Anatomy of a flipped classroom

Davis, Nicole

doi:10.1080/15313220.2015.1136802

Cited by 23 publications

(28 citation statements)

References 1 publication

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“…Hospitality and tourism educators have implemented many digital tools in their courses. Davis (2016) shared his experience, tools, and tips in transforming his marketing course into a flipped course. Lillo-Bañuls et al (2016) incorporated wiki and blog in their Economics courses, and reported increased students' interests and engagement.…”

Section: The Educational Usage Of Digital Toolsmentioning

confidence: 99%

Students’ perceptions of the educational usage of a Facebook group

Chen

2018

Journal of Teaching in Travel & Tourism

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The arrival of digital native students, and the omnipresence of Internet access and mobile devices have motivated professors to reflect on their teaching practices. The educational usage of Facebook includes communication, collaboration, and sharing (Mazman and Usluel, 2010). Different research designs and the lack of baseline data made it difficult to compare research findings and conclude students' perceptions of the educational usage of a Facebook group. The findings from this research showed even more positive attitudes towards the educational usage of a Facebook group after the experience. Specifically, positive significant differences were found in "improves communication between teacher and students", "provides rich multimedia resources and media support to improve the educational experience"; and a negative significant change in "encourages the creation of academic groups (communities) of people with the same interest and needs".

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Section: The Educational Usage Of Digital Toolsmentioning

confidence: 99%

Students’ perceptions of the educational usage of a Facebook group

Chen

2018

Journal of Teaching in Travel & Tourism

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“…Furthermore, critics argues that, educators might resist its adoption on the basis of the need for the teacher to reevaluate teaching and instructional materials. Flipped classroom pedagogy demands more preparation time by both students and the instructor (Davis, 2016;Foster & Stagl, 2018). 87% of surveyed Hong Kong in-service secondary teachers reported that a flipped pedagogy is time ineffective considering that they were currently struggling with the face to face approach (Wang, 2017).…”

Section: Flipped Classroom Modelmentioning

confidence: 99%

Flipping the Technical and Vocational Classroom for Increased Instructional Outcomes

Mupita

Abdullah

Bünning

2020

INVOTEC

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Higher learning institutions are under immense pressure to evolve within the realms of the fourth industrial revolution. Training institutions are anticipated to minimize learning costs in the face of increasing enrolments. The flipped classroom model is a suitable instructional pedagogy to achieve institutional goals considering the current ubiquitousness of information and communication technology. The systematic review was aimed at summarizing and identifying research gaps that help inform future research trajectories. The 3-step review process was composed of articles searching and retrieval, filtering and sorting, and final inclusion. Identified empirical articles were; i.) Retrieved and summarized on the basis of tittles, abstracts, methods and basic findings, ii.) Filtered and sorted on the basis of study discipline, and iii.) Synthesized on the basis of basic findings. It was found that the flipped classroom improved academic performance to a limited extent. Most articles unanimously concurred that the flipped classroom model makes learning enjoyable and enables the development of lower order cognitive skills outside class and higher order cognitive skills through F2F (face to face) active learning. The success of the model in higher education is hinged on excellent planning, implementation and evaluation.

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“…The other problems associated with flipped classrooms are that teachers are not sure whether students will actually watch the assigned video at home; teachers find planning and building of videos difficult and time-consuming; implementing flipped learning requires additional skills on the part of teachers, etc. (Davis, 2016). In sum, as put by Goodwin (2013, as cited in Davis, 2016, we have no access to a scientific research base showing how and to what extent flipped classrooms work and become successful.…”

Section: Introductionmentioning

confidence: 98%

The Effect of Flipped Classroom on Iranian EFL Learners' Speech Act Production: Does Flip Type Make a Difference?

Alibeigloo

Ahmadi

Azizmalayeri

2021

Iranian Evolutionary and Educational Psychology

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This study investigated the effect of two types of flipped classroom on the Iranian upperintermediate EFL learners' appropriate use of refusals, apologies and requests. The participants of the study included 60 upper-intermediate EFL learners from a language institute in Tehran, Iran. The participants were selected based on convenience sampling in the form of three intact classes. Then, the three classes were randomly assigned to three groups namely, traditional flipping group, debate-oriented flipping group and non-flipping group. The three groups were exposed to 14 treatment sessions. Speech act instruction was offered to the flipping groups through explicit flipped instruction and to the non-flipping group through explicit non-flipped instruction. Moreover, a Multiple Choice Discourse Completion Test (WDCT) was administered to the participants to measure their speech act production ability at the pre-treatment and posttreatment, phases of the study. The results revealed that both types of flipped instruction had a significantly positive effect on the EFL learners' use of the speech acts (F=10.622, p<.0.05; F=19.358, p<.0.05; F=18.785, p<.0.05). Accordingly, EFL teachers are recommended to use flipping methods in an attempt to enhance EFL learners' appropriate use of speech acts.

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Anatomy of a flipped classroom

Cited by 23 publications

References 1 publication

Students’ perceptions of the educational usage of a Facebook group

Students’ perceptions of the educational usage of a Facebook group

Flipping the Technical and Vocational Classroom for Increased Instructional Outcomes

The Effect of Flipped Classroom on Iranian EFL Learners' Speech Act Production: Does Flip Type Make a Difference?

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