, Carme, Jillian Pearse, Leslie F. Noè, et al. "Use of emerging technologies in flipped classes." In Third International Conference on Higher Education Advances. Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5454.

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The need for this innovation stems from the constraints of teaching an applied science course to a large cohort of approximately 500 students which makes it impossible to include practical activities. This was compounded by the fact that the course had students with different levels of science knowledge. The aim of our pedagogic innovation was two-fold: to make the basic concepts more understandable for a broad audience of non-science major students; and to maintain a level of difficulty and rigour sufficient to challenge and provide a sound basis for students from the Geosciences undergraduat
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Birrenkott, Cassandra M., Micah Lande, Hannah L. Benes, Karim H. Muci-Küchler, and Mark Bedillion. "Developing Hands-On Class Activities to Enhance Systems-Thinking and Systems-Engineering Course Material." In ASME 2024 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2024. https://doi.org/10.1115/imece2024-145657.

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Abstract As engineering graduates are expected to participate in the design of ever-increasingly complex systems, traditional engineering education must adapt to include concepts of systems thinking and systems engineering. This paper highlights the progress of one such effort to weave systems thinking and systems engineering topics into an Introduction to Mechanical Engineering course across three institutions. This is part of a broader, multi-institution effort to use a flipped classroom model, to develop online learning content, and create hands-on activities, meant to complement and be use
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Escudero Lirola, Esther, Isabel Sánchez Vera, Úrsula Muñoz, Rima Barhoum, and Asier Jayo. "Análisis de la metodología Flipped learnig en el entorno de la práctica de la Fisiología Médica." In IN-RED 2018: IV Congreso Nacional de Innovación Educativa y Docencia en Red. Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/inred2018.2018.8616.

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En la asignatura de Fisiología I del Grado de Medicina los profesores aplican actividades de innovación docente desde hace cinco años en la impartición de las clases teóricas. Este curso hemos aplicado en una clase de prácticas la metodología flipped learning. Para ello hemos proporcionado material escrito y audiovisual (video tutorial) para que el alumno realizara un trabajo de comprensión previo a la llegada al laboratorio. Para la realización del video los profesores han utilizado la plataforma Powtoon y para cuantificar los conocimientos adquiridos y el grado de satisfacción con la metodol
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Sumari, Sumari, Ezra Marsudhi Rakhmad Kristya, and Bilqis Rahma Kinanthi. "The effectiveness of applying flipped classroom learning models to improve cognitive understanding of AKM students’ redox material and improve critical thinking." In ELECTRONIC PHYSICS INFORMATICS INTERNATIONAL CONFERENCE (EPIIC) 2023. AIP Publishing, 2024. http://dx.doi.org/10.1063/5.0215255.

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Kumar, V., A. Castellanos, J. Ortega, et al. "Dynamic Learning Framework: Adaptive Assessment Development for the Undergraduate Fluid Mechanics." In ASME 2014 4th Joint US-European Fluids Engineering Division Summer Meeting collocated with the ASME 2014 12th International Conference on Nanochannels, Microchannels, and Minichannels. American Society of Mechanical Engineers, 2014. http://dx.doi.org/10.1115/fedsm2014-21718.

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Abstract:
This paper presents a dynamic learning framework (DLF) for engineering courses with rich mathematical and geometrical contents. The word “dynamic” implies that there are several moving components in the course contents and assessments. Moving contents are enabled by random-number generators to select text/paragraph from a database or chose a number between two ranges within engineering bounds. Dynamic contents are usually missing in traditional form of instructions such a fixed format book-type problem or static online material. The framework leverages on the computing resources from the recen
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Borodzhieva, Adriana. "PROJECT-BASED LEARNING APPROACH APPLIED IN THE COURSE "CODING IN TELECOMMUNICATION SYSTEMS"." In eLSE 2021. ADL Romania, 2021. http://dx.doi.org/10.12753/2066-026x-21-084.

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The paper describes the application of the project-based learning approach, one of the trends of Education 4.0, for increasing students' motivation for learning the material studied in the course "Coding in Telecommunication Systems" on the topic of Hamming codes by using different computer-based tools, such as MS Excel, Logisim, ISE Project Navigator, creating bilingual interactive multimedia testing exercises, etc. The applications are used in the educational process in the course "Coding in Telecommunication Systems" for Bachelors in the specialty "Internet and Mobile Communications" in our
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