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1
Afrilyasanti, Rida, Bambang Yudi Cahyono, and Utari Praba Astuti. "Indonesian EFL Students’ Perceptions on the Implementation of Flipped Classroom Model." Journal of Language Teaching and Research 8, no. 3 (2017): 476. http://dx.doi.org/10.17507/jltr.0803.05.
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The flipped classroom model has gained popularity in education recently. In this model of learning, the students learn materials (e.g., by watching lectures through video) at home, and then they learn more actively in the school classroom. Although flipped classroom model has been popular, the implementation of flipped classroom in an English as a Foreign Language (EFL) context has not been widely published. This article reports results of research examining students’ perceptions on the implementation of the flipped classroom model. It involved 30 senior high school students who joined a writing class using flippled classroom model. Data were collected by using questionnaires, immediate interview and observations. The results of the research showed that the students found the activities applied in the flipped classroom model helped them write better. The videos they watched as well as teacher and peer feedback in their writing process improved their writing ability. This study also presented some caveats for teachers when they intend to flip the class.
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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 classroom was examined through the eyes of EFL students. The data were collected through a learning experience questionnaire, focus group interviews and teacher observations. Descriptive statistics was used to demonstrate the mean scores of the questionnaire items. Content analysis was utilized for the interview data. The results revealed that EFL students had positive attitudes towards flipped classroom. Additionally, online assignments and discussion tasks were found to be useful for the implementation of flipped classroom in EFL reading classroom courses.
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Weiqian, Xiao, Liang Jingran, and Yao Jiake. "A Study on the Correlation Between the Participation of Flipped Classroom and the Pleasure and Boredom of Non-English Majors in Foreign Language Classroom." Asian Social Science 20, no. 3 (2024): 64. http://dx.doi.org/10.5539/ass.v20n3p64.
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In recent years, in order to improve the shortcomings of traditional classrooms, the flipped classroom model has been widely implemented in foreign language teaching. This paper discusses the pleasure and boredom of non-English majors in the flipped classroom in the foreign language classroom. Based on the "broaden-build" theory and the "control-value" theory, 243 non-English majors were studied by questionnaire and interview. It is found that (a) Non-English majors’ acceptance of the foreign language classroom under the flipped classroom model is generally high. (b) The flipped classroom model is conducive to improving the participation of non-English majors in foreign language classrooms. (c) Non-English major college students are generally more enjoyable and less bored in the foreign language classroom under the flipped classroom model. (d) The emotions of non-English majors in the foreign language classroom under the flipped classroom model are influenced by many factors such as teachers’ enthusiasm, utilitarian psychology and autonomous learning ability. The results of the study can provide useful enlightenment for the teaching side to improve the flipped classroom teaching model.
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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 application practice is primarily based on the overall classroom, with few separate discussions on the effects of flipped classroom students’ self-learning. As a result, we developed a recurrent neural network-based intelligent assisted learning algorithm for English flipped classrooms. There are two main characteristics of the model. First, it is a gated recurrent unit based on a variant structure of the recurrent neural network. The double-gating mechanism fully considers the context and selects memory through weight assignment, and on this basis, it integrates the novel LeakyReLU function to improve the model’s training convergence efficiency. Second, by overcoming time-consuming problems in the medium, the adoption of the connection sequence classification algorithm eliminates the need for prior alignment of speech and text data, resulting in a direct boost in model training speed. The experimental results show that in the English flipped classroom’s intelligent learning mode, students explore and discover knowledge independently, their enthusiasm and interest in learning are greatly increased, and the flipped classroom’s teaching effect is greatly improved.
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Nat, Panharith. "Cambodian EFL university students’ perceptions of the flipped classroom: An action research study." Cambodian Journal of Educational Research 4, no. 1 (2024): 8–34. http://dx.doi.org/10.62037/cjer.2024.04.01.02.
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A flipped classroom model has been identified as a new classroom instruction in the 21st century. Since its emergence, the flipped classroom has been a subject of empirical studies in English as a Foreign Language (EFL) classrooms in various contexts. This action research study, adopting a qualitative approach, aimed to explore EFL university students’ perceptions of implementing the flipped classroom model in writing classes in Cambodia. An online open-ended questionnaire was used to collect data from three Year 1 classes consisting of 104 students studying an academic writing course called Writing Skills 102 in the second semester of the foundation year of the academic year 2021-2022 at the Department of English of the Institute of Foreign Languages of the Royal University of Phnom Penh, Cambodia. The findings revealed students’ positive perceptions of the flipped classroom model despite some challenges. These findings solidify the benefits of the flipped classroom model on students’ learning experiences, making it clear that the flipped classroom holds immense potential to solve writing instructional issues and transform EFL writing classrooms in the post-COVID-19 world.
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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' concepts of fiqh learning materials. The effectiveness of the flipped classroom model is shown from (1) the results of the learning implementation score of the flipped classroom model with an average score of 100 or good category; and (2) the average value of the fiqh concept understanding test of students in the class taught using the flipped classroom model is 80.52, which is better than the average value of the expository model is 70.35 and the significance value is 0.00 or less than 0, 05 (0.00 < 0.05), then there is a difference in the effectiveness of the two learning models, where the flipped classroom model is more effective in understanding students' fiqh concepts. The flipped classroom model can be applied in various lessons and in various situations and conditions, including during the covid-19 pandemic.
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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 research; subjects of flipped classroom teaching practices have been widely researched; kind of technological platforms have been used in flipped classroom research; the outcomes of flipped learning research and the challenges encountered in flipped classroom implementation. The analysis showed that the quantitative methods are the most used while education is the subject most reported in flipped classroom research. Learning management systems are the most technological platforms that have been used in flipped classroom research. Academic achievement is the major learning outcome reported in the analysed flipped classroom research. The reluctance of instructors and students to adapt to new roles is among the challenges reported in the analysed reports. Overall flipped classroom model has a positive effect on students’ learning outcomes. Therefore it is encouraged to use the flipped classroom model taking into consideration the challenges reported to make it more effective.
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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-Indonesia. Research data analysis techniques used qualitative and quantitative descriptive analysis. The result of the study finds a flipped classroom-based mathematics learning model. There is a increasing a test score for the geometry use the flipped classroom model. The post-test score for the geometry of the flipped classroom group (79.40) was higher than the direct learning group (67.31). The impact of the flipped classroom learning model is also seen through student responses, not only by measurable academic achievements. An analysis of student responses based on the questionnaire results stated that the flipped classroom learning model provided a positive learning experience.
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Wang, Chenggang. "Research on the Implementation of Flipped Classroom in the World Economy Course." Journal of Contemporary Educational Research 5, no. 11 (2021): 20–25. http://dx.doi.org/10.26689/jcer.v5i11.2737.
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In the context by which the World Economy course is restricted by the traditional teaching model, the flipped classroom model can solve the issues in the teaching process. The flipped classroom can systematically strengthen teacher-student interaction during and after classes, optimize students’ learning habits, improve students’ learning effect, and effectively provide timely feedback on the teaching effect. Therefore, the World Economy course should implement flipped classrooms and put forward corresponding safeguard measures, including actively changing the role of teachers, effectively guiding students to participate in flipped classrooms, equipped with sufficient and high-quality software and hardware equipment, as well as promoting the scientific evaluation of flipped classroom teaching effect.
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Sarker, Pramath Chandra, Md Nur-E.-Alam Siddique, Sabina Sultana, and Subrata Kumer Pal. "Comparison between Traditional Classroom and Flipped Classroom on Student’s Engagement and Satisfaction." International Journal of Multidisciplinary: Applied Business and Education Research 4, no. 2 (2023): 624–35. http://dx.doi.org/10.11594/ijmaber.04.02.29.
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Background: The implications of flipped classrooms are increasing day by day around the world for better benefits compared to traditional classrooms. But the application and research about this field are insufficient in Bangladesh Objective: The present study was conducted to investigate the effectiveness of the flipped classroom learning environment on students’ engagement and satisfaction compared to a traditional classroom. Methods: Result showed a significant difference in student engagement and satisfaction with flipped classroom being favored over traditional classroom. A cross-sectional survey research was conducted using a 5-point Likert-type questionnaire to measure student engagement and satisfaction, respectively, on both the traditional classroom and the flipped classroom. Data were collected from 79 participants from the traditional classroom and 61 participants from the flipped classroom. After six weeks of intervention on flipped classroom method, again a survey was carried out to discover student engagement and satisfaction. The obtained data were analyzed by employing descriptive statistics, t-test, and correlation by SPSS version 26, Microsoft Excel version 19, and an online t-test calculator. Results: The study's findings revealed a significant mean difference in student engagement and satisfaction between the traditional and flipped classrooms. The outcomes also showed that students were more engaged and satisfied with flipped classrooms than with traditional classrooms. Another outcome to note is that the flipped classroom was also able to differentiate students based on class activity and regularity, while the traditional classroom could not. Conclusion: The findings suggest that the flipped classroom model has the potential to be the ideal education system in the 21st century and to address the 4th Industrial Revolution. Further investigation, assessment, and modification are necessary for widespread implementation.
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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 success of flipped classrooms depends on addressing challenges such as the need for students to develop stronger self-learning abilities and the increased demand for educational resources and technical support. Research points out that careful planning, instructional design, and continuous feedback are essential to ensure effective implementation. Although the flipped classroom model has significant teaching advantages, its successful adoption requires attention to resource allocation, student readiness, and teacher guidance skills.
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Wang, Guolong. "Comparison Between Flipped Classroom Teaching Model And Traditional Teaching." Learning & Education 10, no. 8 (2022): 20. http://dx.doi.org/10.18282/l-e.v10i8.3050.
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The flipped classroom is an instructional strategy and a type of blended learning, this paper illustrated the definition of the flipped classroom and features of flipped classroom, compare the flipped classroom teaching model with the traditional classroom.
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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 is an implementation of the flipped classroom model and distributing questionnaires to collect data on the results of the implementation. The results obtained were positive responses from students in the implementation of online learning using the flipped classroom learning model, students were given instructions and directions in implementing the flipped classroom model from preparation outside the classroom to inside the classroom. The new habit that students apply during the implementation of the flipped classroom is to prepare discussion materials, so that during the live session, the atmosphere in online learning becomes more dynamic with questions and responses from students, the application of the flipped classroom model collaborates with the level of the bloom taxonomy domain (C1-C6) so that a structured learning process is formed so that it supports the learning objectives that have been set in the semester learning plan. The results of the questionnaire distribution also showed that more than 50% stated that they were good and agreed, if the flipped classroom learning model was implemented in the learning process.
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Wang, Jie. "Research on the Flipped Classroom + Learning Community Approach and Its Effectiveness Evaluation—Taking College German Teaching as a Case Study." Sustainability 16, no. 17 (2024): 7719. http://dx.doi.org/10.3390/su16177719.
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The evolution of theoretical research on flipped classrooms has ushered in the 2.0 era, in which the inaugural iteration, narrowly focused on process inversion, has proven inadequate in fostering enhanced interaction within flipped classrooms. This shortcoming stems from its disregard for nurturing an efficacious collaborative environment, which has emerged as a pivotal roadblock impeding the sustainable development of the flipped classroom concept. To confront this challenge, this paper advocates for the seamless integration of flipped classrooms with learning communities, underscoring the essence of knowledge construction theory and the imperative of creating a collaborative environment. Furthermore, it introduces the groundbreaking “Tai Chi Pillar” flipped classroom + learning community model and meticulously scrutinizes its effectiveness in the context of college German courses through a case study lens, examining both student learning performance and perception development. A comparative analysis with the standalone flipped classroom model reveals that the proposed model boosts academic performance for 72.6% of students and notably enhances perception development for 72% of learners, albeit with limited success among underperforming students. This underscores the model’s strengths while also highlighting the necessity for continued research and improvement. This study serves as a reference point for sustainable Flipped Classroom 2.0 research and points to future directions for investigation.
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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 skill aspects in students. The flipped classroom model is closely related to a more efficient use of learning time, where outside the classroom (at home) students have studied material and done assignments, then in class problem solving is carried out by discussing and completing assignments/ evaluations given by the teacher. Assessment in the flipped classroom model with comprehensive and authentic assessment, comprehensive assessment, namely the learning process and results. The flipped classroom model can be applied at any time, regardless of any conditions, wherever there is a learning process and using digital technology / information technology that is developing in the current era.
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Kulmamatova, Mokhichekhra. "IMPLEMENTATION OF FLIPPED CLASSROOM MODEL TO THE EDUCATION SYSTEM OF UZBEKISTAN." International Journal of Education, Social Science & Humanities. Finland Academic Research Science Publishers 11, no. 6 (2023): 646–48. https://doi.org/10.5281/zenodo.8044843.
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<em>The implementation of flipped classroom into classroom started Bergmann and Sams (2012) who made it popular. It started with a compensation of students who did not attend or missed chemistry classes. This point made new beginning for a lot of activities to be used in classrooms. Since half of time class time was spent on introducing new topic, flipped classroom made it possible for teachers to implement problem-solving learning, cooperative work and myriad of different activities which enables students to understand the topic better. To be more precise research works that focuses this paper will presents works on self-determination, reading and vocabulary. There are astonishing findings related these three topics in FCM (flipped classroom method).</em>
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Daeli, Ritueli. "Perceptions of the flipped classroom model in EFL listening instruction: Tutor experiences and implications for teacher education." Linguistics Initiative 5, no. 1 (2025): 113–27. https://doi.org/10.53696/27753719.51237.
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This study investigates the perceptions of an EFL tutor at an Indonesian university regarding the flipped classroom model’s effectiveness in enhancing listening skills and its implications for teacher education programs. The flipped classroom, which moves lecture-based instruction outside the classroom and prioritizes interactive in-class activities, was implemented in two listening classes over ten weeks. Using a qualitative approach, data were collected through a semi-structured interview and analyzed thematically to address two key research questions. The findings reveal that the flipped classroom model fosters student preparedness, engagement, and listening comprehension by integrating pre-class multimedia sources and interactive in-class activities. Teacher trainees as students exhibited improved critical listening skills, such as recognizing nuances in tone and context, alongside greater confidence during discussions. Challenges such as uneven accountability, time management, and technological limitations were mitigated through adaptive strategies like structured pre-class tasks and targeted feedback. Furthermore, the tutor’s experiences highlight the model’s potential for shaping EFL teacher education. By engaging with the flipped approach, teacher trainees can develop essential skills for fostering active learning and differentiated instruction in their future classrooms. The study underscores the need for teacher education programs to integrate flipped classroom methodologies, equipping instructors with practical strategies to support learner autonomy and engagement. While the findings underscore the flipped classroom’s transformative potential, the study is limited by its focus on a single participant. Future research should involve a broader range of educators and longitudinal analyses to assess the model’s long-term impact. These insights contribute to EFL education by advocating for innovative, student-centered pedagogies.
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Yahaya, Rusliza, Mohamad Rohieszan Ramdan, Noor Lela Ahmad, et al. "Educators’ Motivation and Intention within the UTAUT Model to Adopt the Flipped Classroom: A Scoping Review." International Journal of Learning, Teaching and Educational Research 21, no. 2 (2022): 285–302. http://dx.doi.org/10.26803/ijlter.21.2.16.
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There is a growing concern for educational institutions to transform and innovate their teaching and learning pedagogy to meet today's demands. This phenomenon is reflected in the rise of the flipped or inverted classroom. However, the motivation and intention of educators to transform from conventional teaching to flipped classrooms is poorly understood. Therefore, a scoping review of the literature was undertaken to identify important determinants in educators’ motivation and intention within the UTAUT model to use the flipped classroom. Databases searched included the Web of Science, Scopus, and ERIC databases. Arksey and O’Malley’s five-stage framework was utilized as the method for the scoping review process. The findings reveal four main themes and twelve sub-themes regarding educators’ motivation and intention to implement the flipped classroom, of which social factors are the most dominant determinants. By examining the crucial determinants that influence the motivation and intention of adopting flipped classrooms, this study might assist educators in successfully making the change.
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Kemma, Bouchra EL. "Lecture halls or flipped classrooms: Which best fits today’s digital students?" International Journal of English Literature and Social Sciences 9, no. 5 (2024): 087–91. http://dx.doi.org/10.22161/ijels.95.12.
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In traditional academic settings, professors have historically relied on delivering lectures during class time, while students take notes. In recent years, the flipped classroom has gained prominence as a modern pedagogical approach that presents an alternative to traditional classrooms. However, despite its potential benefits, this approach also comes with its own set of drawbacks. In today's digital age, where students are deeply engrossed in their mobile phones and computers, the effectiveness of the flipped classroom model is called into question. This paper aims to delve into a comparative bivariate analysis of two teaching methods: the flipped classroom and the traditional classroom, with a specific focus on exploring their potential emotional impact on students within the classroom setting. Results indicate that students exhibit reluctance to take responsibility for their learning, leading them to favour the traditional educational system over flipped classrooms. Today's students encounter various challenges, including excessive use of the internet and mobile devices, which can result in diminished preparedness for class. The successful implementation of the flipped classroom model relies on students taking part in activities like independently reviewing pre-class learning materials and actively participating in classroom discussions.
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Yassin, Abdulnassir. "Flipped Classroom Model: Enhancing Students’ Interaction and Engagement in Large Classes." Interdisciplinary Journal of Education 5, no. 2 (2022): 73–91. http://dx.doi.org/10.53449/ije.v5i2.164.
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This study sought to determine the extent of students’ learning interaction and engagement in large flipped classrooms at Islamic University in Uganda (IUIU). With major focus attributed to determining the extent of the flipped classroom method on; student-lecturer, student-student and student-content interactions, and also on students’ emotional and behavioural engagement. The study further sought to determine students’ perceived value of large flipped classroom. A mixed methods approach with an embedded design was adopted, with questionnaires and interviews administered to the 3rd year Education students of 2020/2021 at IUIU. A descriptive analysis was conducted and the results indicate that, the greatest interaction existed between students themselves and students and content, although a moderate interaction was witnessed between students and lecturer. With descriptive means (M) and percentages stated as, Student-Student interaction M=3.14 (34.7%), Student-Content interaction M=3.12 (33.4%) and Student-Lecturer interaction M=2.88 (31.9%). Students greatly engaged through behavioural and emotional attributes, with means noted as M=3.31 (50.8%) and M=3.20 (49.2%) respectively. Students had strong positive perception on the instructional value of large flipped classroom method. Therefore to improve on the interaction and engagement of the learners in large classes, stakeholders should adapt student centred approaches like flipped classroom. Perhaps with technology advancement it’s quite easy. Although not all is done, there is still need to determine the relationship between the students’ interaction and engagement in flipped classroom method and establish relationship between flipped classroom method and learning interactions, and learning engagements in large classes of over 200 students.
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Villarosa, Jr. Ramil D. "Exploring college students' awareness and use of AI-enhanced flipped classroom models: Impacts on learning outcomes and skills development." International Research Journal of Science, Technology, Education, and Management 4, no. 4 (2024): 99–113. https://doi.org/10.5281/zenodo.14744850.
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This study examines college students' awareness of and use of artificial intelligence (AI) in flipped classroom activities that involve Mathematics in the Modern World. The flipped classroom promotes self-paced learning and collaboration by having students work on learning materials outside of class and participate in interactive exercises in class. AI tools, increasingly prevalent in education, offer personalized support for college students through tutoring systems, problem-solving platforms, and chatbots, complementing the flipped classroom model. Furthermore, this assesses college students' awareness of AI regarding the flipped classroom model, emphasizing advantages like participation, engagement, problem-solving skills, study habits, and academic achievement. It also looks into the AI tools that college students use to improve their education. The methodology involves 65 volunteer college students from the University of Makati who participate in a descriptive approach using a Likert scale questionnaire to assess student awareness across multiple aspects. Preliminary results show that college students are highly aware of the flipped classroom model, recognizing its impact on participation, problem-solving, and time management. They also demonstrate a strong awareness of AI's potential to provide personalized feedback and improve academic performance, although practical usage of AI tools like chatbots and tutoring systems remains moderate. Although students understand the function AI plays in flipped classrooms, more integration and training are required to realize the potential advantages of these tools fully. The study highlights how crucial it is to promote digital literacy and individualized learning through AI-driven educational advancements.
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Mustapha, Mohd Zuhairi, and Nabilah Abdullah. "The Effects of Flipped Classroom Teaching Method on Science Students’ Higher Order Thinking Skills, Engagement and Satisfaction." International Journal of Research and Innovation in Social Science VIII, IIIS (2024): 3389–403. http://dx.doi.org/10.47772/ijriss.2024.803245s.
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This study employs a quasi-experimental research design to examine the impact of flipped classrooms on students’ higher-order thinking skills (HOTS), engagement, and satisfaction in a science setting at a public secondary school in the Petaling Perdana district, Malaysia. The research involved two Form Four classrooms: an experimental group experiencing the flipped classroom model and a control group taught traditionally. The instruments used in the research included a HOTS paper-and-pencil test administered as a post-test assessment and 5-point Likert scale questionnaires designed to evaluate student engagement and satisfaction. The study found that students in the experimental group showed significant improvements in HOTS, engagement, and satisfaction compared to those in the traditional classroom model. Furthermore, a positive relationship between engagement and satisfaction in the flipped classroom was observed. These findings underscore the potential advantages of the flipped classroom approach for teaching and learning. By integrating face-to-face instruction with online resources, the flipped classroom encourages active student participation and fosters a more engaging learning environment. This study offers valuable insights for educators looking to develop effective flipped classroom modules and strategies, highlighting the model’s ability to enhance student learning outcomes and overall educational experience. The results suggest that implementing flipped classrooms can be a viable strategy for educators seeking to address the limitations of traditional teaching methods and better support student learning in today’s technologically advanced educational landscape.
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Zahara, Leni, and Susi Yuliastanty Susi. "Pengembangan Model Pembelajaran Flipped Classroom Pada Mata Pelajaran IPAS." Jurnal Ilmiah Pendidikan Scholastic 8, no. 2 (2024): 56–62. http://dx.doi.org/10.36057/jips.v8i2.682.
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Tujuan penelitian ini adalah untuk mengungkapkan 1). Bagaimana Murid Sekolah Dasar dalam memahami model pembelajaran Flipped Classroom pada mata pelajaran IPAS.2). Bagaimana desain pengembangan model pembelajaran Flipped Classroom pada mata pelajaran IPAS untuk meningkatkan kemampuan berfikir Murid Sekolah Dasar. 3) Bagaimana perencanaan, pelaksanaan, evaluasi dan perbaikan nilai pada mata pelajaran IPAS di Sekolah Dasar 4) Bagaimana sintak dari pengembangan model pembelajaran Flipped Classroom pada mata pelajaran IPAS di Sekolah Dasar. Penelitian ini menggunakan pengembangan model research and development (R & D,) pengembangan model desain ADDIE. Model pembelajaran Flipped Classroom pada mata pelajaran IPAS. Sampel pada penelitian ini berjumlah 54 Murid kelas V Sekolah Dasar, yang terdiri dari kelas V A dan V B dengan menggunakan purposive sampling. Uji Pratikalitas model melalui persepsi guru dan Murid yang diukur dengan angket. Uji keefektifan model pembelajaran Flipped Classroom menggunakan tes kinerja (performance test) dengan membandingkan hasil belajar Murid yang mengikuti pembelajaran Flipped Classroom pada mata pelajaran IPAS. Hasil penelitian model pembelajaran Flipped Classroom pada mata pelajaran IPAS sudah layak digunakan setelah dinilai valid, praktis dan efektif berdasarkan kriteria yang telah ditetapkan. Keywords : Pengembangan Model, Flipped Classroom, Pembelajaran IPAS, Sekolah Dasar.
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Saira, Fouzia Ajmal, and Muhammad Hafeez. "Assessment of Student's Academic Achievement by Flipped Classroom Model and Traditional Lecture Method." Global Educational Studies Review V, no. IV (2020): 10–19. http://dx.doi.org/10.31703/gesr.2020(v-iv).02.
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Abstract: In recent years, a new learning approach called "Flipped classrooms model" has been stated as an effective way of learning. In this study, a statistical approach for the comparison of traditional lecture method and Flipped classrooms model has been performed for the academic performance of students in 6th and 7th semesters in the subject of Psychology. The study comprised of two semesters (32 weeks). The students in the 6th semester learned by traditional lecture method while in the 7th semester, students used the Flipped classroom model. The students and subject were the same in both the semesters. The statistical analysis showed that 7th semesters students learned by "Flipped classrooms model" achieved better academic performance than the 6th-semester students learned by traditional lecture method. The t-test analysis showed that the students learned by Flipped classroom model have effect size 3% more than academic achievements of students learned by traditional lecture method.
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Saira, Fouzia Ajmal, and Muhammad Hafeez. "Assessment of Student's Academic Achievement by Flipped Classroom Model and Traditional Lecture Method." Global Educational Studies Review V, no. IV (2020): 10–19. http://dx.doi.org/10.31703/gesr.2020(v-iv).02.
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Abstract: In recent years, a new learning approach called "Flipped classrooms model" has been stated as an effective way of learning. In this study, a statistical approach for the comparison of traditional lecture method and Flipped classrooms model has been performed for the academic performance of students in 6th and 7th semesters in the subject of Psychology. The study comprised of two semesters (32 weeks). The students in the 6th semester learned by traditional lecture method while in the 7th semester, students used the Flipped classroom model. The students and subject were the same in both the semesters. The statistical analysis showed that 7th semesters students learned by "Flipped classrooms model" achieved better academic performance than the 6th-semester students learned by traditional lecture method. The t-test analysis showed that the students learned by Flipped classroom model have effect size 3% more than academic achievements of students learned by traditional lecture method.
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Xiu, Ying, and Penny Thompson. "Flipped University Class: A Study of Motivation and Learning." Journal of Information Technology Education: Research 19 (2020): 041–63. http://dx.doi.org/10.28945/4500.
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Aim/Purpose: This study aims to explore the relationship between motivation and students’ perspectives, learning performance, and use of online course materials in flipped classrooms. Background: The flipped classroom model is an innovative instruction method that has limited research to date exploring its impact on motivation. It remains unknown if the same motivation patterns exist in flipped classrooms as in purely face-to-face or online learning environments. Methodology: Fifty-nine undergraduate students’ expectancy beliefs (control beliefs about learning, self-efficacy) and value beliefs (task value, intrinsic motivation, extrinsic motivation) were measured by subscales adapted from Motivated Strategies for Learning Questionnaire. Students’ final grade percentage represented their learning performance. Regression analysis was used to explore the ability of motivational characteristics to evaluate how well the five motivational subscales predicted participants’ perspectives of a flipped class. Contribution: The results of this study suggest that students have similar motivation patterns regarding their learning performance in flipped classrooms as in traditional or online classrooms. Overall, students reported positive motivational beliefs towards a flipped classroom. Findings: Results indicated that students in a flipped classroom also show a positive correlation with motivation regarding their learning performance as in traditional or online classrooms. Self-efficacy is a significant predictor of both students’ academic achievement and perceptions of the flipped classroom. Overall, students had positive attitudes towards the flipped model but indicated neutral attitudes when asked if they wished to take another class taught in a flipped format. Recommendations for Practitioners: The findings suggested that instructors should set up pre-class activities related to credits that account for the course grade to reinforce students’ effort spent on course preparation. The results of this study suggest that students’ previous experiences of flipped classrooms and online learning may not always affect their motivational beliefs, learning performance, and perceptions of the course format in a flipped classroom. However, a large number of online materials may cause fatigue and make students unwilling to use all the online materials. Recommendation for Researchers: The flipped classroom model is a valuable teaching strategy that can be applied at any educational level to maximize learning time, but continuing research is needed in the field to improve the effectiveness of this approach and facilitate learning among all students, including those with low self-efficacy beliefs or overall motivation. Impact on Society: While the flipped learning model challenges instructors to shift emphasis from providing content to designing active learning experiences, this role remains vitally important for facilitating in-class activities, scaffolding out-of-class preparation, and effectively implementing the flipped design. Future Research: This research did not use control experiments to eliminate other confounding variables. This study explored relationships between motivation and flipped learning but did not prove cause and effect. Whether students in a non-flipped learning classroom have a higher or lower motivation is still unknown and more empirical studies are still needed in the field for assisting instructors who want to adopt this teaching style with better practices.
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Fadli, Zen, Heri Masmur Sembiring, M. Eko Isdianto, and Widya Andayani. "Student Perception on Initial Experience of Flipped Classroom in Sport Education Department." Kinestetik : Jurnal Ilmiah Pendidikan Jasmani 8, no. 1 (2024): 1–13. http://dx.doi.org/10.33369/jk.v8i1.31130.
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This study aimed to investigate the perception of students towards their initial experience with the flipped classroom model of education in Sport. Qualitative research method was employed, including the distribution of questionnaires and interviewing ten participants, consisting of university students in Sport education. The study found that a significant number of students had a positive view of the interactive and participatory nature of the flipped classroom. They appreciated the increased agency and felt more engaged in the learning process. However, some students faced initial challenges, including inadequate internet connectivity, difficulties in adapting to the flipped classroom's requirements, and inclusivity concerns. The study recommends that universities invest in robust Wi-Fi infrastructure and instructional resources to improve the overall student experience with the flipped classroom model. Additionally, universities could enhance the orientation programs to support students in transitioning to a flipped classroom model. Finally, this study proposes that further research should be undertaken to identify areas of improvement to institutions that aim to transition to the flipped classroom model of education effectively.
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Bojović, Žana, and Jelena Stojkanović. "Flipped classroom: A model of hybrid teaching." Zbornik radova Pedagoskog fakulteta Uzice, no. 24 (2022): 11–28. http://dx.doi.org/10.5937/zrpfu2224011b.
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In the field of education, special attention has been paid recently to improving the quality of the teaching process as well as readiness to adapt to many challenges of modern society, especially in extraordinary circumstances such as the COVID-19 pandemic. One of the alternative ways of teaching is the model of the Flipped Classroom, whose basic settings come from the Theory of Self-Determination. The essence of the Flipped classroom is in creating a stimulating learning environment in accordance with one's own abilities and interests, outside the classic classrooms. The didactic-methodical implications of the application of this teaching model are reflected in the possibility of individualizing the learning process (students choose the type of teaching material offered, determine the time, place and pace of learning), in developing students' cognitive abilities for independent research, critical analysis and use of different sources (printed and electronic) for additional explanations of curriculum content. The received feedback increases the motivation to learn. The work of students is harmonized with their possibilities, interests and prior knowledge. Disadvantages of this model are: insufficient training of teachers to create and work on e-learning platforms, which requires additional training in computer literacy for both teachers and students, preparation of materials takes a lot of time, greater cognitive load for students, adapting the curriculum to this model, and students spending a lot time in front of a computer.
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Chew, Esyin, Lim Jen Nee Jones, and Scott Wordley. "“Flipping or flapping?” investigating engineering students’ experience in flipped classrooms." On the Horizon 26, no. 4 (2018): 307–16. http://dx.doi.org/10.1108/oth-04-2017-0014.
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Purpose This study has explored the flipped classroom model in a private university in Malaysia. It aims to present a flipped classroom intervention for engineering education innovation. Design/methodology/approach The research (1) revisited prominent educational theories for a flipping or flapping pedagogy, (2) implemented and explored the flipped classroom experiences in one engineering subject using the action inquiry method with thematic analysis and (3) reflectively evaluated both students’ and educators’ “flipping or flapping experience”. Findings The responses of the research participants are analysed and used to develop the flipping or flapping classroom principles and an ideal flipped classroom model. From passive lectures to active learning with collaborative discourse and reflective communication, flipping the classroom can offer a seamless learning experience. Research limitations/implications The flipped classroom model can provide good reference for other educational researchers who intended to conduct a flipped classroom. However, the small sample size with qualitative method and thematic analysis useds led to considerable theoretical development, but it may not achieve the validity standards to generalise the findings. Further empirical investigation with a systematic controlled group is recommended for future work across disciplines for extrapolation. Originality/value This is a genuine case study with an identified innovative teaching need to investigate how flipped classrooms can be enabled and enhanced in engineering education innovation.
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Demiralay, Raziye. "The views of lecturers about flipped classroom model." New Trends and Issues Proceedings on Humanities and Social Sciences 03, no. 07 (2017): 01–07. http://dx.doi.org/10.18844/prosoc.v2i7.1976.
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VEREŞ, SANDA, and ADRIAN-DANIEL MUNTEAN. "THE FLIPPED CLASSROOM AS AN INSTRUCTIONAL MODEL." Romanian Review of Geographical Education 10, no. 1 (2021): 56–67. http://dx.doi.org/10.23741/rrge120214.
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The current national and international context has determined teachers to evaluate teaching methods and utilise active student involvement strategies in the classroom during learning processes. This article presents the Flipped Classroom instructional model, analyses its application, and proposes stages to follow in order to create a successful flipped classroom. Even though the flipped classroom instructional model is not utilised in Romania, the authors aim to attract attention to it, presenting its advantages and disadvantages. A change is due in the current teaching paradigm and it is high time to promote an innovative learning framework using the flipped classroom instructional model.
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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 approach. The final products were a virtual model flipped classroom software along with its digital based classroom design.
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Uluçınar Sağır, Şafak, and Dilek Sakar. "Flipped classroom model in education." International Journal of Social Sciences and Education Research 3, no. 5 S (2017): 1904–16. http://dx.doi.org/10.24289/ijsser.348068.
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Mubarokah, Miftakhul, Noviana Dini Rahmawati, and Dewi Wulandari. "PENGARUH PEMBELAJARAN FLIPPED CLASSROOM BERBANTU APLIKASI GOOGLE CLASSROOM TERHADAP PEMAHAMAN KONSEP MATEMATIKA SISWA SMP." JIPMat 7, no. 2 (2022): 25–34. http://dx.doi.org/10.26877/jipmat.v7i2.12625.
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Tujuan dari penelitian ini adalah untuk mengetahui apakah model pembelajaran Flipped Classroom berbantu aplikasi Google Classroom mempunyai pengaruh yang signifikan terhadap kemampuan siswa SMP dalam pemahaman konsep matematika. Jenis penelitiannya adalah quasi eksperimental dengan menggunakan desain post-test only control group. Populasi dalam penelitian adalah siswa SMP N 3 Cepiring tepatnya siswa kelas VII tahun ajaran 2021/2022 di semester genap. Sampel diambil dengan teknik probability sampling dan jenis yang dipakai teknik sample random sampling untuk menentukan dua kelas yang akan dijadikan sampel penelitian dengan kelas VII B terpilih sebagai kelas eksperimen dengan pembelajaran Flipped Classrrom dan kelas VII A sebagai kelas kontrol menerapkan pembelajaran konvensional. Pemerolehan data didapat melalui tes pemahaman konsep matematika berbentuk tes uraian yang dilakukan diakhir penelitian. Uji hipotesis untuk mengetahui pengaruh model pembelajaran Flipped Classroom menggunakan uji t dan dilajutkan uji effect size untuk mengetahui besar pengaruh model pembelajaran. Hasil penelitian secara umum menunjukkan bahwa kemampuan pemahaman konsep matematika siswa lebih baik menerapkan pembelajaran Flipped Classroom berbantu aplikasi Google Classroom daripada pembelajaran konvensional. Dengan kata lain pembelajaran Flipped Classroom berbantu aplikasi Google Classroom mempunyai pengaruh yang signifikan terhadap kemampuan siswa SMP dalam pemahaman konsep matematika.
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Syndhya, J., and Sruthi Sri Raja. "Flipped Classroom Instruction Model to Enhance Listening Skills." Shanlax International Journal of Arts, Science and Humanities 11, no. 1 (2023): 1–7. http://dx.doi.org/10.34293/sijash.v11i1.6216.
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This study is aimed at delineating the effectiveness of implementing flipped classroom learning models and analyzing the impact of this learning model on students’ listening ability. This study was conducted in the second year BBA class, at St. Mary’s Centenary Degree College, Secunderabad. The participants of this study were 45 students of general English Class. This study is designed as a descriptive qualitative research. The data obtained were based on observation, questionnaire and interview. Initially, observation techniques were used to gain information on how flipped classroom learning models were implemented. Secondly, questionnaires consisting of 15 open-ended statements were given to each participant to gain information about the impact of flipped classroom learning model toward students’ satisfaction. Finally, an interview was administered to strengthen the data of the questionnaire. The results of this study were that the flipped classroom learning model has been well - implemented in teaching the poem “As I grew Older” implicitly enhancing the listening skills. In addition, it was also found that this learning mode broke the physical limitation between students and lecturers. Another important result of this study was the improved motivational level and satisfaction from the end of the students and lecturers. Moreover, it was also found that flipped classrooms were difficult to implement in this classroom. However, it promoted self-directed learning and resulted in improved listening ability of the ESL learners once the learners were motivated.
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Anwaier, Gulimire. "A Preliminary Discussion on the Flipped Classroom Model in Medical Education." Education Reform and Development 7, no. 3 (2025): 8–13. https://doi.org/10.26689/erd.v7i3.9969.
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With the passage of time, the innovative application of information technology, flipped classroom has gradually become a new teaching mode in the field of modern education, and is applied in the field of medical education as well. China’s flipped classroom education reform is still in the initial stage, many educators have a bias in the understanding of the flipped classroom model, resulting in boring teaching activities, and cannot achieve initial results in practice. In particular, medical courses involve cumbersome professional knowledge, and the education model involved in classroom teaching cannot be widely practiced in the field of education. This paper explores the construction of flipped classroom teaching model and expounds the application advantages of flipped classroom teaching model, aiming to optimize the application of flipped classroom model in medical teaching, and then improve the quality of medical classroom teaching and help students develop healthily.
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Ouariach Soufiane, Ouariach Fatima Zahra, and Khaldi Mohamed. "From Lecture Theaters to Online Classrooms: Examining The Growth of the Flipped Classroom." COMPETITIVE: Journal of Education 3, no. 2 (2024): 86–101. http://dx.doi.org/10.58355/competitive.v3i2.97.
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Traditional models of education involve teachers imparting knowledge to students in a classroom setting. However, new learning theories suggest that students do not all acquire information in the same way. Some learn better through independent exploration and discovery, while others thrive in social environments with hands-on instruction. This debate around student-centered versus teacher-centered pedagogy is far from resolved. One approach that is gaining attention is the "flipped classroom," which restructures learning activities so that domestic tasks typically done as homework are performed in class, with teacher guidance. Meanwhile, lectures previously given during class time are accessed autonomously by students at home, often via online video. This model arguably provides flexibility that better caters to varied student needs and learning styles. However, there are also challenges to consider when transitioning to a flipped model. This article explores the arguments on both sides, providing a balanced perspective on the benefits and limitations of traditional and flipped approaches based on current research in educational psychology. First, the article delves into the term "flipped classroom" and its relationship with the Bloom taxonomy. It then examines different flipped classroom models and finally the benefits and limitations of the flipped classroom application.
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Haris, Basuki Wibawa, and Mahdiyah. "Knowledge-Based Flipped Classroom Model to Improve Physics Learning Outcomes." Journal of Physics: Conference Series 2866, no. 1 (2024): 012108. http://dx.doi.org/10.1088/1742-6596/2866/1/012108.
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Abstract The goal of studying physics is to produce individuals who can use their knowledge and comprehension to tackle complicated challenges in daily life. This is partly influenced by the absence of practical work in the laboratory. Therefore, a learning model is needed that can overcome this problem. This journal presents a model for implementing a Knowledge-Based Flipped Classroom approach in the context of physics education. Traditional classroom settings often rely on passive consumption of information, limiting student engagement and depth of understanding. In contrast, the flipped classroom model emphasizes active learning, where students engage with the course material before class begins, allowing in-class time for deeper exploration, discussion, and application of concepts. This research uses a mixed-methods research methodology, to evaluate the effectiveness of the Knowledge-Based Flipped Classroom model in physics teaching. This paper proposes a structured framework for designing flipped physics classrooms, integrating multimedia resources, interactive activities, and collaborative learning experiences. Using this strategy, instructors can improve student learning outcomes by developing critical thinking, problem-solving abilities, and conceptual knowledge. The adoption of the Knowledge Based Flipped Classroom paradigm has been proven to improve learning outcomes in Sensor Technology courses, according to the study’s findings. It is advised that this learning approach be applied in Sensor Technology courses as an alternative to traditional instruction.
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Du, Yanxia. "Discussion on Flipped Classroom Teaching Mode in College English Teaching." English Language Teaching 11, no. 11 (2018): 92. http://dx.doi.org/10.5539/elt.v11n11p92.
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Flipped classroom is now one of the most highly valued models in universities. From domestic and foreign research, flipped classroom can provide language input for students&rsquo; autonomous learning via modern information technology, which creates more opportunities for classroom output activities and eventually can effectively improve the teaching effect of College English. This paper analyzes the concept of flipped classroom, summarizes the advantages and disadvantages of flipped classroom teaching model in College English teaching from the existing problems in English teaching, and focuses on the innovative exploration of flipped classroom for college English teaching ideas based on the characteristics and theoretical basis of flipped classroom teaching model. This paper is expected to provide implications for the implementation of the flipped classroom teaching model in College English teaching in China, so as to promote the reform of College English teaching, perfect the flipped classroom teaching model to adapt to the form of College English teaching in China, and lay the foundation for implementation of flipped classroom on a large scale.
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Beko, Lidija, and Marija Đorđević. "Exploring the flipped model in the CLIL geology classroom." Inovacije u nastavi 37, no. 3 (2024): 90–106. https://doi.org/10.5937/inovacije2403090b.
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This paper explores the application of the flipped classroom model within a Content and Language Integrated Learning (CLIL) geology course at a university level. The study examines the possibility of changing language-learning habits for students with mixed language abilities. It examines the learning outcomes and test performance of students using the flipped classroom model, comparing these results with those from traditional lecture-based instruction and a combined approach. The paper is structured as follows: The introduction is followed by a section defining the flipped learning model and providing a theoretical background. Next, it discusses both the potential benefits and drawbacks of the flipped model. Subsequently, the paper details its implementation in a specific geology classroom setting. The final section outlines the research methodology, objectives, and findings. The results show that the flipped classroom model holds valid potential for successful implementation if proper preparations are completed. Finally, given the complexity of both the flipped method and CLIL, the application of the flipped method is best initiated with first-year students. Our findings confirm that the flipped model can be successfully applied in the primary stages of university education.
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Yu, Jun, Hongjuan Wang, Hongbing Zhu, and Nan Ding. "Research on Flipped Classroom Teaching Mode in the Digital Era: Taking the Tourism Hospitality Industry as an Example." Contemporary Education Frontiers 3, no. 2 (2025): 54–59. https://doi.org/10.18063/cef.v3i2.723.
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In the digital era, flipped classrooms have formed a new teaching model that takes electronic courseware first, classroom teaching interaction, and courseware learning second. The teaching model is student-oriented, and multidisciplinary knowledge is cross-integrated to form a diversified teaching system. The tourism industry in the digital era has put forward more demands on the knowledge structure, skill level, and comprehensive quality of college students. In order to adapt to the development needs of the new tourism industry, the digital flipped classroom teaching model came into being. Through the new digital flipped classroom teaching model, the efficiency of classroom teaching and the degree of student participation in class are improved, and at the same time, the application of digital information tools by students is improved.
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Badour, Nasser Al-Muqaiseeb, and Hassan Ibrahim Manal. "Flipping the English Language Classroom with Video-Based Learning Platforms." International Journal of Social Science and Humanities Research 13, no. 2 (2025): 1–11. https://doi.org/10.5281/zenodo.15129730.
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<strong>Abstract:</strong> This article reports an exploration of the use of video-based learning platforms in flipped classrooms for teaching the English language. The flipped classroom model has emerged as an innovative model where learners are exposed to video-based instruction before attending classes to optimize the learning time dedicated to active and interactive work. Based on reviewing existing strategies for designing successful video-based flipped environments, this study identifies the points involving more engagement of students, personalization of learning, and better understanding. Embedded within the current state-of-the-art pedagogy, the paper debates how instructional video helps the development of deeper understanding and engagement, according to communicative and action-oriented teaching. Significant findings highlight the instructional video design, embedded with questions, is assumed to support learning and link out-of-class and in-class activities. The paper thus concludes that flipped classrooms, within video-based pedagogies, present significant potential for learners but raise various challenges in their application, including equity of access and motivation. Implications are drawn from the literature available, providing a platform for developing a framework for a new approach to teaching English, technology-enhanced and flipped pedagogies. <strong>Keywords:</strong><em> </em>video-based learning platforms, classroom model, English language, innovative model. <strong>Title:</strong> Flipping the English Language Classroom with Video-Based Learning Platforms <strong>Author:</strong> Badour Nasser Al-Muqaiseeb, Manal Hassan Ibrahim <strong>International Journal of Social Science and Humanities Research </strong> <strong>ISSN 2348-3156 (Print), ISSN 2348-3164 (online)</strong> <strong>Vol. 13, Issue 2, April 2025 - June 2025</strong> <strong>Page No: 1-11</strong> <strong>Research Publish Journals</strong> <strong>Website: www.researchpublish.com</strong> <strong>Published Date: 03-</strong><strong>April-2025</strong> <strong>DOI: </strong><strong>https://doi.org/10.5281/zenodo.15129730</strong> <strong>Paper Download Link (Source)</strong> <strong>https://www.researchpublish.com/papers/flipping-the-english-language-classroom-with-video-based-learning-platforms</strong>
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Lestariningsih, Enny Dwi, and Testiana Deni Wijayatiningsih. "Developing Metacognitive Model on In-Service Teacher’s Academic Writing Through Virtual Flipped Classroom." Jurnal Lingua Idea 12, no. 1 (2021): 1. http://dx.doi.org/10.20884/1.jli.2021.12.1.2828.
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The current study has two objectives. The first is to describe the process of developing a metacognitive model on in-service teachers’ academic writing through virtual flipped classrooms and then secondly, to investigate the teachers’ research writing interests using a metacognitive model on in-service teachers’ academic writing through virtual flipped classrooms. This research was conducted in the Demak regency. The researchers also used the Research and Development method. Validation results exemplify that the application of a metacognitive model to academic writing in the in-service teachers through virtual flipped classroom specifically used appropriate teaching materials to be used in classroom teaching, the attention is given to the outcomes of the validation, such as; the concept of conformance indicators, material performance indicators, demonstration indicators, and capability indicators. This proves that the metacognitive model on in-service teachers’ academic writing through virtual flipped classroom applications runs smoothly and according to what is expected. In addition, it has positive interests from the teachers which could give good impact in their writing research article.
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Diningrat, Syaiputra Wahyuda Meisa, Punaji Setyosari, Saida Ulfa, and Utami Widiati. "Integrating PBI in the flipped classroom: A framework for effective instruction." World Journal on Educational Technology: Current Issues 12, no. 2 (2020): 117–27. http://dx.doi.org/10.18844/wjet.v12i2.4662.
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The existence of the flipped classroom has gained attention among scholars and teachers, particularly in higher education. This instructional model appeals much concern due to its capability not only to shift the instructional process from teacher-centered to student-centered but also to transform university classrooms into an active learning environment where students have the opportunity to apply concepts to solve the problems. However, the current pieces of evidence showed that teachers implementing the flipped classroom instructional model still encounter issues that raise additional concerns, such as technical difficulty, design gaps between pre-class and in-class learning activity, and little study on robust frameworks have been developed for this instructional. Consequently, teachers generate an inadequate learning activity design in the flipped classroom. Therefore, this study aims to develop a vigorous framework for the flipped classroom model by integrating problem-based instructional strategy. After reviewing relevant theories and empirical findings, the result of the study provides a foundation framework for the flipped classroom design. This framework consists of two circles of learning activity design that coherence between pre-class and in-class. The theoretical framework provided in this study is considered as initial study, thus, further researches are highly suggested for future scholars to explore its effectiveness.
 Keywords: flipped classroom, instructional framework, effective instruction;
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Zeng, Chen. "Application of Large-Scale Cognitive Social Networks Based on Cooperative Transmission Mechanisms in Exploration of Flipped Classroom Teaching Strategy." Complexity 2021 (June 14, 2021): 1–11. http://dx.doi.org/10.1155/2021/8988165.
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With the deepening of the research on flipped classroom teaching theory, the flipped classroom teaching model has gradually been applied to classroom teaching at all levels and types of schools, and some beneficial results and experiences have been obtained. Due to the relatively low self-learning ability and motivation level of students, in the implementation of flipped classrooms, the quality of preclass self-study links is difficult to guarantee, resulting in unsatisfactory results of flipped classroom teaching in secondary vocational schools. This article aims to solve the current dilemma faced by the optimization of the flipped classroom teaching mode of programming courses by studying the course platform based on the flipped classroom teaching model. The source-destination node distribution is constructed with a model based on node affinity to restore the actual network node distribution architecture. The change in the distribution of source-destination nodes has led to different degrees of aggregation in the overall data flow of the network. After that, the capacity and delay performance of the primary network and the secondary network will change as the degree of data flow aggregation changes. By laying base stations in the main network, we reanalyzed the network. Through the comprehensive analysis of students’ learning status through the scores of students in class and the test situation after class, we modify the specific teaching plan of flipped classroom. Experiments have proved that the in-class flipping model we proposed effectively avoids the inherent shortcomings of students who are not strong in autonomous learning before class, solves the problem that secondary vocational students cannot do well in autonomous learning before class, and improves students to a certain extent. The results show that the flipped classroom teaching model in class can provide more powerful value for vocational teaching to achieve this goal.
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Çakır, Recep, Volkan Sayın, and Sümeyye Bektaş. "Bibliometric Analysis of Studies Conducted between 2015-2019 on the Flipped Classroom Model." International Journal of Research in Education and Science 7, no. 1 (2020): 163. http://dx.doi.org/10.46328/ijres.1126.
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One of the reflections of technology to education is the flipped classroom model. In The Flipped Classroom model, the lecture process on a subject is delivered at home, while the application process that is related to the subject is in the class. The purpose of this study is to examine the trends in recent years via bibliometric results of articles on the use of flipped classrooms in education. For this aim, we investigated a total of 2955 publications on the flipped classroom obtained from the Web of Science database. Then, a bibliometric analysis of the publications was carried out in this study of qualitative research method. The publications have been examined in terms of some bibliometric variables and are presented descriptively. We performed a content analysis using tables and the VOSviewer program. According to the results, the most commonly used keywords in the research are the “flipped classroom learning” and “active learning”, and the publication language is generally English. The most common types of documents are papers and articles. Valencia Polytechnic University is the most contributing institution in its field of study. The most active countries in terms of the number of studies are the USA and China.
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Raswa, Raswa, Shumarudin Shumarudin, Eka Ismantohadi, and Jamaluddin Jamaluddin. "Online Virtual Classroom Management using WebRTC Based Flipped Model." Jurnal Ad'ministrare 8, no. 2 (2021): 449. http://dx.doi.org/10.26858/ja.v8i1.26099.
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Online learning has had a tremendous impact on the field of education but has the effect of lowering the quality of academic integrity compared to face-to-face learning. The purpose of this study is to produce an online learning system that uses the flipped model in an online virtual classroom with the application of WebRTC technology, so that the constraints on the quality of academic integrity in these learning activities can be overcome. The research method used was an experiment with a One-Group Pretest-Posttest Design. The sampling technique used is cluster sampling. The results showed that the use of the flipped learning model in an online virtual classroom based on WebRTC was categorized as better in improving the quality of students' academic integrity when compared to the use of the Flipped learning model without WebRTC. This research can be used as a reference in managing online learning systems using the Flipped model based on WebRTC because previous research focused on the Flipped learning model in WebRTC-based online virtual classrooms that can improve the quality of student learning integrity.
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Fianingrum, Fitri, Novaliyosi Novaliyosi, Hepsi Nindiasari, and Syamsuri Syamsuri. "Efektivitas Model Pembelajaran Flipped Classroom terhadap Pembelajaran Matematika." EDUKATIF : JURNAL ILMU PENDIDIKAN 4, no. 5 (2022): 6865–74. http://dx.doi.org/10.31004/edukatif.v4i5.3387.
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Matematika mempunyai peranan penting dalam setiap sisi kehidupan. Semua yang kita lakukan tidak terlepas dari pengukuran dan angka. Sehingga tujuan dari mempelajari matematika supaya peserta didik memiliki kemampuan pemahaman dalam matematika, menggunakan penalaran, memecahkan masalah matematika, mengkomunikasikan dan memiliki sikap menghargai matematika . Demi tercapainya tujuan dari pembelajaran matematika perlu menggunakan strategi pembelajaran yang sesuai. Yaitu model pembelajaran flipped classroom. Untuk mengidentifikasi, mengkaji, mengevaluasi,dan menafsirkan penelitian sebelumnya terkait model pembelajaran flipped classroom terhadap pembelajaran matematika maka digunakan metode Systematic Literature Review (SLR). Langkah dalam penelitian ini yaitu mementukan tema dan rumusan masalah. Lalu mengumpulkan artikel sesuai tema. Langkah selajutnya mengelompokan artikel terkait model pelajaran Flipped Classroom dalam pembelajaran matematika. Terkait rumusan masalah yang sudah ditentukan maka diperoleh hasil: Media teknologi yang paling banyak di gunakan dalam menerapkan model pembelajaran flipped classroom dalam pembelajaran matematika yaitu video pembelajaran. Dengan menerapkan model pembelajaran flipped classroom dapat meningkatkan kemampuan pemecahan masalah, kemampuan pemahaman konsep, kemampuan literasi matematika, kemandirian belajar, sikap dan keterampilan belajar matematika serta kemampuan penalaran matematis. Dilihat dari pengertian tujuan mempelajari matematika, penerapan model pembelajaran flipped classroom dapat mencapai semua tujuan pemebalajaran matematika
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Liu, Lili. "Face-to-face Teaching in the Flipped Classroom Supported by Visualization Tools – Taking the course of “Architectural Design of Housing” as an Example." International Journal of Emerging Technologies in Learning (iJET) 14, no. 03 (2019): 220. http://dx.doi.org/10.3991/ijet.v14i03.10106.
Full textAbstract:
Multimedia-based information technology, especially the flipped classroom using micro video technology, has gradually changed the traditional classroom teaching and become a new teaching method to improve teaching quality. The “five-ones” teaching model combines the theory of flipped learning, micro-video theory and learning target cognitive hierarchy. Visualization tools can create real-time, evidence-based, full-participating classrooms, generating a positive effect on classroom teaching reform. Therefore, with the focus on the course of Architectural Design of Housing, a number of students of X-university majoring in civil construction were involved in an experiment of face-to-face teaching in the flipped classroom supported by visualization tools under the “five-ones” teaching model. The results show that face-to-face teaching in the flipped classroom supported by visualization tools under the “five-ones” teaching model has a significant effect on improving the quality of course teaching, but it also puts higher requirements on the teaching environment, teachers’ ability and students’ self-control.
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Tursun, R. "The Application of Flipped Classroom Teaching Model in Foreign Language Teaching." Bulletin of Science and Practice 10, no. 10 (2024): 346–54. http://dx.doi.org/10.33619/2414-2948/107/44.
Full textAbstract:
The application of the flipped classroom approach in foreign language instruction has drawn significant attention from recent educational studies. This essay provides a comprehensive examination of the advantages, disadvantages, and methods for implementing the flipped classroom concept in foreign language teaching. It analyzes how the flipped classroom model redefines the traditional teaching paradigm by reorganizing the learning environment to favor student-centered and active learning experiences. By synthesizing existing content, it highlights how teachers can maximize in-class time for group projects, conversational activities, and personalized feedback by moving instructional content delivery outside the classroom through pre-recorded lectures, multimedia materials, and interactive online activities. This approach encourages deeper learner engagement and language acquisition. Additionally, this article analyzes the potential advantages of the flipped classroom approach, including improved language proficiency, increased student autonomy in learning, and enhanced critical thinking skills. However, the author also identifies some disadvantages of the flipped classroom model in practical application. For instance, the implementation of the flipped classroom presents a significant challenge to teachers’ professional skills, and issues such as unequal access to resources and technological limitations pose substantial obstacles to the widespread use of the flipped classroom in foreign language instruction.