A flipped classroom model in higher education: a review of the evidence across disciplines

Al-Samarraie, Hosam; Shamsuddin, Aizat; Alzahrani, Ahmed Ibrahim

doi:10.1007/s11423-019-09718-8

Cited by 169 publications

(149 citation statements)

References 103 publications

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“…This result can be explained by the features of the flipped classroom that encourage active engagement and learner-centered interactions. Furthermore, this study's findings indicate that flipped classrooms indirectly affect cognitive outcomes because affective outcomes have a strong influence on cognitive outcomes [23], in part by improving students' motivation and willingness to learn [80]. However, affective outcomes…”

Section: Discussionmentioning

confidence: 72%

A Meta-Analysis of the Cognitive, Affective, and Interpersonal Outcomes of Flipped Classrooms in Higher Education

Jang

Kim

2020

Education Sciences

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This paper aims to quantify the effects of flipped classrooms in higher education by reviewing 43 empirical studies of students’ cognitive, affective, and interpersonal outcomes. The innovative pedagogy of a flipped classroom in higher education fosters a sustainable, interactive, and student-centered learning environment (as opposed to the traditional lecture style, in which there is little room for interaction). This study’s results show the positive effects of flipped classrooms and highlight the improvement in students’ educational outcomes between 2012 and 2017. Overall, effect sizes were medium—effect size (ES) = 0.35, 95% confidence interval (CI) = 0.24 to 0.47—across three outcome domains using a random effects model. In the outcomes, affective (ES = 0.59), interpersonal (ES = 0.53), and cognitive (ES = 0.24) domains were of a higher order than the effect sizes. However, the results indicated that flipped classrooms benefitted students studying chemistry, engineering, mathematics, and physics less than they did students studying other subjects.

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Section: Discussionmentioning

confidence: 72%

A Meta-Analysis of the Cognitive, Affective, and Interpersonal Outcomes of Flipped Classrooms in Higher Education

Jang

Kim

2020

Education Sciences

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“…Online teaching has been used for more than two decades in tertiary education [8][9][10][11][12]. Online teaching encompasses innovative learning formats such as blended learning, e.g., [13], flipped classroom, e.g., [14,15], social and collaborative learning (e.g., using social media), e.g., [16], simulations and game-based learning, e.g., [17,18], synchronous and asynchronous video lectures, Evidently, beliefs influence peoples' actions by interacting with knowledge and information processing [47]. This is why teachers' beliefs about teaching and learning are crucial for establishing proper actions in classroom situations on different educational levels.…”

Section: Introductionmentioning

confidence: 99%

University Students’ Readiness for Using Digital Media and Online Learning—Comparison between Germany and the USA

2020

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The year 2020 brought many changes to our everyday life but also our education system. Universities needed to change their teaching practices due to the COVID-19 pandemic. Words like “digital media”, “online teaching” and “online learning” were present in all of the discussions. The main issues here were the technical infrastructure of students and universities all over the world. However, to have good technical infrastructure does not mean that everybody is also ready to use it. Thus, the present study focused on the issue of university students’ readiness for online learning. The quantitative research goal was to evaluate German university students’ readiness for using digital media and online learning in their tertiary education and compare them with students from the United States. Overall, 72 students from the researchers’ university in Germany and 176 students from multiple universities in the United States completed the Student Readiness of Online Learning (SROL) questionnaire. Results show substantial differences between the two groups of students, with U.S. students being more ready for online learning. The results and limitations were discussed, and practical implications and further ideas were provided.

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“…This sections describes the method, strategy and organized processes performed in collecting and analyzing the required data for achieving the aim of the research study and solving the central research problem [31,32]. For the present study, authors have employed a positivist paradigm which is objective and predictable in its approach.…”

Section: Methodsmentioning

confidence: 99%

A Novel Pre-Class Learning Content Approach for the Implementation of Flipped Classrooms

Salau¹,

Eneh²,

Sochima³

et al. 2020

IJACSA

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The nascent recognition of computing in curriculum across countries is also accompanied by several pedagogic inefficiencies especially concerning insufficient time available for teacher-student interaction. In this paper, a flipped classroom concept was identified as an effective approach to teaching students at various levels in the academia including Higher Education. Preparing the pre-class content and considering the format used to deliver it has not gained much consideration. There are several ways in which this content could be provided to students to prepare them before an in-class activity where a flipped-classroom approach can be implemented. The present study analyzed the success of the flipped classroom concept based on a comparative analysis of the two types of flipped classroom pre-class content delivery methods: online videos and online PowerPoint slides. Evaluation was performed using paired T-test. The results show that the two approaches have significantly different means and huge differences between them. The students preferred online videos to online PowerPoint (ppt) methods underlining the importance of the proposed flipped classroom approach.

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A flipped classroom model in higher education: a review of the evidence across disciplines

Abstract: This document is the author's post-print version, incorporating any revisions agreed during the peer-review process. Some differences between the published version and this version may remain and you are advised to consult the published version if you wish to cite from it.

Cited by 169 publications

References 103 publications

A Meta-Analysis of the Cognitive, Affective, and Interpersonal Outcomes of Flipped Classrooms in Higher Education

A Meta-Analysis of the Cognitive, Affective, and Interpersonal Outcomes of Flipped Classrooms in Higher Education

University Students’ Readiness for Using Digital Media and Online Learning—Comparison between Germany and the USA

A Novel Pre-Class Learning Content Approach for the Implementation of Flipped Classrooms

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