Effectiveness of flipped classrooms

Abstract

Purpose The purpose of this paper is to suggest a methodology for evaluating the effectiveness of the flipped classroom (FC) model over traditional lecture-based teaching. It also proposed a tool to measure students’ perception toward the flipped approach in context of Indian management education. Design/methodology/approach This study employs an experimental research design to assess the effectiveness of the FC pedagogy over traditional teaching methods. Both qualitative and quantitative research methods are used in order to judge student engagement, content understanding, students’ perception and student academic performance. Experimental research design, along with survey research, is implemented in order to judge the students’ perception toward FCs. Findings The study proposes a six-dimensional tool to measure learning in an FC setting. These dimensions are as follows: students’ in-class involvement, comprehensive content understanding, students’ academic performance, students’ cognitive capabilities, collaborative learning environment and students’ inclination toward teaching and learning process. Results of this research are promising and encouraging toward the adoption of the FC model. Research limitations/implications The present research work is limited to assess the effectiveness of FC teaching for a management subject. Future studies may be carried out in other management subjects and other streams. Practical implications The present study provides several valuable insights for future researchers, academicians and management institutions. Although implementation of flipped approach leads to a collaborative learning environment and prepares students for self-learning, it also offers educationalists to remodel their teaching pedagogy as per students’ learning and understanding needs. Originality/value The research demonstrates the successful implementation of qualitative and quantitative research techniques to evaluate the effectiveness of FC model in context of management education in India.

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“…Además, en las evaluaciones finales (a largo plazo) el impacto solo se mantenía en los estudiantes con expedientes por encima de la media. El AI también demuestra que mejora la comprensión de los contenidos en 5 estudios (El Sadik & Abdulmonem, 2021;Khan et al, 2022;Maheshwari & Seth, 2019;Shaari et al, 2021;Webb & Doman, 2016). Respecto a la perdurabilidad de los resultados obtenidos, los autores de 2 estudios (Craft & Linask, 2020;Wozny et al, 2018) observan que el AI tiene un efecto en la obtención de mejores resultados a medio plazo, pero no a largo plazo, mientras que 1 estudio (Webb & Doman, 2016) demuestra que los resultados solo se mantienen a largo plazo en el grupo control.…”

“…Efecto en la adquisición de competencias y habilidades personales Afzal y Masroor (2019) Neutro No se informa Respecto al efecto en la calificación en las pruebas de evaluación, 20 estudios (Aksoy & Pasli, 2022;Dong et al, 2021;El Sadik & Abdulmonem, 2021;Fanguy et al, 2017;Fuentes et al, 2020;Goh & Ong, 2019;Guo, 2019;Hava & Gelibolu, 2018;Huang et al, 2020;Hung, 2017;Khan et al, 2022;Leis & Brown, 2018;Loveys & Riggs, 2019;Maheshwari & Seth, 2019;Saglam & Arslan, 2018;Sezer & Abay, 2018;Sun & Wu, 2016;Webb & Doman, 2016;Wilton et al, 2019;Wozny et al, 2018) de los 27 analizados constatan una mejora de los resultados académicos en el grupo experimental. Otros 5 estudios (Afzal & Masroor, 2019;Cabi, 2018;Craft & Linask, 2020;Hung, 2017;Khan et al, 2022) determinan un efecto neutro del AI respecto a la clase tradicional.…”

Contextual-based learning video and the flipped classroom’s impact on distance education in Covid-19

“…According to Supardi [9], effectiveness model learning is something size related to the level of success from something process learning. According to Maheshwari and Seth [10], there are four indicators that can determine the effectiveness of a model flipped classroom. The fourth indicator is the level of involvement of learners, which is determined by behavior and activity participant education.…”

“…The research instrument used was an open-response questionnaire. This open-response questionnaire uses a questionnaire adopted from Casadonte [22] with indicators of the effectiveness of the flipped classroom model from Maheshwari and Seth [10]. This questionnaire contains as many as 15 questions in the form of an open response regarding the effectiveness of the flipped classroom model used by students while learning the buffer solution material.…”

Distinguishing the Dimensions of Learning Spaces: A Systematic Literature Review

“…External (e.g. partnerships; coaching) 2021; Delgrado et al, 2020;van Riesen et al, 2019Sankari et al, 2018Lancaster and Milia, 2015;Elmadani et al, 2015;Esichaikul et al, 2013;Mihalca et al, 2011;Jurasaite-Harbison, 200 Akhmetshin et al, 2019;Burusic, 2019;Maheshwari & Seth, 2019;Jung et al, 2018;Karkoulian et al, 2013).…”