The effects of flipped learning on learning motivation and attitudes in a class of college physical therapy students

Chung, Eun Jee; Lee, Byoung-Hee

doi:10.24313/jpbl.2018.5.1.29

Cited by 26 publications

(20 citation statements)

References 18 publications

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“…Indeed, no one can deny that motivation plays an effective role in the learning process. The present positive results are consistent with the findings of numerous studies referred to in the literature (Abeysekara & Dawson, 2015;Akçayır & Akçayır, 2018;Al-Zahrani, 2015;Bergmann & Sams, 2012;Chung & Lee, 2018;Cole & Kritzer, 2009;Deckers, 2018;Demirel, 2016;Gayeta, 2017;Johnson et al, 2016;Jyothia & Penman, 2017;Su & Chen, 2018;Tütüncü & Aksu, 2018).…”

Section: Flipped Classroom Impact On Students' Motivationsupporting

confidence: 92%

“…The results showed that students in the experimental group overcome those in the control group in terms of the four dimensions of ARCS. Correspondingly enough, Chung and Lee (2018) investigated the impact of the flipped model on learning motivation and attitudes in a class of college physical therapy students. Their fallouts displayed significant differences in learning motivation (attention, relevance, confidence, satisfaction) and attitudes toward physical therapy.…”

Section: / 16mentioning

confidence: 99%

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Flipping the Classroom for Optimizing Undergraduate Students’ Motivation and Understanding of Medical Physics Concepts

Bawaneh

Mouméne

2020

EURASIA J Math Sci Tech Ed

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The purpose of this study was to investigate the effects of the flipped classroom on optimizing students' motivation and understanding of medical physics concepts. This approach transfers teacher-fronted lessons out of class to be prepared by students at home and utilizes their class time for discussion and practice. The sample included 123 female students: 58 in a flipped classroom and 65 in a conventional classroom. Three instruments were developed: teachers' guide, an understanding test, and students' motivation questionnaire. Data were analyzed using the mean, standard deviation, ANCOVA-test, and size effect. The results showed that there were statistically significant differences among students' increased motivation and understanding of medical physics concepts in favor of the flipped classroom learning. Therefore, instructors and curriculum developers should restructure the contents of their courses according to flipped classroom principles to foster students' motivation and understanding of medical physics concepts.

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Section: Flipped Classroom Impact On Students' Motivationsupporting

confidence: 92%

Section: / 16mentioning

confidence: 99%

Flipping the Classroom for Optimizing Undergraduate Students’ Motivation and Understanding of Medical Physics Concepts

Bawaneh

Mouméne

2020

EURASIA J Math Sci Tech Ed

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“…Research conducted by Pavanelli (2018) on 22 students at Southern State College in the USA regarding their perception of flipped classrooms showed that 92% liked the flipped classroom model; 62% believed flipped classrooms were better than traditional ones; 70% agreed that it was easy to understand the material in a flipped classroom approach; 92% liked watching lessons on video; 77% agreed that video lessons helped understand the topics being studied, give students more time to practise and work on problems with friends, thus providing more significant opportunities for communicating with peers and teachers; 85% agreed that the flipped classroom model was a fun learning model; and 77% stated that the flipped classroom motivated them to learn more. These findings are supported by several studies that have proven that flipped classrooms are more attractive than traditional ones (Goedhart et al, 2019;Havwini & Wu, 2019;Herlindayana et al, 2017;Li et al, 2018;Paek & Fulford, 2017;Tomas et al, 2019); can motivate students to learn (Chung & Lee, 2018;Nouri, 2016;Su & Chen, 2018); and can help students to understand the concept of learning well (Nwosisi et al, 2016). Herlindayana et al (2017) conducted their study at a high school, showing that 75% of students agreed that the flipped classroom learning model could improve independent learning.…”

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confidence: 82%

The Flipped Classroom: An Overview of its Impact on Economics Learning

Purba

Kristiani

Sangka

et al. 2021

International Journal of Pedagogy and Teacher Education

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<div class="page" title="Page 1"><div class="layoutArea"><div class="column"><p><span>The flipped classroom is a type of blended learning that has been widely applied at various levels of education, from elementary to higher, but there have been few studies on its use in Economics education. The purpose of this article is to provide a brief overview of the impact and effectiveness of the flipped classroom on Economics learning. The research methodology used is a literature study with analysis of several articles about the flipped classroom, which concludes with the research objectives. The study results show that the effects of the flipped classroom can enhance student</span><span>s’ </span><span>self-reliant and active learning, increase collaboration, and improve learning outcomes. The article provides advice for educators, especially in the field of Economics education, on use of the flipped classroom to maximise student learning. The study conclusion, which compares the flipped classroom learning model in general, shows that the flipped classroom learning model is effective for use in the learning process because students have studied the material before going to class, meaning the teacher no longer dominates the classroom situation and teacher- student interactions become better and more enjoyable. </span></p></div></div></div>

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“…The literature review found that the "Flipped classroom" learning concept has been studied as an integrated technical, instructional and psychological phenomenon (Panopto, 2015;Educause, 2012;Bykonia et al, 2019;Chung & Lee, 2018) which is referred as a multi-tool approach and is capable to change the perception of teacher and learner roles. It this study, the flipped classroom will be addressed as an instructional model taking advantage of the use of extracurricular time to engage the students in out-of-class activities to do all sedentary work before the class.…”

Section: The "Flipped Classroom" and Espmentioning

confidence: 99%

Creating ESP-Based Language Learning Environment to Foster Critical Thinking Capabilities in Students’ Papers

Karapetian¹

2020

EUROPEAN J ED RES

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The purpose of this research is to experimentally evaluate how the "flipped classroom" model used to deliver Business English, which is commonly an integral part to the ESP course at tertiary schools of Economics in Ukraine, to the students majoring in Economics fosters students' critical thinking skills and improved their academic performances and what students' perceptions of this model are. The learning environment used a multimedia-based textbook entitled "Business skills through English". This was experimental research which used a mixed-methods approach. Students' critical thinking skills and academic performance (learning outcomes) were the variables for this study. Placement tests, needs analysis questionnaires, Course Satisfaction Questionnaire, a test to assess the students' critical thinking skills were used to collect the statistical data. Cronbach Alpha coefficient was applied to interpret the test on critical thinking data and SPSS AMOS statistical package programme was used to analyse the consolidated data. The study found that the "flipped classroom" model used to deliver ESP and Business English to the students majoring in Economics has the potential to provide a better learning experience for the students and teaching experience for the teachers. This model fosters students' critical thinking skills by involving them in problem-solving-based learning and improves their academic performances by increasing their responsibility for learning results and stimulating them to use different learning styles. Overall, the above model substitutes a teacher-centered with a student-centered approach that engages learners in the true-to-life business world and language environment. In this way, learning Business English and ESP at higher educational institutions in Ukraine is a move from just training memory (memorizing professionalism-related English vocabulary and doing grammar drills) to applying language as a learning medium in the specifically designed vocational contexts.

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The effects of flipped learning on learning motivation and attitudes in a class of college physical therapy students

Cited by 26 publications

References 18 publications

Flipping the Classroom for Optimizing Undergraduate Students’ Motivation and Understanding of Medical Physics Concepts

Flipping the Classroom for Optimizing Undergraduate Students’ Motivation and Understanding of Medical Physics Concepts

The Flipped Classroom: An Overview of its Impact on Economics Learning

Creating ESP-Based Language Learning Environment to Foster Critical Thinking Capabilities in Students’ Papers

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