Individual flipped learning and cooperative flipped learning: their effects on students’ performance, social, and computer anxiety

Eryılmaz, Meltem; Çiğdemoğlu, Ceyhan

doi:10.1080/10494820.2018.1522652

Cited by 54 publications

(40 citation statements)

References 26 publications

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“…Another important point to note is the learner’s attitude to cooperative working and how they feel having the possibility to help their classmates. The results of this study were not consistent with the findings of Eryilmaz and Cigdemoglu [ 19 ], Seyedmonir, Barry, and Seyedmonir [ 20 ]. Depending on the different attitudes or personal growth as well as the field or type of education, we may encounter different results.…”

Section: Discussioncontrasting

confidence: 99%

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

Jafarkhani

Jamebozorg

2020

JMedLife

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The aim of this study was to compare a cooperative flipped learning method with an individual flipped learning method in a biochemistry course. In a quasi-experiment, convenience sampling was employed to select 61 biochemistry students, who were then randomly divided into three groups. The experimental groups were trained separately using the cooperative flipped learning and individual flipped learning methods in seven sessions. The control group was trained using the conventional method. The groups were given teacher-made academic achievement tests, used as pretest and posttest. The ANCOVA test was employed to analyze data. According to the results, the cooperative flipped learning method improved academic performance more than the individual flipped learning method in the posttest scores. The results also indicated that the flipped learning implementation both outside and inside the classroom has effects on learning. In fact, the optimal implementation of flipped learning improves in-depth learning to solve problems and carry out experiments in a biochemistry course.

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Section: Discussioncontrasting

confidence: 99%

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

Jafarkhani

Jamebozorg

2020

JMedLife

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“…The results of one-way covariance analysis and mean differences showed that education based on flipped learning on the academic achievement of sixth-grade elementary school students in Lamerd has had a positive and significant effect. The present study was consistent with the research of Nemati (2019), Kaviani et al (2018), Nam (2019), Choi (2019), Eryilmaz and Cigdemoglu (2019) and Wang and Zhu (2019) . Due to the novelty of the flipped training method on the one hand and the special importance of the variable of academic achievement on the other hand, many pieces of research have been or are being done in this field inside and outside the country.…”

Section: Discussionsupporting

confidence: 93%

Investigating the Impact of Teaching Based on Flipped Learning on the Academic Achievement of Sixth-Grade Students

Samavi

Javidi

Kazemi

et al. 2020

Iranian Evolutionary and Educational Psychology Journal

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“…Several studies have reported that, after participating in flipped learning, students generally show positive attitudes toward collaborating and communicating with their peers (Karabulut‐Ilgu et al., 2018; Roach, 2014), and are more willing to take part in discussion in class (Rodríguez et al., 2019; Yelamarthi et al., 2015). Eryilmaz and Cigdemoglu (2019) further indicated that participating in flipped learning activities could reduce students’ social anxiety. Therefore, exploring the influences of flipped learning on collaboration tendency is also one of the foci of the current study.…”

Section: Literature Reviewmentioning

confidence: 99%

A creative problem solving‐based flipped learning strategy for promoting students’ performing creativity, skills and tendencies of creative thinking and collaboration

Hsia

Lin

Hwang

2021

Brit J Educational Tech

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In most performing classes, such as dance or performing arts, students passively follow the scripts or demonstration provided by the teacher, and focus on imitating the acts and practicing repeatedly. Although researchers have begun trying out flipped learning to provide students with opportunities for self‐learning and to increase the time for in‐class collaborative learning and interactions, students’ performing creativity is generally ignored. As a result, the present study proposes a creative problem solving‐based flipped learning (CPS‐based flipped learning) approach to guide students to comprehend the pre‐class materials and to develop their creativity through creative thinking. Moreover an experiment was conducted in a choreography activity of a dance course. A total of 125 university students were recruited and divided into the CPS‐based flipped learning (CPS‐FL) group, the conventional flipped learning (FL) group, and the conventional technology‐based learning (TBL) group for an 18‐week teaching experiment. The results showed that the CPS‐based flipped learning approach could significantly increase students' choreography creativity, dance skills and creative thinking tendency. In addition, the FL group also outperformed the TBL group on choreography creativity and dance skills. No significant differences between the three groups’ collaboration tendency could be found. Lastly, from the students' feedback, it was learned that the CPS‐based flipped learning approach was conducive to stimulating students' inspiration for creation, enhancing their ability to appreciate dance programs and improving their implementation and practice abilities. What is already known about this topic In traditional performing classes, students generally passively follow the examples of demonstration provided by the teacher and focus on repetitive practice. Flipped learning enables students to have more opportunities to practice and interact with peers and the teacher in the class. In flipped learning, proper learning design could be beneficial to increasing students' creativity. What this paper adds A creative problem solving‐based flipped learning approach is proposed. An experiment was conducted in a university dance course to evaluate the impacts of the proposed approach. In addition to performing skills, the proposed approach enhanced the students' creativity performances and learning perceptions. Implications for practice and/or policy Creative problem solving‐based flipped learning has great potential in promoting students’ Creative thinking. Such a learning approach could bring novel ideas into the fields related to creative thinking in addition to arts or performing art courses.

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Individual flipped learning and cooperative flipped learning: their effects on students’ performance, social, and computer anxiety

Cited by 54 publications

References 26 publications

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

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

Investigating the Impact of Teaching Based on Flipped Learning on the Academic Achievement of Sixth-Grade Students

A creative problem solving‐based flipped learning strategy for promoting students’ performing creativity, skills and tendencies of creative thinking and collaboration

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