The Flipped Classroom: A Brief, Brief History

Bates, J. Edward; Almekdash, Mhd Hasan; Gilchrest-Dunnam, Maggie J.

doi:10.1007/978-3-319-41855-1_1

Cited by 48 publications

(45 citation statements)

References 5 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…The FCA resides in the middle of these criticisms between theories, taking advantage of the strengths of all the previous theories. The behavioural theory supports direct instruction, whereas cognitive and constructivism theories support content chunking and active learning; therefore, the flipped classroom can be considered as an approach rather than a strategy or method, because it contains a set of ideas that employ the strengths of more than one theory within a single approach to achieve the highest degree of efficiency that is capable of achieving the objectives of the educational process (Bates et al, ; Bishop & Verleger, ; Ozdamli & Asiksoy, ).…”

Section: Literature Reviewmentioning

confidence: 99%

“…An example supporting this idea is the Greek philosopher Socrates' dialogue approach, where learners engage in activities and share their ideas and opinions with their peers to come up with suggested solutions for their problems. From an educational point of view, this approach is one of the oldest forms of learner‐centred approaches (Bates, Almekdash, & Gilchrest‐Dunnam, ), suggesting that in‐class activities in FCA are based on a long history of philosophically supported educational literature that encouraged teachers to adopt in‐class learner‐centred activities. Conversely, out‐of‐class activities, which are designed by technological tools and delivered online, are presented without relying on solid theoretical frameworks and the details of how they were designed, and the time needed to study them were not explained in detail (Bishop & Verleger, ; He, Holton, Farkas, & Warschauer, ).…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

How flipped learning based on the cognitive theory of multimedia learning affects students' academic achievements

Almasseri

AlHojailan

2019

Computer Assisted Learning

View full text Add to dashboard Cite

The study aims to identify the effect of a flipped classroom approach designed according to the cognitive theory of multimedia learning on the academic achievements of eighth‐grade students (aged 14 years) in Saudi Arabia in computer science. To this end, a quasi‐experimental design was used, with a sample of 67 students; 33 students were assigned to the experimental group, whereas 34 comprised the control group. The experimental group was subjected to the flipped classroom approach, whereas the control group was given direct instruction. To measure student achievements, an instrument that measures cognitive skills based on Revised Bloom's taxonomy levels was designed. Findings revealed a positive effect on the experimental group's achievement levels with respect to Bloom's higher order thinking skills, that is, applying, analysing, and evaluating. No difference was found between the two groups in terms of academic achievements at the remembering and understanding levels of Bloom's taxonomy. Moreover, learners with low prior knowledge showed a higher improvement in academic achievements compared with those with high prior knowledge. This corresponds to the assumption of the cognitive theory of multimedia learning that learners with low prior knowledge would benefit from its principles more than learners with high prior knowledge.

show abstract

Section: Literature Reviewmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

How flipped learning based on the cognitive theory of multimedia learning affects students' academic achievements

Almasseri

AlHojailan

2019

Computer Assisted Learning

View full text Add to dashboard Cite

show abstract

“…A “flipped‐classroom” is an instructional strategy wherein students obtain basic didactic information before class and use class time to actively apply the newly gained knowledge (Bergmann and Sams, ; Bates et al, ). The Flipping Learning Network, an organization dedicated to helping others flip the classroom, more specifically defines the flipped classroom as “a pedagogical approach in which direct instruction moves from the group learning space to the individual learning space, and the resulting group space is transformed into a dynamic interactive learning environment where the educator guides students as they apply concepts and engage creatively in the subject matter.” (Sams et al, ) In this sense, students obtain basic knowledge prior to class, usually through the viewing of videos and/or curated readings, freeing up class time for active learning and applying information learned.…”

Section: Introductionmentioning

confidence: 99%

A gross anatomy flipped classroom effects performance, retention, and higher‐level thinking in lower performing students

Day

2018

Anatomical Sciences Ed

103

View full text Add to dashboard Cite

A flipped classroom is a growing pedagogy in higher education. Many research studies on the flipped classroom have focused on student outcomes, with the results being positive or inconclusive. A few studies have analyzed confounding variables, such as student's previous achievement, or the impact of a flipped classroom on long-term retention and knowledge transfer. In the present study, students in a Doctor of Physical Therapy program in a traditional style lecture of gross anatomy (n = 105) were compared to similar students in a flipped classroom (n = 112). Overall, students in the flipped anatomy classroom had an increase in semester average grades (P = 0.01) and performance on higher-level analytical questions (P < 0.001). Long-term retention and knowledge transfer was analyzed in a subsequent semester's sequenced kinesiology course, with students from the flipped anatomy classroom performing at a higher level in kinesiology (P < 0.05). Student's pre-matriculation grade point average was also considered. Previously lower performing students, when in a flipped anatomy class, outperformed their traditional anatomy class counterparts in anatomy semester grades (P < 0.05), accuracy on higher-level analytical anatomy multiple-choice questions (P < 0.05) and performance in subsequent course of kinesiology (P < 0.05). This study suggests that the flipped classroom may benefit lower performing student's knowledge acquisition and transfer to a greater degree than higher performing students. Future studies should explore the underlying reasons for improvement in lower performing students.

show abstract

“…On the other hands, the adoption of FL has proven to bring advantages in education field. Among numerous advantages of FL some are the presence of numerous hands-on and engaging activities in the classroom (Milman 2012, Bates, Almekdash, & Gilchrest-Dunnam, 2017, reduce or even diminish the teachers' domination in the class (Lyddon 2015), and supports students' involvement with their peers and their teachers (McCallum et al, 2015). In addition to that, FL allows students to study the learning materials from their teachers at home prior to the face-to-face meeting (Lyddon, 2015;Herreid, & Schiller 2013).…”

Section: Introductionmentioning

confidence: 99%

Does Flipped Learning Work? a Case for Private University in Indonesia

Basori

Wihardini

2020

geej

View full text Add to dashboard Cite

This study sought to find out the result of implementing Flipped Learning in pre-university English class in one of private universities in Indonesia. The study answers the question on to what extend the flipped learning work or fail when being implemented in the respective class. The data which were the result of pre-test and post-test were collected using quantitative method. To analyse the data, a non-parametric approach was used to analyse the impact of the FL approach on student performance in the EPS program. The difference between the pre- and test- scores was calculated and used in a hypothesis testing method using the Mann-Whitney-Wilcoxon Test. The result indicated that there is no significance difference between the treatment group and the control group. Some possible reasons why the insignificance happen are presented as well as some recommendations towards future studies in FL context.

show abstract

The Flipped Classroom: A Brief, Brief History

Cited by 48 publications

References 5 publications

How flipped learning based on the cognitive theory of multimedia learning affects students' academic achievements

How flipped learning based on the cognitive theory of multimedia learning affects students' academic achievements

A gross anatomy flipped classroom effects performance, retention, and higher‐level thinking in lower performing students

Does Flipped Learning Work? a Case for Private University in Indonesia

Contact Info

Product

Resources

About