The Application of Flipped Classroom Based on the Fias Analysis Model in the Online Teaching of Piano Art Instruction

Abstract

This research investigates the use of the Flipped Classroom (FC) approach, based on the Flanders Interaction Analysis System (FIAS) analysis model, in the online teaching of piano art instruction. The FIAS analysis model is used to analyze the key factors that influence the effectiveness of the flipped classroom approach. The study uses a mixed-methods research design, combining surveys and interviews with students and teachers to gather data on the effectiveness of the flipped classroom approach. The study used piano theory for analysing the interaction analysis. The results indicate that the FC approach, based on the FIAS analysis model, can significantly improve student engagement and learning outcomes in online piano art instruction. The study also identifies several challenges and limitations of the approach, such as the need for adequate preparation time and the need for students to have access to suitable technology and resources. In this study, we have used ANOVA method to analyse the data. Overall, the study provides insights into the potential benefits and challenges of the FC approach in online piano art instruction and offers recommendations for future research and practice.