The flipped classroom: A review of its advantages and challenges

Akçayır, Gökçe; Akçayır, Murat

doi:10.1016/j.compedu.2018.07.021

Cited by 888 publications

(898 citation statements)

References 74 publications

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“…In university PE, Hinojo-Lucena et al [82] have demonstrated that a FL approach improves academic performance and positively affects motivation. While some negative aspects of FL are pointed out, like the extra work-load that some students perceive [83,84], the reported challenges are far fewer than the reported advantages [84], and a recent review of FL in K-12 education concludes that FL promotes active learning, providing a neutral or positive impact on student achievement [85]. These findings could suggest that the FL approach is beneficial across a range of school contexts and ages, and regarding several desired outcomes in PE.…”

Section: Flipped Learningmentioning

confidence: 99%

The Impact of Flipped Learning on Cognitive Knowledge Learning and Intrinsic Motivation in Norwegian Secondary Physical Education

Østerlie

Mehus

2020

Education Sciences

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The purpose of the present study was to examine if and how the introduction of a flipped learning (FL) framework in Norwegian lower and upper secondary school physical education (PE) could affect student situational motivation and health-related fitness knowledge (HRFK). 206 Norwegian students (48% girls) from secondary and upper secondary schools were included in a three-week-long intervention. 85 students were assigned to an intervention group and 121 students to a control group, with the intervention aimed at integrating information communication technology (ICT) through the use of online videos. The results showed a negative motivational change for male students unless the activity changes were placed within an explanatory rationale through FL. The application of FL caused more cognitive knowledge learning, resulting in higher levels of HRFK among both girls and boys. The current research provided valuable insights into Norwegian students' motivation for PE and that cognitive knowledge learning can be affected when integrating the use of ICT in PE.

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Section: Flipped Learningmentioning

confidence: 99%

The Impact of Flipped Learning on Cognitive Knowledge Learning and Intrinsic Motivation in Norwegian Secondary Physical Education

Østerlie

Mehus

2020

Education Sciences

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“…Since teaching no longer focuses on the teacher's knowledge but on the active participation of the student, the flipped classroom (FC) methodology is increasingly used (Lundin, Rensfeldt, Hillman, Lantz-Andersson, & Peterson, 2018). This method is inspired by the idea of inverting traditional teaching by replacing a teacher-centred approach by an approach in which activities previously performed outside the classroom now occur within the classroom (Akçayır & Akçayır, 2018;Lundin et al, 2018;Nouri, 2016;O'Flaherty & Phillips, 2015) That is, instead of attending class and working at home afterwards, now, students first access the material (through formats such as videos, texts, links, and repositories) and then conduct different learning activities in the classroom (e.g., analysis, discussions, problem solving, answering questionnaires, learning advanced concepts). Hence, autonomous learning is encouraged through the completion of preparatory work, while class time is more interactive and productive (O'Flaherty & Phillips, 2015).…”

Section: Flipped Classroommentioning

confidence: 99%

“…Many research and review articles have named the advantages of the FC, particularly in a recent work by Akçayır and Akçayır (2018). In terms of learning outcomes: the FC improves learning and enhances student satisfaction and, to a lesser extent, enhances students' confidence, promotes their creativity and improves their problem-solving abilities.…”

Section: Flipped Classroommentioning

confidence: 99%

“…The creation of videos according to Bloom's taxonomy adapted to the digital age (Churches, 2008) requires mobilizing higher-order, high-level cognitive thinking skills, which include understanding, planning, filming, direction, creation, combination and cooperation. Because university students, regardless of discipline, can be considered digital natives (Akçayır & Akçayır, 2018), they should not encounter difficulties in producing videos. Video production allows students to express themselves in a way that makes them feel more comfortable, thus increasing their motivation and stimulating more imaginative creations (Droumeva & Murphy, 2016).…”

Section: Generating Video Contentmentioning

confidence: 99%

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Integration of good practices of active methodologies with the reuse of student-generated content

Arruabarrena

Sánchez

Arbe

et al. 2019

Int J Educ Technol High Educ

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In this article, we present an integrated instructive methodological approach. We begin with a set of proposals for educational innovation oriented towards active learning that have been tested separately and implemented for various subjects in courses of different levels. The approach integrates the following elements: (1) the dynamic generation of digital content by students and their integration into shared knowledge bases of the subjects involved; (2) the systematic use of quality content, mainly in video format, distributed through online platforms as support for flipped classrooms; (3) peer evaluation to support the development of reflective and selfcritical capacities; and (4) systematic collaboration with students and professors from other universities to develop the enumerated activities. The methodology has been tested in a variety of subjects, thanks to its flexibility. In all experienced cases, it has been shown that it is feasible for students to generate enough valuable and reusable content. In addition, students have expressed high levels of satisfaction with the implementation of the proposal.

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“…In the FT model the students are engaged in more complex activities while they can obtain teachers feedback in a timely manner (Thai, De Wever, & Valcke, 2017). FT enables teachers to encourage critical thinking in their students, building the capacity for lifelong learning and preparing future graduates for their work-place contexts (Akçayır & Akçayır, 2018;O'Flaherty & Phillips, 2015).…”

Section: Introduction 1flipped Classroom Modelmentioning

confidence: 99%

Effectiveness of flip teaching on engineering students' performance in the physics lab

Gómez-Tejedor

Vidaurre

Tort-Ausina

et al. 2020

Computers & Education

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Graphical abstractHighlights:• Lab results for Flip and Traditional Methodologies are analysed and compared.• Flip Teaching in the lab sessions improves students' academic performance.• Since students spend more time thinking, they write better lab reports.• Definition of the "analogous students" enables a more detailed statistical study. José A. Gómez-Tejedor et al., Computers AbstractThe progressive introduction of the flip teaching (FT) instructional model into higher education has accelerated in recent years. The FT methodology seems to be especially suitable for laboratory practice sessions: before the lab session the students are given documents and videos that explain the theoretical contents and the experimental procedure. When this material is studied in advance, the practice session can be devoted to the discussion, clarification and practical application of the acquired knowledge. This paper describes the effect of the FT methodology on the students' academic performance when it was applied to the laboratory practice in two subjects, Physics and Electricity, of a technical degree. The laboratory and final grades of these subjects were compared in four consecutive years. The characteristics of all four years were quite similar, except that the traditional teaching method (TM) was used in two, while FT was applied in the other two. The statistical analysis shows that the academic results of the students were better in both subjects under FT than those obtained using TM, and that the difference was statistically significant.

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The flipped classroom: A review of its advantages and challenges

Cited by 888 publications

References 74 publications

The Impact of Flipped Learning on Cognitive Knowledge Learning and Intrinsic Motivation in Norwegian Secondary Physical Education

The Impact of Flipped Learning on Cognitive Knowledge Learning and Intrinsic Motivation in Norwegian Secondary Physical Education

Integration of good practices of active methodologies with the reuse of student-generated content

Effectiveness of flip teaching on engineering students' performance in the physics lab

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