Content validity of the Constructivist Learning in Higher Education Settings (CLHES) scale in the context of the flipped classroom in higher education

Alqahtani, Turki Mesfer; Yusop, Farrah Dina; Halili, Siti Hajar

doi:10.1057/s41599-023-01754-3

Cited by 4 publications

(3 citation statements)

References 36 publications

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“…The FC modality proved to be appropriate in the research team's courses, whose driving factor was the management of virtual education competencies, an element already mentioned by other authors (Attarabeen et al, 2021;Divjak et al, 2022). Another driving factor was the management of an active and collaborative methodology centered on the learner, which met the success requirements outlined in previous studies (Bergmann & Sams, 2012;Aşiksoy & Özdamli, 2016;Alqahtani et al, 2023).…”

Section: Factor Extractionmentioning

confidence: 58%

“…Reyes, V., M., Lujan, V., W., R., Rodríguez, O., F., S., Jiménez, J., R., R., Within this framework of complexity, the COVID-19 pandemic also generated new contexts in the field of education (Albar, 2023;Omotov, 2023), involving factors such as the use of methodologies initially based on e-learning, which have evolved to hybrid formats, demanding digital competencies for teachers and students, who initially resisted the implementation of a virtual education (Burke & Fedorek et al, 2017;Attarabeen et al, 2021;Divjak et al, 2022). This also boosted the teaching and learning process based on educational models, such as the inverted classrooms or Flipped Classroom (FC) of Constructivist style, with an active and learner-centered approach (Bergmann & Sams, 2012;Aşiksoy & Özdamli, 2016;Alqahtani et al, 2023), which, without being of recent postulations, have been taken up by the contextual conditions of the pandemic (Reyes et al, 2020;Divjak et al, 2022).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

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Student Perspective of Learning in Research Courses in Law Under the Flipped Classroom Modality

Reyes,

Luján,

Rodríguez

et al. 2023

J. of Law and Sust. Develop.

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Objective: The purpose was to determine the factors that best describe the use of learning strategies of Peruvian law students who took research courses using the Flipped Classroom approach. Method: A Questionnaire (LSQ-U α = 0.88) was administered to 160 subjects, consisting of 57 items scored on an ordinal scale; grouped into three macro dimensions with an acceptable reliability: Motivational Strategies (α = 0.82), Cognitive Strategies (α = 0.73) and Metacognitive Strategies (α = 0.81). An Exploratory Factor Analysis [Bartlett (X2 p: <0.01) and KMO (0.836)] was performed. Results: Two factors emerged. Factor 1-Self-Regulated Learning (%σ2: 56.889), reflects the use applicability and self-reinforcement, together with organization, generative elaboration, and anchoring elaboration. Metacognitively, they make use of planning and revision. Factor 2-Motivational (%σ2: 17.270), privileges positive association, gradual approach, and applicability. Conclusion: The Flipped Classroom defines a profile that moves away from memorization, it enhances learning and stimulates the use of metacognition, thus revealing its benefits. The results show that FC is also an appropriate didactic option for virtual classes in the context of pandemic and post-pandemic, whose greatest need is related to a teaching profile and the management of technical computer skills. Practical Implications: The information obtained from this work can be considered in the design and planning of systematic teaching and learning strategies that focus on students' attention, to support them in their search for better performance and academic success as indicators of the quality of the university system.

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Section: Factor Extractionmentioning

confidence: 58%

Section: Theoretical Frameworkmentioning

confidence: 99%

Student Perspective of Learning in Research Courses in Law Under the Flipped Classroom Modality

Reyes,

Luján,

Rodríguez

et al. 2023

J. of Law and Sust. Develop.

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“…Teachers can create and share instructional videos, curate online resources, and design interactive assignments, allowing students to learn independently. This model also allows for differentiation, enabling teachers to tailor their instructional approach to the diverse needs of students (Al-Said et al, 2023;Alqahtani et al, 2023). Students who grasp concepts quickly can progress accelerated, while those who need additional support can revisit materials and seek clarification.…”

Section: Introductionmentioning

confidence: 99%

Analysis of Teachers' Perceptions of the Benefits and Challenges of Adopting the Flipped Learning Model

Subiyantoro

2023

Indones. J. Instr. Media Model.

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In response to the evolving education landscape, this study investigates teachers' perspectives on the advantages and challenges of implementing the Flipped Learning Model (FLM). The research background acknowledges the increasing significance of innovative teaching methods, emphasizing the exploration of educators' experiences in embracing this transformative model. The main objective is to comprehensively understand how teachers perceive both the benefits and obstacles inherent in the FLM. The mixed-methods research design integrates qualitative insights from in-depth interviews with quantitative data obtained through structured surveys. The results present a nuanced depiction of teachers' viewpoints, revealing the multifaceted nature of their encounters with the Flipped Learning Model. The findings underscore perceived benefits, such as heightened student engagement and personalized learning experiences, and outline encountered challenges, including technological barriers and time constraints. In conclusion, this research significantly contributes insights to the field of education by providing a comprehensive examination of teachers' perspectives on the Flipped Learning Model. It emphasizes the importance of considering educators' viewpoints in ongoing discussions about educational innovation, enriching the discourse on effective pedagogical strategies in the contemporary educational landscape. The implications of this study extend to educational policymakers, curriculum developers, and practitioners aiming to optimize the integration of the Flipped Learning Model for an enhanced teaching and learning environment.

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Exploring educational transformations through the Innovative Flipped Learning Instruction Project Symposium

Gopalan,

Halpin,

Selvam

et al. 2024

Advances in Physiology Education

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The flipped classroom is an innovative pedagogy that shifts content delivery outside the classroom, utilizing in-class time for interactive learning. The pre-class and in-class activities in this framework encourage individualized learning and collaborative problem-solving among students, fostering engagement. The Innovative Flipped Learning Instruction Project (IFLIP) conducted faculty development workshops over four years, guiding STEM faculty in integrating flipped teaching (FT) into their courses. The research aimed to assess its impact on pedagogical practices, explore its effectiveness, and provide a framework to implement FT across multiple institutions. It sought to evaluate the experiences of these educators throughout the transitional period of instructional change. In the fourth year of this project, a symposium was organized for IFLIP participants to share their experiences and findings concerning FT. This symposium helped promote collaboration among IFLIP participants and faculty interested in FT to disseminate participants' knowledge and experiences in implementing FT strategies. A survey conducted at the end of the symposium indicated that faculty participants with FT experience continued to embrace this pedagogy, and the new adopters expressed intentions to incorporate it into their courses. The survey revealed positive responses: 93% of respondents plan to integrate FT methods in future classes, 90% gained new information from the symposium and intend to implement it, and 91% are likely to recommend FT to colleagues. Ultimately, the symposium underscored the transformative impact of FT in empowering educators to deepen students' conceptual understanding, emphasizing the significance of this pedagogical approach in advancing the quality of education.

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Content validity of the Constructivist Learning in Higher Education Settings (CLHES) scale in the context of the flipped classroom in higher education

Cited by 4 publications

References 36 publications

Student Perspective of Learning in Research Courses in Law Under the Flipped Classroom Modality

Student Perspective of Learning in Research Courses in Law Under the Flipped Classroom Modality

Analysis of Teachers' Perceptions of the Benefits and Challenges of Adopting the Flipped Learning Model

Exploring educational transformations through the Innovative Flipped Learning Instruction Project Symposium

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