Track effect: Unraveling the enhancement of college students’ autonomous learning by using a flipped classroom approach

Xiao, Li; Larkins, Randy; Li-jun, Meng

doi:10.1080/14703297.2017.1415815

Cited by 8 publications

(5 citation statements)

References 14 publications

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“…Most of the surveyed students (94.7%, n=90) agreed that using FLS required a skilful and well-planned lesson to present the material technologically and gave it a high degree of importance. Such a statement coincides with studies suggesting that FLS depends on online lectures, which must be designed and presented creatively and interactively (Haghighi et al, 2018;Xiao et al, 2018). Innovation requires intensive training to promote student and teacher skills.…”

Section: Resultssupporting

confidence: 74%

Promoting Self-Regulation Skills Among Pre-Service Islamic Studies Teachers Through Project-Based Learning Utilizing a Flipped Learning Strategy

Alkandari

Alabdulhadi²

2023

IJLTER

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This study examined the effectiveness of a flipped learning strategy (FLS) on self-regulated learning (SRL) skills among pre-service Islamic education teachers utilizing project-based learning (PBL). The study collected both quantitative and qualitative data from participants using a mixed-methods design. Questionnaires were used to collect quantitative data, while unstructured interviews and written reflections from participants were used to collect qualitative data. Most participants (79%) had a favorable opinion of the FLS project, and their experience designing and executing the project using the PBL strategy had a positive impact on their SRL skills. The participants reported that the project strengthened their resolve to adopt FLS as an instructional strategy. The study emphasizes the need for rigorous preparation programmes and early exposure to innovative practices to boost teachers’ sense of self-efficacy and SRL skills. The study also highlights the potential advantages of aligning educational programmes with refined-oriented practices to positively influence educators' perspectives and pedagogical strategies in the classroom. Despite the positive findings of the study, Islamic Studies instructors' capacity for self-regulation requires further investigation. Specifically, further research is required to investigate the impact of FLS on teachers' SRL skills in different subject areas and the long-term effects of FLS on teacher development and student outcomes.

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Section: Resultssupporting

confidence: 74%

Promoting Self-Regulation Skills Among Pre-Service Islamic Studies Teachers Through Project-Based Learning Utilizing a Flipped Learning Strategy

Alkandari

Alabdulhadi²

2023

IJLTER

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“…Para el aprendizaje invertido tradicional se señala un cambio en el formato de entrega de la información, más no un cambio pedagógico; mientras que para el modelo de aprendizaje invertido avanzado, desde la preparación previa se genera una oportunidad para una instrucción diferenciada y se resalta la necesidad de habilidades de aprendizaje autorregulado y sistemas de monitoreo; además del uso de analíticas de aprendizaje para (Blau & Shamir-Inbal, 2017;Bouwmeester et al, 2019;Çakiroğlu & Öztürk, 2017;Chi et al, 2018;Chis et al, 2018;Domínguez et al, 2018;Gan, 2018;Hung et al, 2020;Lo & Hew, 2017;Montgomery et al, 2019;Xiao et al, 2018).…”

Section: Frecuencia De Uso De Las Teorías En Los Estudiosunclassified

“…Como respuesta, en las últimas décadas ha tenido lugar una gran revolución tecno-pedagógica, de la cual han surgido modelos y metodologías de aprendizaje. De esta manera, el presente artículo se enfoca en el aprendizaje invertido, a la luz del éxito observado desde lo empírico, y que promete ser una solución para atender los problemas educativos que han traído consigo las brechas entre las prácticas tradicionales de enseñanza y las nuevas necesidades e intereses de aprendizaje (Ali et al, 2017;López-Belmonte et al, 2021;Xiao et al, 2018).…”

Section: Introductionunclassified

Avanzar al conocimiento científico: estado del arte del aprendizaje invertido

Araguz-Lara

Gamboa

Bonilla-Murillo

2022

magis

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Se revisa el estado del arte del aprendizaje invertido tomando como líneas de discusión las teorías, los diseños instruccionales y los modelos utilizados.Dicha revisión se realizó desde el método de análisis de contenido con apoyo de fichas de resumen, comentarios y de opinión. Los hallazgos indican que el diseño instructivo del modelo beneficia más a estudiantes con bajo rendimiento y que la configuración de la preparación previa influye significativamente en los procesos que ocurren en el aula. Se encuentran vacíos en el tema como la escasez de estudios longitudinales y a nivel institución, así como de diseño instruccional diferenciado y adaptativo.

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“…Students learn from materials prepared by the tutor, such as videos or readings, and participate in practical activities and classroom discussions (Jahr, 2022). This approach promotes meaningful learning and learner autonomy (Xiao et al, 2018).…”

Section: Introductionmentioning

confidence: 99%

Flipped Classroom Based on Blum’s Modeling and its Impact on Autonomous Learning Experienced by Mathematics Students from a University in Lima, Peru

Carrillo-Yalán,

Vargas-Trujillo,

García-Cuéllar

et al. 2024

Acad. J. Interdiscip. Stud.

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Introduction. The flipped classroom method represents an avant-garde approach to the learning process, in which students acquire the fundamental concepts of a subject outside the traditional classroom environment. In this work, Blum's modeling was used, based on discovery learning, where students are initially faced with problems or situations that require a solution, encouraging the search for information and the application of various strategies to solve them. This combination enhances learning autonomy by offering greater opportunities for practice and feedback. Objective. The research aims to determine the impact of the flipped classroom method as a tool to promote autonomous learning. Method. A mixed methodology was used, integrating elements of quasi-experimental and phenomenological design, with an explanatory scope. Results. The study revealed a 65% effectiveness in the development of autonomous learning among students who participated in the flipped classroom implementation. In addition, participants reported an increase in motivation, ability to set goals, identification of challenges and strengths, availability of resources and an environment conducive to learning, as well as selection of effective study strategies and increased reflection on the effects of their learning. In conclusion, the findings support the usefulness of flipped classroom as a valuable tool for fostering autonomous learning in university students. Received: 3 February 2024 / Accepted: 26 April 2024 / Published: 5 May 2024

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Track effect: Unraveling the enhancement of college students’ autonomous learning by using a flipped classroom approach

Cited by 8 publications

References 14 publications

Promoting Self-Regulation Skills Among Pre-Service Islamic Studies Teachers Through Project-Based Learning Utilizing a Flipped Learning Strategy

Promoting Self-Regulation Skills Among Pre-Service Islamic Studies Teachers Through Project-Based Learning Utilizing a Flipped Learning Strategy

Avanzar al conocimiento científico: estado del arte del aprendizaje invertido

Flipped Classroom Based on Blum’s Modeling and its Impact on Autonomous Learning Experienced by Mathematics Students from a University in Lima, Peru

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