Comparing Cooperative Flipped Learning with Individual Flipped Learning in a Biochemistry Course

Jafarkhani, Fatemeh; Jamebozorg, Zahra

doi:10.25122/jml-2019-0149

Cited by 5 publications

(4 citation statements)

References 14 publications

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“…Third, flipped classroom learning gave students more time to learn from easily accessible modules [53], [54]. With this extra time, students can learn everything they need about the geometry course from an Android module.…”

Section: Discussionmentioning

confidence: 99%

The Impact of Android Module-Based Inquiry Flipped Classroom Learning on Mathematics Problem Solving and Creative Thinking Ability

Ariani

Sumantri

Wıbowo

2022

Int. J. Interact. Mob. Technol.

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This research uses the Android module based on a strategy called "inquiry-based learning" and "flipped classroom" to help people utilize their cross-disciplinary skills in complex real-world situations. This experiment showed how the Android module-based inquiry flipped classroom learning affects math pre-service teachers' ability to solve mathematical problems and think creatively in geometry. In the third term, 123 students were randomly assigned Android module-based inquiry flipped classroom learning, PowerPoint module-based conventional flipped learning, or conventional learning. The study found that math pre-service teachers were much better at solving mathematics problems and creative thinking when using Android module-based inquiry flipped classroom learning because its use effectively extends learning time, permits the acquisition of more knowledge, and encourages a collective responsibility for learning in order to engage in the process of deeper learning. This type of learning also helps them learn how to deal with real-world problems that they may face in their future jobs. This implication can guide instructional designers on how to help students solve math problems and think creatively.

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Section: Discussionmentioning

confidence: 99%

The Impact of Android Module-Based Inquiry Flipped Classroom Learning on Mathematics Problem Solving and Creative Thinking Ability

Ariani

Sumantri

Wıbowo

2022

Int. J. Interact. Mob. Technol.

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“…Integrating technology in flipped language classes can help students overcome time and space limitations for language use (Asiri et al ., 2021). FL has significant potential in language learning settings (Andujar et al ., 2020; Arslan, 2020; Jafarkhani and Jamebozorg, 2020) and addresses the Saudi MOE's goals.…”

Section: Literature Reviewmentioning

confidence: 99%

Saudi teachers' perspectives on flipped learning: Are they ready and willing?

Rajeh

2023

SJLS

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PurposeIncorporating flipped learning (FL) into teaching English as a foreign language may improve student learning outcomes. This study gathered information on Saudi EFL teachers' readiness and willingness to apply FL. So, it aims to describe Saudi EFL teachers' readiness and willingness to apply FL in language classrooms and to find suitable guidelines for Saudi EFL professional development (PD) designers to follow.Design/methodology/approachThis descriptive study involved 153 male and female Saudi EFL teachers as participants, investigating the perspectives and perceptions of these teachers within the context of foreign language teaching in Saudi Arabia. Surveys in Qualtrics were employed as the primary data collection tool for the study.FindingsResults showed that teachers' self-efficacy of their current teaching was high. Most participants had positive attitudes and abilities related to FL, although they also identified potential challenges related to its engagement and assessment. Teachers expressed a strong willingness to participate in PD in this area, with a preference for online videos and group workshops.Originality/valueThe study emphasizes the importance of PD for Saudi EFL teachers. In addition, it offers guidelines for planning effective PD.

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“…The case study results reported by Ng and Nicholas [25] show that students who follow a progressive instructional learning model can consistently complete all the required tasks of an online learning program. Although the effects of cooperative learning on classroom interactions have been studied [23,26,27], few studies have focused on students' perspectives, specifically after they sequentially engage in several different learning methods [25]. Therefore, this study divides the one-semester course into three parts and adopts three different learning methods, from TL to IFL and then CFL, to increase the diversity of learning styles.…”

Section: Progressive Interactive Learning Experiencementioning

confidence: 99%

A Progressive Three-Stage Teaching Method Using Interactive Classroom Activities to Improve Learning Motivation in Computer Networking Courses

Lin

Chang

2022

Sustainability

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Generation Z students have their learning preferences. They like to learn independently, advocate for what they believe in, and work hard to achieve their goals. However, there are significant gaps between Generation Z students’ expectations for learning and prior experiences, especially for three domains of motivation in online learning environments: relatability, affirmation, and opportunity. This study aims at exploring the effectiveness of a progressive teaching method designed for Generation Z students in computer networking courses. This study proposes a progressive three-stage teaching method that gradually implements traditional lecture, individual flipped learning, and cooperative flipped learning methods over a semester. The design principle of this study differs from most existing studies that focus on the effectiveness of specific teaching methods. This study encourages each student to learn sequentially through three teaching stages. The purpose of this study is to investigate the changes in students’ learning experiences, particularly in terms of learning comprehension and learning motivation. The research results show that the proposed progressive teaching method can improve students’ understanding of computer networking courses and enhance their learning motivation. Participants agreed that the proposed progressive pedagogy can improve their teamwork skills and provide a different learning experience in the computer networking courses.

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Comparing Cooperative Flipped Learning with Individual Flipped Learning in a Biochemistry Course

Cited by 5 publications

References 14 publications

The Impact of Android Module-Based Inquiry Flipped Classroom Learning on Mathematics Problem Solving and Creative Thinking Ability

The Impact of Android Module-Based Inquiry Flipped Classroom Learning on Mathematics Problem Solving and Creative Thinking Ability

Saudi teachers' perspectives on flipped learning: Are they ready and willing?

A Progressive Three-Stage Teaching Method Using Interactive Classroom Activities to Improve Learning Motivation in Computer Networking Courses

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