The Performance of Online Teaching for Flipped Classroom Based on COVID-19 Aspect

Abstract

Many universities adapted online teaching as their strategies based on the consideration of COVID-19. The objective of this study aimed at verifying the procedures and effects of flipped classroom for online teaching. Qualitative method was employed and data was collected by students’ class summary after they have finished the online teaching course of Tourist Psychology at department of tourism management, Sichuan University of Science and Engineering. Findings reported that flipped classroom for online teaching is executable. Furthermore, before-class activities, in-class activities, and after-class activities could promote learning performance. Moreover, sense of humor for teacher and the atmosphere within the class were found to have the positive benefits to the flipped classroom for online teaching. Finally, universities should make some policies to teachers to encourage their adaption of flipped classroom is suggested.

Online learning of English language courses via blackboard at Saudi universities in the era of COVID-19: perception and use

“…Therefore, educational institutions should innovate solutions to deal with the challenging context during the COVID 19 period (Liguori and Winkler, 2020). Taken an example, China was the first country to deal with this overnight shift from offline to online classrooms, that was, educators had changed their instructional methodology to deal with new circumstances and adapted to the situation of uncertainty (Yen, 2020). To face difficult circumstances, the educational institutions prepared a complete guide for students and instructors to ease the matter and helped everyone to access to online LMSs platform (Yen, 2020).…”

“…Taken an example, China was the first country to deal with this overnight shift from offline to online classrooms, that was, educators had changed their instructional methodology to deal with new circumstances and adapted to the situation of uncertainty (Yen, 2020). To face difficult circumstances, the educational institutions prepared a complete guide for students and instructors to ease the matter and helped everyone to access to online LMSs platform (Yen, 2020). Saudi universities adopted the Blackboard application as an online learning platform, which had all features and facilities to present a real-like classroom context (Basilaia et al, 2020).…”

“…The perceptions and attitudes of users toward the technology used could assess the actual usage of the tool and the technology. Across higher education, evaluation of the utility of LMSs applications of learning and teaching process through students' perceptions and use has become established practice (Al-Dosari, 2011;Dhawan, 2020;Hao, 2020;Yen, 2020) because it provides feedback for the course developers on teaching and learning and quality assurance as well (Dyson and Campello, 2003). Such feedback on the perceptions and use of these applications is crucial to ensure the potentiality and usefulness (Weaver et al, 2008), particularly in times of crisis like the COVID-19 outbreak.…”

“…The students' perceptions of online learning through management systems (LMSs) like Blackboard are largely associated with a student's successful use of these applications (Dhawan, 2020;Fageeh, 2011;Yen, 2020). Therefore, students need to be ready to perceive the shift from traditional to online learning and they should be communicated of the importance of Blackboard and other tools of online learning as the only substitute to the traditional instruction in times of crisis (Fageeh, 2011).…”

“…However, all of the studies described the use of Blackboard and the shift to blended learning as a situation surrounded by challenges. At the time of the COVID-19 outbreak, the sudden shift from offline learning of English language courses to online learning through Blackboard became the current challenge to be faced by students (Basilaia et al, 2020;Saidy and Sura, 2020;Yen, 2020).…”