Using Constructivist Instructional Design for Flipped Classroom to Enhancing Cognitive Learning Performance

Kanjug, Issara; Srisawasdi, Niwat; Chaijaroen, Sumalee; Kanjug, Parnpitcha

doi:10.1007/978-3-319-99737-7_13

Cited by 6 publications

(4 citation statements)

References 6 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…It allows students to actively construct knowledge building upon their prior knowledge, as their learning needs are scaffolded by the teacher and classmates. Furthermore, as previously reported (Eryilmaz & Cigdemoglu, 2019;Gökçe, 2020;Hayashi et al, 2015;Kanjug et al, 2018), this study confirms that cooperative learning is suitable for FC as demonstrated in C1; students in C1 constructed knowledge actively and autonomously by means of digital resources and activities and, in class, benefited from interactions with teachers and peers to perform meaningful, active and collaborative activities in the zone of proximal developmentthe difference between what a learner can do without help and what the learner can do with the support from a skilled partner or teacher (Vygotsky, 1978).…”

Section: Discussionsupporting

confidence: 81%

University students’ preference for flexible teaching models that foster constructivist learning practices

Noguera

Albó

Beardsley

2022

AJET

View full text Add to dashboard Cite

In recent years, universities have intensified their use of technologies and implemented various modes of flexible teaching. This study sought to demonstrate that students prefer flipped learning with combined forms of synchronous and asynchronous learning that foster constructivist learning practices. To this aim, two case studies (N = 221) for online teaching at two face-to-face universities during the 2020–2021 academic year are presented. Results show that students appreciate flipped models of learning that foster social constructivist practices, autonomous access and consultation of resources, self-regulation of time management and consciousness of learning needs. Such virtual self-paced learning results in more productive and interactive real-time classes. This combination of autonomous learning and synchronous instruction is preferred by students attending online and hybrid modes of teaching. Overall, this study demonstrates that the flipped classroom adapts well to online and hybrid modes of teaching with first-year undergraduate students. To effectively foster social constructivism through the flipped classroom in university contexts, course design should consider both synchronous and asynchronous learning spaces, amplifying opportunities to learn autonomously and to collaborate and get feedback in synchronous contexts. Implications for practice or policy Student satisfaction with teaching may increase in online education if characteristics for flexibility are incorporated. Teachers can foster social constructivist practices through flipped classroom by designing synchronous and asynchronous instruction to be self-regulated, student-centred, collaborative and flexible. Institutional rules may limit teacher abilities to apply flexible modes of learning.

show abstract

Section: Discussionsupporting

confidence: 81%

University students’ preference for flexible teaching models that foster constructivist learning practices

Noguera

Albó

Beardsley

2022

AJET

View full text Add to dashboard Cite

show abstract

“…Cooperative learning in flipped classroom method, which is a combination of both methods, supports holistic use of authentic activities, makes the students need social interaction, and realizes the change process of the individual when reviewed from the aspect of Vygotsky theory (Doolittle, 1997). Therefore, utilizing the cooperative learning method together with the flipped classroom method matches perfectly in aspect of constructivism, active learning, and Vygotsky approaches (Bishop and Verleger, 2013;Hayashi et al, 2015;Kanjug et al, 2018;Eryilmaz and Cigdemoglu, 2019). It is also thought to bring great benefit for the students.…”

Section: Conclusion Discussion and Suggestions For Future Researchmentioning

confidence: 96%

A Review of Flipped Classroom and Cooperative Learning Method Within the Context of Vygotsky Theory

Erbil

2020

Front. Psychol.

152

View full text Add to dashboard Cite

In the flipped classroom method, which is accepted as one of the blended learning approaches, the traditional teaching process takes place outside of the classroom through videos. Activities, projects, and homework related to upper-level cognitive field steps are carried out during classroom time. Research and interest in the flipped classroom are increasing steadily. Employing a cooperative learning method is suggested for using class time in the flipped classroom method. However, there has not been sufficient research on the implemented results of those suggestions. Moreover, there is no clear roadmap on how to incorporate cooperative learning methods into the flipped classroom. This research reviews theoretical infrastructures of flipped classroom and cooperative learning methods according to the Vygotsky theory and makes various suggestions for implementation and implementers.

show abstract

“…One of the fundamental benefits of the flipped classroom is that it permits students to learn at their own rythm (O'Flaherty and Phillips, 2015;Lai and Hwang, 2016). Recordings can be seen on various occasions, furnishing students with adaptability as far as when and where they study (Coyne et al, 2018;Kanjug et al, 2018). This lines up with the idea of "open realizing," which offers students the Ouariach Soufiane, Ouariach Fatima Zahra, Khaldi Mohamed From Lecture Theaters to Online Classrooms: Examining The Growth of the Flipped Classroom opportunity to pick points, areas, rythms, and techniques for learning (Cedefop, 2014).…”

Section: Benefits Of Using Flipped Classroom Modelmentioning

confidence: 99%

From Lecture Theaters to Online Classrooms: Examining The Growth of the Flipped Classroom

Ouariach Soufiane,

Ouariach Fatima Zahra,

Khaldi Mohamed

2024

competitive

View full text Add to dashboard Cite

Traditional models of education involve teachers imparting knowledge to students in a classroom setting. However, new learning theories suggest that students do not all acquire information in the same way. Some learn better through independent exploration and discovery, while others thrive in social environments with hands-on instruction. This debate around student-centered versus teacher-centered pedagogy is far from resolved. One approach that is gaining attention is the "flipped classroom," which restructures learning activities so that domestic tasks typically done as homework are performed in class, with teacher guidance. Meanwhile, lectures previously given during class time are accessed autonomously by students at home, often via online video. This model arguably provides flexibility that better caters to varied student needs and learning styles. However, there are also challenges to consider when transitioning to a flipped model. This article explores the arguments on both sides, providing a balanced perspective on the benefits and limitations of traditional and flipped approaches based on current research in educational psychology. First, the article delves into the term "flipped classroom" and its relationship with the Bloom taxonomy. It then examines different flipped classroom models and finally the benefits and limitations of the flipped classroom application.

show abstract

Using Constructivist Instructional Design for Flipped Classroom to Enhancing Cognitive Learning Performance

Cited by 6 publications

References 6 publications

University students’ preference for flexible teaching models that foster constructivist learning practices

University students’ preference for flexible teaching models that foster constructivist learning practices

A Review of Flipped Classroom and Cooperative Learning Method Within the Context of Vygotsky Theory

From Lecture Theaters to Online Classrooms: Examining The Growth of the Flipped Classroom

Contact Info

Product

Resources

About