A Review of Flipped Classroom and Cooperative Learning Method Within the Context of Vygotsky Theory

Erbil, Deniz Gökçe

doi:10.3389/fpsyg.2020.01157

Cited by 148 publications

(118 citation statements)

References 55 publications

(100 reference statements)

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“…In the FC, students acquire foundational knowledge through self-directed learning before class and, subsequently, knowledge is transferred from the instructor to the students through instructor-led learner-directed activities. Students then apply this knowledge in the classroom [ 12 , 13 ]. The FC approach comprises pre-, in-, and post-class learning strategies.…”

Section: Introductionmentioning

confidence: 99%

“…The FC with TBL model is based on several pedagogical theories. According to Piaget’s active learning theory, a learner’s interest in collaborative interaction for TBL promotes self-directed learning in the FC [ 13 ]. Further, in Bloom’s taxonomy, learners perform low-level cognitive tasks outside the class and high-level cognitive tasks, such as knowledge application, problem analysis, and solution exploration along with their colleagues and instructors inside the class [ 24 ].…”

Section: Introductionmentioning

confidence: 99%

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Impact of blended learning on learning outcomes in the public healthcare education course: a review of flipped classroom with team-based learning

Kang

Kim

2021

BMC Med Educ

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Background A flipped classroom with team-based learning is a blended educational strategy that guides active learning inside and outside the classroom. This study aimed to verify the effects of this innovative blended educational strategy on knowledge, problem-solving ability, and learning satisfaction of undergraduate nursing students undergoing public healthcare education. Methods The subjects were undergraduate nursing students enrolled in H University in South Korea. The experiment was conducted over a period of 8 weeks in the public healthcare course. Two groups, blended learning (A flipped classroom with team-based learning) which was the experimental group and traditional lecture-based classroom group, the control group, were assessed. In the blended learning group, the students had pre-class, in-class (including team-based learning elements), and post-class learning elements. The two groups were compared on the following learning outcomes: knowledge, problem-solving ability, and learning satisfaction. Results Results showed that the blended learning instructional methods, in comparison with traditional lectures, enhanced the students’ knowledge, problem-solving ability, and learning satisfaction in the public healthcare course. Conclusions This study supports the feasibility of the flipped classroom with team-based learning as a blended learning strategy, able to produce improvements in nursing students’ learning outcomes. Blended learning approaches may be an effective alternative to conventional approaches in nursing education.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Impact of blended learning on learning outcomes in the public healthcare education course: a review of flipped classroom with team-based learning

Kang

Kim

2021

BMC Med Educ

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“…In some mathematics flipped classrooms, instructors present basic materials before class using instructional videos ( Lo et al, 2017 ; Yang et al, 2019 ). Class time can thus be freed up for more instructor–student and student–student interactions ( Lo et al, 2017 ; Bond, 2020 ; Erbil, 2020 ).…”

Section: Introductionmentioning

confidence: 99%

Student Engagement in Mathematics Flipped Classrooms: Implications of Journal Publications From 2011 to 2020

Hew

2021

Front. Psychol.

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Mathematics is one of the core STEM (science, technology, engineering, and mathematics) subject disciplines. Engaging students in learning mathematics helps retain students in STEM fields and thus contributes to the sustainable development of society. To increase student engagement, some mathematics instructors have redesigned their courses using the flipped classroom approach. In this review, we examined the results of comparative studies published between 2011 and 2020 to summarize the effects of this instructional approach (vs. traditional lecturing) on students’ behavioral, emotional, and cognitive engagement with mathematics courses. Thirty-three articles in K–12 and higher education contexts were included for analysis. The results suggest that the use of the flipped classroom approach may increase some aspects of behavioral engagement (e.g., interaction and attention/participation), emotional engagement (e.g., course satisfaction), and cognitive engagement (e.g., understanding of mathematics). However, we discovered that several aspects (e.g., students’ attendance, mathematics anxiety, and self-regulation) of student engagement have not been thoroughly explored and are worthy of further study. The results of this review have important implications for future flipped classroom practice (e.g., engaging students in solving real-world problems), and for research on student engagement (e.g., using more objective measures, such as classroom observation) in mathematics education.

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“…Omvendt klasserom er en undervisningsform som flytter fokuset over på studentaktivitet i campusundervisningen, mens den mer passive kunnskapstilegnelsen gjennom lesing og å se forelesninger gjøres på utsiden av klasserommet og før undervisningstiden (Butt, 2014;DeLozier & Rhodes, 2017;Strelan, Osborn & Palmer, 2020). I sin rette form vil da underviseren bruke tiden sin sammen med studentene når de bearbeider kunnskapen og når de befinner seg på et høyere kunnskapsnivå i Blooms taksonomi (Erbil, 2020;Gilboy, Heinerichs & Pazzaglia, 2015). Den studentaktive laeringen kan eksempelvis legges opp som case.…”

Section: Studentaktiv Laeringunclassified

Arbeidslivets perspektiv inn i klasserommet via filmatiserte case

Jakobsen¹,

Mehli²,

Hoel³

2020

Uniped

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Arbeidslivsrelevans i høyere utdanning er avhengig av kontakt med arbeidslivet, men like viktig er det å ruste studenten til en fremtid preget av livslang laering. I tillegg til fagkunnskap er arbeidsgivere opptatt av de generiske ferdighetene. Denne studien utforsker hvorvidt bruk av filmatiserte case utviklet i samarbeid med matbransjen kan bidra til at et emne som matmikrobiologi oppfattes som mer relevant for arbeidslivet av studentene. Hensikten var å trekke bransjens mikrobiologiske utfordringer inn i emneundervisningen. I tillegg ble det undersøkt om omleggingen bidro til økt studentmotivasjon og laering. For å frigi tid til caseundervisning ble en del forelesninger filmatisert for selvstudium. Studentene var gjennomgående positive til opplegget med omvendt klasserom, og de var spesielt fornøyde med fleksibiliteten som filmatiserte forelesninger gir. Casene ble oppfattet som relevante for arbeidslivet, og undervisningsformen bidro til at flere møtte forberedt enn til tradisjonelle forelesninger. Hovedutfordringen i opplegget var at studentene ble usikre på casenes relevans for emnets laeringsutbyttebeskrivelser og vurderingsform. Tydelige forventningsavklaringer er avgjørende for å sikre høy studentdeltagelse og at studentene møter forberedt til caseundervisningen. Omlegging av undervisningen bidro til signifikant bedre akademisk prestasjon enn tidligere år.

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A Review of Flipped Classroom and Cooperative Learning Method Within the Context of Vygotsky Theory

Cited by 148 publications

References 55 publications

Impact of blended learning on learning outcomes in the public healthcare education course: a review of flipped classroom with team-based learning

Impact of blended learning on learning outcomes in the public healthcare education course: a review of flipped classroom with team-based learning

Student Engagement in Mathematics Flipped Classrooms: Implications of Journal Publications From 2011 to 2020

Arbeidslivets perspektiv inn i klasserommet via filmatiserte case

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