A Study of the Flipped Classroom and Its Effectiveness in Flipping Thirty Percent of the Course Content

Nwosisi, Christopher; Ferreira, Alexa; Rosenberg, Warren; Walsh, Kelly S.

doi:10.7763/ijiet.2016.v6.712

Cited by 41 publications

(44 citation statements)

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“…Overall, this research indicates that a TBL classroom can offer additional resources and successful learning settings. A study conducted by Nwosisi, Rosenberg, and Walsh (2016) aimed to analyze the effectiveness of flipping 30% of the course content in their institute. The study found that 94% of students liked this style of learning and 72% were convinced that it helped them learn the material better.…”

Section: Flipped Classrooms' Effect On Students Learningmentioning

confidence: 99%

The Effect of Using Flipped Classroom in Teaching Calculus on Students’ Achievements at University of Tabuk

Albalawi

2018

International Journal of Research in Education and Science

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This study aimed at investigating the effectiveness of using flipped classrooms in teaching the Math2 course for the preparatory year"s students at the University of Tabuk, Saudi Arabia. The Math2 course was organized via an (ADDE) design model, with recorded videos of the topics included in the study; it was implemented by a Moodle platform and was available for the treatment group . Pre-and post-achievement tests were developed in calculus, being the topic of the Math2 course, and implemented for the two groups: the control group consisted of 45 students and the treatment group consisted of 47 students. The results revealed a significant difference in students" performance, favoring the treatment group which was taught using the flipped classroom instruction. However, no statistical significance was found in students" performance related to their majors (medicine, applied medical science, engineering, computer science, and science).

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Section: Flipped Classrooms' Effect On Students Learningmentioning

confidence: 99%

The Effect of Using Flipped Classroom in Teaching Calculus on Students’ Achievements at University of Tabuk

Albalawi

2018

International Journal of Research in Education and Science

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“…One of the emerging pedagogical approaches is the flipped classroom, which is receiving attention from instructors and researchers alike (Mortensen & Nicholson, ). In the flipped classroom, students are generally scheduled to watch video lectures outside the class in their own time at their own pace; following that, they then take part in the in‐class learning activities (Nwosisi, Ferreira, Rosenberg, & Walsh, ).…”

Section: Introductionmentioning

confidence: 99%

“…alike (Mortensen & Nicholson, 2015). In the flipped classroom, students are generally scheduled to watch video lectures outside the class in their own time at their own pace; following that, they then take part in the in-class learning activities (Nwosisi, Ferreira, Rosenberg, & Walsh, 2016).…”

Section: Introductionmentioning

confidence: 99%

An IRS‐facilitated collective issue‐quest approach to enhancing students’ learning achievement, self‐regulation and collective efficacy in flipped classrooms

Chen¹,

Hwang²

2018

Brit J Educational Tech

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Flipped classrooms have been recognized as a potential approach that enables students to have flexible time to learn before the class as well as more opportunities to apply knowledge and to interact with peers and the teacher in the class. On the other hand, researchers have pointed out the challenge of engaging students in self‐regulated learning and active participation in flipped classrooms. In this study, an Instant Response System (IRS)‐facilitated collective issue‐quest strategy is proposed for engaging students in active and self‐regulated flipped learning. Moreover, a quasi‐experimental design was conducted with undergraduate students in an internet marketing course in northern Taiwan to investigate the impacts of the proposed approach on the students’ learning achievement, self‐regulation, learning satisfaction and collective efficacy. The experimental results revealed that the learning achievement, collective efficacy and satisfaction of the students who learned with the proposed approach were significantly better than those of the students learning with the conventional flipped classroom approach. Moreover, in the “environment,” “task strategies” and “help seeking” dimensions of self‐regulation, the former had significantly higher ratings than the latter. This study contributes analysis results that highlight the benefits of implementing the IRS‐facilitated collective issue‐quest approach in the flipped classroom. The results of this research may provide a valuable reference for future studies and practice in the field.

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“…Most studies on FL implement group-based interactive learning activities inside the classroom, referring to student-centered learning theories based on the works of Piaget (1967) and Vygotsky (1980). The FL model also called flipped teaching or inverted classroom (Nwosisi, Ferreira, Rosenberg, & Walsh, 2016), that enhances the process of learning and its outcomes as it helps to differentiate the learning on the individual bases to develop students' skills based on their self-paced. Implementing the FL model with the ICT tools in the traditional classroom is fully aligned with the digital age and meets the twenty-first century required skills.…”

Section: Introductionmentioning

confidence: 99%

The Impact of Integrating Flipped Learning and Information and Communication Technology on the Secondary School Students’ Academic Achievement and Their Attitudes Towards It

Seitan¹,

Ajlouni²,

Al-Sharah³

2020

IES

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The purpose of the study was to investigate the impact of integrating flipped learning and information and communication technology on secondary school students’ academic achievement and attitudes. The study was based on a quasi-experimental approach where the sample of the study consisted of 40 students from Mashrek International School in Amman, Jordan, who were randomly assigned into either an experimental group (20 students) or control group (20 students). An academic achievement test was used with both groups as a pre-test and post-test, and an attitude scale was implemented only on the experimental group. The validity and reliability of the study were ensured. The findings revealed the effectiveness of the flipped learning approach, statically significant differences were found between the experimental and control group in terms of the students’ academic achievement. As for the experimental group the students’ attitudes towards peers, teacher, environment and learning process were positive.

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A Study of the Flipped Classroom and Its Effectiveness in Flipping Thirty Percent of the Course Content

Cited by 41 publications

References 10 publications

The Effect of Using Flipped Classroom in Teaching Calculus on Students’ Achievements at University of Tabuk

The Effect of Using Flipped Classroom in Teaching Calculus on Students’ Achievements at University of Tabuk

An IRS‐facilitated collective issue‐quest approach to enhancing students’ learning achievement, self‐regulation and collective efficacy in flipped classrooms

The Impact of Integrating Flipped Learning and Information and Communication Technology on the Secondary School Students’ Academic Achievement and Their Attitudes Towards It

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