The paper reports a quasi-experimental study comparing the ＂traditional flipped classroom＂ pedagogical design with the ＂productive failure＂ (Kapur, 2016) pedagogical design in the flipped classroom ...for a 2-week curricular unit on polynomials in a Hong Kong Secondary school. Different from the flipped classroom where students are provided video clips with new concepts and associated procedures to review at home before solving problems in class, the ＂productive failure＂ pedagogical design in the flipped classroom worked the other way around. Supported by mobile technologies, students explored, discussed and solved problems related to the new concepts first in class even though they might come across failures, followed by consolidating the concepts and associated procedures using video clips at home. The pedagogical design is referred to as ＂productive failure-based flipped classroom＂ in this study. The study was carried out in two Grade 7 classes: one with ＂traditional flipped classroom＂ and one with the ＂productive failure-based flipped classroom＂. Findings show that both classes had significant improvement in procedural knowledge. However, regarding conceptual knowledge, students in the ＂productive failure＂ condition performed better than those in traditional flipped classroom. This suggests that the ＂productive failure-based flipped classroom＂ pedagogical design may be better able to improve students' problem solving skills.
This is a pilot study aimed at examining students' learning performance and perceived motivation between a gamified flipped classroom and a non-gamified flipped classroom instructional model, based ...on the Self-Determination Theory (SDT). This study employed a mixed-method research approach, using three formative assessments or a post-test only design to examine students' learning achievement. Questionnaires and personal interviews were employed to support the data collection process in terms of students' perceived motivation. Fifty-six students were the respondents involved in a non-randomized experiment with a control group design. The results reveal that assessment 1 showed no significant difference between the two groups of the gamified flipped and non-gamified flipped classroom instruction (t = 1.68, p.474), while assessment 2 and 3 were significantly different (t = 5.54, p = .007 < .05) and (t = 10.17, p = .001 < .05). In the present study, the findings confirm that the students were positive regarding perceived competence, autonomy, and relatedness, better performance, and were able to achieve good achievement during the tests. The survey results reveal that the gamified flip-class setting fostered better motivation and engagement. Particularly, students motivated to compete and beat other students during the gamification activities by collecting points and badges as many as possible. Four main themes emerged from the qualitative interviews, namely, (1) pre-class learning motivation, (2) pre-class competition, (3) students' learning autonomy, and (4) students' social engagement. Conclusions from this study showed that the gamified flip-class setting had successfully constructed the basic psychological needs of SDT, namely: competency, autonomy, and relatedness.
•Positive learning outcomes reported in the gamified flipped classroom.•The students were positive regarding perceived competence, autonomy, and relatedness.•Four themes of positive impacts; learning motivation, autonomy, competition, and social engagement.•This concept might be effective in promoting the 21st-century learning skills.•Exploring external motivation based on SDT is highly recommended in the future research.
The use of flipped classroom approach has become increasingly popular in health professions education. However, no meta-analysis has been published that specifically examines the effect of flipped ...classroom versus traditional classroom on student learning. This study examined the findings of comparative articles through a meta-analysis in order to summarize the overall effects of teaching with the flipped classroom approach. We focused specifically on a set of flipped classroom studies in which pre-recorded videos were provided before face-to-face class meetings. These comparative articles focused on health care professionals including medical students, residents, doctors, nurses, or learners in other health care professions and disciplines (e.g., dental, pharmacy, environmental or occupational health).
Using predefined study eligibility criteria, seven electronic databases were searched in mid-April 2017 for relevant articles. Methodological quality was graded using the Medical Education Research Study Quality Instrument (MERSQI). Effect sizes, heterogeneity estimates, analysis of possible moderators, and publication bias were computed using the COMPREHENSIVE META-ANALYSIS software.
A meta-analysis of 28 eligible comparative studies (between-subject design) showed an overall significant effect in favor of flipped classrooms over traditional classrooms for health professions education (standardized mean difference, SMD = 0.33, 95% confidence interval, CI = 0.21-0.46, p < 0.001), with no evidence of publication bias. In addition, the flipped classroom approach was more effective when instructors used quizzes at the start of each in-class session. More respondents reported they preferred flipped to traditional classrooms.
Current evidence suggests that the flipped classroom approach in health professions education yields a significant improvement in student learning compared with traditional teaching methods.
Concerns about insufficient speaking performance among ESL learners have led to innovative teaching methods. The Flipped Classroom, where learners learn content outside class and engage in ...discussions during school hours, offers a promising solution. Despite its success in tertiary and primary levels, its impact on speaking performance among Malaysian secondary ESL learners remained understudied. This study, conducted in a Putrajaya secondary school with 48 Form 4 ESL learners, investigates the effects of the Flipped Classroom on speaking performance using “Flip”. By utilizing a quantitative approach, the study employed purposive sampling and collected data through pre-post-tests. The findings were promising, as learners exhibited significant improvement in speaking performance after adopting the Flipped Classroom approach. This research carries crucial implications for educators and policymakers. By integrating the Flipped Classroom approach, teachers can effectively enhance learners’ speaking performance. The study’s outcomes serve as a valuable guide, aiding teachers and policymakers in their mission to enhance learners’ speaking performance.
There is increasing pressure for Higher Education institutions to undergo transformation, with education being seen as needing to adapt in ways that meet the conceptual needs of our time. Reflecting ...this is the rise of the flipped or inverted classroom. The purpose of this scoping review was to provide a comprehensive overview of relevant research regarding the emergence of the flipped classroom and the links to pedagogy and educational outcomes, identifying any gaps in the literature which could inform future design and evaluation. The scoping review is underpinned by the five-stage framework Arksey and O'Malley. The results indicate that there is much indirect evidence emerging of improved academic performance and student and staff satisfaction with the flipped approach but a paucity of conclusive evidence that it contributes to building lifelong learning and other 21st Century skills in under-graduate education and post-graduate education.
•Flipped class has the capacity for building lifelong skills for 21st Century learners.•Misunderstanding of the key elements necessary for successful flipping•Under-utilisation of conceptual frameworks and design in flipped classroom•Need for stronger evidence in evaluating student outcomes in flipped classrooms
The flipped classroom has been achieving a great success in teaching innovation. This study, aiming to determine the effectiveness of the flipped model in business English writing course, combined ...the quantitative with the qualitative research methods. Participants were randomly selected from undergraduate students majoring in business English. The research instruments in this study included a satisfaction scale, a Business English Writing Test, and a semi-structured interview. The research procedure was made up of a pretest—treatment—posttest design. Both hypotheses were accepted and it was concluded that (1) the flipped business English writing classroom brought about better academic achievements than the traditional one, and (2) the flipped business English writing classroom was more satisfactory than the traditional one. Future studies could pivot on different courses and expand the research scopes to examine the effectiveness of the flipped classroom.
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