Flipped Classes: An Opportunity for Low-Stakes Group Problem Solving

Matthews, G. Eric; Dostal, Jack

doi:10.1119/10.0002740

Cited by 2 publications

(2 citation statements)

References 15 publications

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“…Except for the Koray et al (2018) and Putri and Purwaningsih's (2021) qualitative studies, the studies were quantitative. Among the 28 quantitative studies 12 were experimental, 11 were mixed method and five were survey design (for example Matthews & Dostal, 2020). The duration of FC implementation varied between eight hours and four years.…”

Section: Characteristics Of the Included Studiesmentioning

confidence: 99%

Flipped classroom strategies and innovative teaching approaches in physics education: A systematic review

Tunggyshbay,

Balta,

Admiraal

2023

EURASIA J Math Sci Tech Ed

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More and more educators are adopting the flipped classroom approach (FC) in their teaching, which entails using video-based learning outside of the classroom and interactive group learning activities inside. The aim of this review is to offer a summary of research on the use of flipped classrooms in physics education. A comprehensive analysis of 30 journal publications focusing on flipped classrooms in physics education was conducted. The analysis delved into flipped learning activities and psychological constructs utilized in these studies. Results indicate that compared to traditional classroom approaches, implementing FC in physics education has a positive impact on student outcomes.

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Section: Characteristics Of the Included Studiesmentioning

confidence: 99%

Flipped classroom strategies and innovative teaching approaches in physics education: A systematic review

Tunggyshbay,

Balta,

Admiraal

2023

EURASIA J Math Sci Tech Ed

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“…It has been used in conventional classrooms (Skibinski et al, 2015), significantly impacting virtual teaching (P. D. Rogers & Botnaru, 2019). Several teachers have used the lightboard to develop short videos , video tutorials (Ye, 2016), videos for inverted lectures (Matthews & Dostal, 2020), and live broadcast lectures. In each use, the lightboard brings added value to the lectures conducted (Rosasco, 2018).…”

Section: Introductionmentioning

confidence: 99%

Pedagogical impact during the pandemic of a virtual classroom with lightboard

Luna

Marulanda

2022

reveia

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This paper analyzes the influence of a virtual classroom with a lightboard on the pedagogical impact generated in students of two synchronous engineering courses taught during the Covid 19 pandemic. A technology acceptance model analyzed the influence of the virtual classroom with lightboard, the central core of analysis being the students' learning satisfaction. The results show that the ease of receiving the lectures for students, the teacher's chosen methodology, and the support material positively influence the student's learning process. The lightboard supports all these influence factors, being a helpful tool for teachers. Also, in virtual lectures, it is relevant that the student has a good Internet connection, stable power supply, and other elements that allow him/her to participate in all synchronous lectures and develop asynchronous activities.

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Flipped Classes: An Opportunity for Low-Stakes Group Problem Solving

Abstract: We share a flipped class approach to university calculus-based general physics that shows increased learning and high student satisfaction compared to traditional lecture classes.

Cited by 2 publications

References 15 publications

Flipped classroom strategies and innovative teaching approaches in physics education: A systematic review

Flipped classroom strategies and innovative teaching approaches in physics education: A systematic review

Pedagogical impact during the pandemic of a virtual classroom with lightboard

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