Flipping Classrooms

Voss. E. & Fang, W. (2016). Exploring attitudes and technology use for learning English in a flipped classroom: A comparison of ESL and EFL courses. In Cross-cultural Communication and English Language Teaching. Proceedings of the 8th Annual WUSIEP Conference, Wuhan, China, July, 2014.

Flipped Classroom is one of the latest learning methods of the 21st century that emphasizes on student learning by giving attention to active learning through the use of technology. One characteristic of a flipped classroom is the integration of multimedia materials such as short videos, like animations, which aid in the teaching-learning process. That being said, it places the learner in a position to become in control of his learning pace, as a key to mastery learning.
This study aimed to help teachers understand the process of making stop-motion animation that can be used in classroom flipping. It also aimed to find out the effectiveness of using stop-motion animation in teaching DNA replication to students. An evaluation tool was used to determine the feasibility and effectivity of the stop-motion animation created.
The results of the study showed that the use of stop-motion animation in classroom flipping has gathered fairly acceptable ratings in terms of its Video Quality (3.93), Content (4.42) and Classroom activity (4.5). Likewise, the results for the activity provided to enforce the concepts learned from the flipped classroom setup has shown that students obtained a score of at least 80%.
With the results gathered, this study recommends that teachers can use classroom flip videos as a strategic intervention material (SIM).
Furthermore, it is recommended that teachers incorporate more technical and animations in the video to make learners more engaged. Lastly, it recommends that teachers can also provide the videos for offline use, or have it presented a meeting before to address the problems of the lack of devices and Internet access.

Keywords: flipped classroom, stop-motion animation, DNA replication, videos

Although the flipped classroom has attracted much attention, the flipped classroom research in the English teaching context has not been widely explored. This research is intended (1) to explore the general responses of English teachers toward the flipped classroom methodology and (2) to investigate the perceived benefits and challenges of its implementation in English teaching. The total of 10 English teachers from different institutions that applied flipped classroom participated in this research. The data were collected by using questionnaire and interviews. The data were analyzed by using quantitative descriptive and qualitative data analysis. The results reveal that English teachers have positive responses to the flipped classroom methodology. Some perceived benefits of its implementation are facilitating active learning, developing collaborative teamwork, stimulating autonomous learning, and increasing classroom interaction. Meanwhile, the perceived challenges of its implement...

En este artículo se revisan las características de los videojuegos que recomendamos incorporar a nuestros entornos educativos
para que motiven a nuestros alumnos a implicarse en ellos. Éstas incluyen: I) elementos narrativos que proporcionen motivación
inicial y a largo plazo; II) sistemas de pequeñas recompensas por acciones que proporcionen refuerzo y motivación a corto plazo;
III) elementos personalizadores de la experiencia de aprendizaje; IV) un sistema de proximidad social al profesor y de trabajo en
equipo con los compañeros; V) un sistema de respuesta que proporcione realimentación inmediato a las acciones de cada alumno,
y VI) actividades interesantes y divertidas para que los alumnos trabajen con nuestros conceptos y ejerciten las competencias que
nuestra asignatura pretende fomentar. Se muestran diversos modelos para gamificar asignaturas universitarias como el gamified
classroom, el multiplayer classroom y el flipped classroom with just in time teaching (JITT/FC). Hemos obtenido excelentes
resultados en tres años con esta última metodología en alumnos de la Universidad de Alcalá. Las calificaciones medias en los
exámenes de evaluación han mejorado en un valor que supera la desviación estándar de la clase con respecto a las promociones
anteriores de la misma asignatura enseñadas con una metodología tradicional.

The purpose of this experimental study was to redesign a traditional undergraduate course by integrating MOOC content and flipped classroom practice and to see its effectiveness through students’ experience and perceptions. The course named “Internet and Distance Education” was taught in Winter Semester, 2013 at the Zhejiang University in Hangzhou, China to 15 undergraduate students majoring in education. E-learner satisfaction surveys found that students were generally satisfied with many aspects of the redesigned course, including instructor response timeliness, instructor attitude toward the technology, e-learning course flexibility, technology quality, Internet quality, perceived usefulness, perceived ease of use, and perceived e-learner satisfaction, while learner perceived interaction with others was not so satisfactory. Based on the findings, several suggestions to improve the course design are offered.

Flipped classrooms are a relatively new teaching strategy where the typical lecture and homework elements of a course are reversed. Although flipped classrooms are gaining popularity, evaluations of this type of pedagogical model are limited. The purpose of this study was to investigate student views related to the effectiveness of a flipped physics classroom in a way that could inform the instructor for improving upon the course's effectiveness for all students. This study involved the use of Q methodology, a measure of subjectivity, to examine students' views of their flipped physics classroom experiences at a large, public university within a first-semester physics course for non-majors. Twenty-one of the 22 students enrolled in the class participated. The sample of statements sorted by students was selected from various student-instructor communications. Two distinct views, as well as consensus, emerged from the analyses and revealed a positive view of the flipped classroom experience, named "Active Learners," and a more passive learner view named "Unprepared Traditionalists." Students' written comments were used further to examine these views and to provide further insights related to these unique views of the flipped course. This mid-semester evaluation provided insights that led to changes within the course to improve students' learning experiences during the remainder of the semester and the following semester. The instructor began to provide a rationale for flipping the physics course, demonstrated how to access videos and other materials online, and offered time at the start of each class for students to ask questions regarding video content.

This paper aims to analyse the trends and contents of flipped classroom research based on 20 articles that report on flipped learning classroom initiatives from 2013-2015. The content analysis was used as a methodology to investigate methodologies, area of studies, technology tools or online platforms, the most frequently keywords used and works cited references, impacts for students' learning, and flipped classroom challenges. The results of the analysis were interpreted using descriptive analysis, percentages, and frequencies. This analysis found that various fields were practiced in the flipped classroom approach, and some technology tools were used as the online platform for its practice. Analysis of the impacts showed that flipped classroom brought positive impacts toward students' learning activities such as achievement, motivation, engagement, and interaction. Several issues in this discussion become implications that can be taken into consideration for future research. Some challenges found in applying flipped classroom are needed to be addressed by future researchers, such as suitability of the flipped classroom for poor quality of video lectures and untrained instructor. This study also becomes an implication for government or policymakers to determine the flipped classroom as a contemporary model to be implemented in teaching-learning activities for higher education, even K-12 students.

Apart from John Dewey, no American educational reformer has been as internationally successful and influential as Helen Parkhurst, the founder of Dalton education. In the twenties and thirties of the twentieth century, Dalton education was spread throughout the world. There was Dalton education in America, England, Germany, the Netherlands, the Soviet Union, India, China and Japan. Particularly in the Netherlands and Japan, Dalton education has remained in existence. In recent years there has been a revival of international interest. It crops up again, for instance, in England, Germany, the Czech Republic and Slovakia, Poland and China.

The Netherlands is the country with the highest density of Dalton schools. At the moment there are four hundred, three hundred and seventy of which are elementary schools. Comprising five percent of all elementary schools, Dalton education is by far the largest educational reform movement in the Netherlands. And, contrary to Montessori, Jena Plan and Waldorf education, it is steadily on the increase: approximately one hundred schools have been founded in the past five years. The only Dalton school in America, is the school that Helen Parkhurst founded herself in 1919, and which she was subsequently to direct for more than twenty years: the Dalton School in New York. It is a renowned school. But its fame is not due to its origins as an experiment in progressive education. The Dalton School is the second most expensive private school in New York.

We begin with an account of the original practice and theory of the Dalton Plan. The first chapter is mostly historical: a concise reconstruction of the history of the development of the Dalton Plan. The second chapter characterizes the theory of the Dalton Plan based upon our interpretation of texts written by Parkhurst.

We propose an 11 step framework to support educators and students to teach and learn with the Flipped Classroom (FC) model. Based on principles of blended and student-centred learning, organisational appearance, universal design and evaluation, the framework acts as a conduit between theory and good practice. Elements of the framework include: (1) planning stage, why and what to flip; (2) storyboard and lesson plan; (3) timing for activities; (4) online, (pre or post classroom) activities; (5) classroom work; (6) organisation of content; (7) visual design; (8) usability and accessibility; (9) building, testing and deployment; (10) communication of the benefits of the flipped model to students; and (11) evaluation and improvement. This paper will present the evidence behind each of these elements in a practical way to guide teachers and students through a flipped model of teaching and learning.

The action research study focuses on transforming learning within an FE College in the form of blended learning through a modified flipped classroom model of teaching and learning.
The rationale was to provide future teachers with a strategy for initiating and developing a new effective approach to enhance teaching and learning through the much acclaimed flipped classroom model. Most research studies have informed us of the benefits and very few issues which have been overcome although research has never previewed the preliminary stages of real life transformation and what that entails for both teachers and students within the context of an FE college; incorporating teachers’ and students’ affordances.
The aims have been scrutinized through the available literature and the outcomes were strategically focusing on the realities of how teachers and two groups of students could adopt and integrate this form of blended learning in the context of an FE college. Through qualitative triangulation analysis of data, the key thematic findings from both groups of students were negative attitudes towards the adoption practices of the flipped classroom. However, through further analysis and interpretation, the emergent results were linked to the lack of a positive classroom culture, which upholds the significance in the value of adopting and integrating a new approach to learning from the start of a school year, thus becoming more meaningful.
The key findings that transpired from teachers’ perspectives were varied towards their adoption practices although through interpreting the findings the final emergent result was also linked to the lack of a positive and supportive school culture.
The research study justified the significance of how vital a positive school and classroom culture was for teachers and students whilst transforming new teaching and learning practices. Whereby, new strategies to implementing and developing an alternate flipped classroom had transpired.

In today's world, there is a main problem of storage for books and documents. Scanning the books manually has consumed time and resource. Many documents are disposed due to unavailability of proper storage facilities. In order to overcome this problem, automation and digitisation of scanning process is required. Hence a scanning system with high speed and high quality is to be designed. Similar type of design is proposed in our work for automated flipping of pages without any manual efforts. Our prototype is designed with minimum budget, to scan the Exam papers, Text books and private documents then converting the scanned pages to a portable document form. Many commercial scanning machines are available today but they have some or the other trade-offs like their working speed, quality and pricing. Considering all such issues we have designed a low cost and affordable scanner which consumers can buy for their homes and convert their documents to PDFs. The proposed work can be used in libraries to provide copies of books available to any person in exchange of money. Some scanned PDF documents may be personal/private and require protection to avoid it from being misused. Hence our prototype proposes a biometric security system in order to provide the document with utmost security.

The use of social media in education is increasing as a result of perceived pedagogical benefits. However, studies emphasize the importance of teachers continuing to build their social media capabilities, experiences, and values. Critical thinking, problem-solving, and the ability to contextualize social media require intellectual, social, and ethical talents regardless of operational proficiency. We conducted a semi-structured interview with 13 high school teachers who expressed their thoughts and experiences using social media in the classroom. The interviews' recorded videos were transcribed into text and coded inductively and deductively for analysis. The outcomes of the study are in line with the theoretical perspectives which assert that regular interactions with technology equip teachers with the knowledge and tools to effectively teach with technology. The article lays out a framework to help education facilitators, educational technologists, teachers, and other related organizations to refocus their efforts and training on technology-specific contexts. It also underlines the importance of using technology on a regular basis.

Although the flipped classroom has attracted much attention, the flipped classroom research in the English teaching context has not been widely explored. This research is intended (1) to explore the general responses of English teachers toward the flipped classroom methodology and (2) to investigate the perceived benefits and challenges of its implementation in English teaching. The total of 10 English teachers from different institutions that applied flipped classroom participated in this research. The data were collected by using questionnaire and interviews. The data were analyzed by using quantitative descriptive and qualitative data analysis. The results reveal that English teachers have positive responses to the flipped classroom methodology. Some perceived benefits of its implementation are facilitating active learning, developing collaborative teamwork, stimulating autonomous learning, and increasing classroom interaction. Meanwhile, the perceived challenges of its implement...

Το άρθρο με αφορμή μια μελέτη περίπτωσης στοχεύει να προσφέρει τις απαιτούμενες εννοιολογικές και παιδαγωγικές γνώσεις για τους τρόπους, με τους οποίους οι εκπαιδευτικοί μπορούν να εφαρμόσουν και συνδυάσουν στη διδασκαλία τους δυο νέες μεθοδολογίες: της Αντεστραμμένης Τάξης και του Εκπαιδευτικού Δράματος. Το Εκπαιδευτικό Δράμα είναι μια μορφή θεατρικής τέχνης και ταυτόχρονα μια διδακτική και μαθησιακή μεθοδολογία, μπορεί λοιπόν να λειτουργήσει είτε ως διδακτικό αντικείμενο είτε ως μέσο για τη διδασκαλία και μάθηση άλλων αντικειμένων χωρίς βέβαια το ένα αποκλείει το άλλο. Η Αντεστραμμένη Τάξη αποτελεί έναν διαφορετικό τρόπο οργάνωσης της εκπαιδευτικής διαδικασίας κατά τον οποίο, αντιμετατίθενται οι παραδοσιακές διδακτικές μέθοδοι. Με το παραδοσιακό μοντέλο διδασκαλίας οι μαθητές είναι παθητικοί ακροατές και οι δάσκαλοι, οι «σοφοί» που μεταδίδουν – μεταφέρουν τη γνώση. Το μοντέλο Flipping Classrooms (Αντιστρέφοντας τη διδακτική διαδικασία, Αντεστραμμένη Τάξη) προτείνει τους μαθητές /ε...

O método da sala de aula invertida está começando a redefi-nir o paradigma da sala de aula. Ele combina o paradigma in-dutivo com o dedutivo; como tal, é uma metodologia híbrida in-dutiva/dedutiva emergente. As vantagens da utilização desta me-todologia incluem facilidades para a aplicação de um processo cognitivo superior no qual os alunos assumem a responsabilida-de pela sua aprendizagem, entre outros. O objetivo deste artigo é caracterizar a sala de aula invertida como um método educa-cional inovador, buscando compreender sua natureza, benefícios, limitações e abrangência no ensino superior e sua contribuição para a quebra de paradigmas tradicionais. Ele examina os desa-fios enfrentados por educadores que ensinam as novas gerações que usam a tecnologia intensamente para se comunicarem dia-riamente, bem como os desafios para os alunos. Com o objetivo de explorar as mudanças em relação à educação tradicional e linear diante de alternativas educacionais mais eficientes, este estudo envolveu uma revisão da literatura a fim de estabelecer o estado da arte do fenômeno em estudo. Entre as descobertas, é importante notar que os alunos em salas de aula invertidas ten-dem a obter resultados de aprendizagem significativamente me-lhores do que os alunos em salas de aula tradicionais e a se sentir igualmente satisfeitos com o ambiente de aprendizagem.

— The purpose of this paper is to identify the major ICT skills and learning strategies involved Social Collaborative Knowledge Construction using Flipped Classroom Model. The approach adopted in this article is a Meta-analysis on Students' Social Collaborative Knowledge Construction using Flipped Classroom Model. Social Collaborative Knowledge Construction (SCKC) process involves peer to peer communication which help students to understand, investigate, and determine how the implicit cultural assumptions, frames of references, perspectives, and biases within a discipline influence the ways in which knowledge is constructed within it. Flipped Classroom Model (FCM) turns learning by replacing traditional classroom lectures with video tutorials that students need to watch before lesson time. Students do their homework or assignments with the help of instructor during class time. FCM can be a solution to contribute to the SCKC process. The paper presents the major ICT skills (creativity skill, problem solving skill and critical thinking skill) and explores the trend of learning strategies used in FCM that could be used for future research. This paper discusses the benefits, potentials and challenges of Students' SCKC using FCM.

El objetivo de esta revisión sistemática fue identificar tendencias en los artículos de investigación sobre aula invertida con un enfoque de aprendizaje colaborativo. Se consultaron artículos de investigación, de acceso abierto del 2016 al 2021, de las bases de datos ERIC, EBSCOhost, Science Direct y Scopus. Se utilizó el método pRisma para buscar, incluir y excluir artículos. De 264 artículos revisados, se eligieron 41. Los resultados muestran las diferentes concepciones para aula invertida, la tendencia en el número de publicaciones de artículos de investigación desde el año 2016, los países que más han publicado sobre el tema, así como los métodos y la orientación de los resultados; 79% de los casos afirma que hay una experiencia positiva y/o mejora con el método de aula invertida con respecto al método tradicional. Aún es escasa la investigación sobre las observa- ciones y contradicciones expresadas por aproximadamente el 20% de los autores sobre la implementación y los resultados del modelo de aula invertida.

Humans spend an enormous amount of time in built environments. In 2001, the National Human Activity Pattern Survey revealed that humans spend an average of 86.9% of their times indoors.  This trend extends well beyond adults and includes young children. The 2019 Digest of Educational Statistics reported children under the age of 5 spend an average of 30 hour a week in the built environment called a classroom.  With so much time spend in classrooms and given the impact of COVID-19 on children's emotional development, it becomes critically important to develop design strategies for bringing calm into the classroom. The Brain-SET framework is one solution for bringing calm into the classroom. The framework aligns classroom design with the child's brain and is based on the three developmental levels of the brain: Survival, Emotional, and Thinking. In order for children to thrive, these levels of the brain need to align and work in harmony with the design of the classroom. The Brain-SET formula incorporates three different design elements, which are critical for shaping children's learning experiences: (1) Design for Learnings; (2) Feelings for Learning; and, (3) Spaces for learning.

This conceptual paper proposes an 8 step framework to support educators and students to teach and learn with the FC model. Based on principles of blended and student-centred learning, organisational appearance, universal design and evaluation, the framework acts as a conduit between theory and good practice.

This research aims to investigate the effects of a blended learning approach that combines flipped learning with the jigsaw method of open educational resources for collaborative learning on English as a foreign language (EFL)-related learning anxiety (hereinafter referred to as flipped jigsaw). EFL learning anxiety was measured via the Foreign Language Classroom Anxiety Survey (FLCAS) prior to and following flipped jigsaw collaborative learning activities. Eighty-nine sophomores enrolled in Computer Assisted Language Learning participated in this study, and the data of the seventy-four participants who completed both pre- and post-FLCAS assessments were analyzed via a paired-t test. The results show that EFL learning anxiety items related to course preparation demonstrated significant changes following the flipped jigsaw activities. This implies that flipped jigsaw collaborative learning activities may promote learners’ outside-the-classroom preparation, and that such preparation may lead to better performance and learning anxiety reduction.

This video is a simple explanation of the flipped classroom for educators and students. It has been filmed in Hawaii in August 2016 during my holidays. Feel free to use it as an educational resource for your students.

Video script

Aloha! This is Jorge Reyna from the beautiful, sunny city of Honolulu in Hawaii; we are going to be learning about the flipped classroom. We gonna be using an analogy to explain the concept behind. If you are an educator or student, we encourage to watch this video.

Imagine you are going on holidays, and you decide to learn to surf, so when you go to the surf school you have three different choices:

The first choice is a lecture. The second choice is a lecture and practice at the beach, and the third choice is a pre-made video available a week before you start your lesson. So, you can engage in your own time, and you can practice the different positions at home, so you already have some knowledge when you go to the practice, and the instructor will help you to masters the posture.

So, which option you think you are going to learn better?

Option one which is a typical transmissive lecture, option two which is the lecture and the practice or option three which is a pre-made video that you can engage a week before the lesson.

Yes, you are right, option three, and this is what the flipped classroom is about. The key component of any flipping classroom intervention is called active learning.

If you would like to learn more about flipping classrooms, feel free to visit my website (www.jorge-reyna.com).

Thanks for watching and see you next time


If you would like a basic paper on Active Learning and the Flipping Classroom go to this link:
http://jorgereyna.weebly.com/uploads/...

Questions or comments, please visit my website and contact me via an online form.

Cheers,
Jorge Reyna

Flipped classrooms are increasingly used in tertiary institutions to engage students in active learning tasks and foster independent learning skills. The use of technology such as digital video, screencasts and interactive presentations is impacting the design of flipped classrooms. This creates an opportunity to apply the principles of Inclusive Design in the planning, development and deployment of resources used to flip the classroom. The aim of this paper is to discuss the integration of Inclusive Design into Flipped Classroom interventions to cater for a wider range of learners. For this purpose, we reviewed the pedagogical foundations of Flipped Classrooms, the advantages and disadvantages of its implementation, and discuss Inclusive Design enablers.

The flipped classroom is a pedagogical approach in which the learning is student-centred rather than teacher centred, mediated by technology. A flipped classroom allows the transformation of the transmissive lecture into a program of pre-class preparation, in-class tasks and post-class
work. This paper discuss the pedagogical approach of the FC, advantages, drawbacks and implications for higher education.

The aim of the present study is to determine the effectiveness of flipped classroom model on students' classroom engagement in teaching. Meeting the educational needs of the students are the prime concern, as a result, to find new strategy is the continuous process for engaging students in the

This study compared two undergraduate economics classes taught by the same instructor. One used a traditional lecture approach the other utilized a flipped classroom approach. In the flipped classrooms students watched video lectures outside of class time and worked on application activities within class. Assessments included two midterms and a final exam. The results should an overall increase of 11.43% in the final grade of the flipped class in comparison to the non-flipped classroom. International students showed an increase of 13.23% and Canadian students 10.85% in the flipped class environment in comparison to their corresponding group in the non-flipped class.