Journal Article•
Flipped Learning: Gateway to Student Engagement
01 Jul 2017-CEPS Journal : Center for Educational Policy Studies Journal (University of Ljubljana, Faculty of Education)-Vol. 7, Iss: 3, pp 173
TL;DR: Flipped Learning: Gateway to Student Engagement as mentioned in this paperocusing on the importance of face-to-face time with students is a relatively new concept, dating back to only 2006.
Abstract: Jonathan Bergmann and Aaron Sams, Flipped Learning: Gateway to Student Engagement, International Society for Technology in Education: Eugene, Oregon and Washington, DC, 2014; 169 pp.: ISBN 978-1-56484-344-9There are two main reasons for the book Flipped Learning: Gateway to Student Engagement being an interesting read. The first is that the book discusses a relatively new concept, dating back to only 2006. The second is that it is written by the pioneers of the concept of flipped learning. Both reasons add to high expectations for this book.The authors of the book, Jonathan Bergmann and Aaron Sams, both have teaching experience and were in fact colleagues when they started developing the idea of flipped learning. They were both teaching high school chemistry and shared a common vision: 'to put our students first so they could develop both cognitively and affectively' (p. ix). From their initial collaboration and the idea of flipping, stemmed a numerous online community of educators interested in flipping their teaching, the Flipped Learning Network (flippedclassroom.org) with a membership of over 20,000 in 2014.The book Flipped Learning: Gateway to Student Engagement is divided into two halves. In the first four chapters, the authors explain their background and aim to persuade the reader about the efficiency of the presented concept. Bergmann and Sams substantiate their thesis of flipped learning being a unique experience for each teacher and their class by including stories from a wide range of subject matter teachers, such as math, chemistry, physical education, biology, history, English and science (Chapters 5 to 11). There is also a story by a primary school fifth-grade teacher who flips her classes (Chapter 12) and a story of flipping professional development courses for teachers (Chapter 13). The final chapter summarises the teachers' stories, reviews the benefits of flipping, and even suggests that school administrators should flip their staff meetings to make better use of face-to-face time and thus empower teachers.The book cover presents the book as a 'revolutionary education philosophy' taken to the next level. This refers to Bergmann and Sams' previous book, Flip Your Classroom: Reach Every Student in Every Class Every Day (2012), in which the authors focused mainly on producing high-quality videos for students, while in Flipped Learning, the classroom is truly student-centred and the teacher individualises instruction in order to engage each student. The book offers a general introductory look into the concept of flipped learning and indicates possible further exploration. The authors have expanded these primary notions by writing four more books dedicated to different subjects of flipping - a book series that supports flipped learning in five topic areas: science, math, English, social studies, and the elementary classroom.Bergmann and Sams define flipped learning as an instructional model in which direct instruction is delivered individually through videos. The amount of whole-class instruction is minimised and time and space are given to other student grouping forms and activities, such as problem-based learning, discussion, inquiry, project work, etc. Throughout the book, the 'One Question' that the authors pose in the Introduction, is a common thread and this question is "What is the best use of face-to-face time with students?" (p. 3). Bergmann and Sams insist that this is the question that is the core of flipped learning and one that each teacher should ask constantly. Moreover, they believe each teacher should provide a unique and individual answer to it, according to the needs of their own students.The concept of flipped learning appeared in 2006 and has passed several developmental stages since then, which also affected the terminological aspect of the concept. Originally, the concept of the flipped classroom, as it was then called, was based on the use of video as a medium of content transfer, while the teacher was at the centre of instruction. …
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TL;DR: In this paper, the effect of flipped classroom teaching models on English higher-order thinking skills (HOTS), engagement and satisfaction was investigated, and the results revealed statistically significant differences between the two groups in HOTS in favor of the experimental group.
Abstract: This study aimed at investigating the effect of a suggested EFL Flipped Classroom Teaching Model (EFL-FCTM) on graduate students' English higher-order thinking skills (HOTS), engagement and satisfaction. Also, it investigated the relationship between higher-order thinking skills, engagement and satisfaction. The sample comprised (67) graduate female students; an experimental group (N=33) and a control group (N=34), studying an English course at Taif University, KSA. The study used mixed method design; a pre-post HOTS test was carried out and two 5-Likert scale questionnaires had been designed and distributed; an engagement scale and a satisfaction scale. The findings of the study revealed statistically significant differences between the two group in HOTS in favor of the experimental group. Also, there was significant difference between the pre and post administration of the engagement scale in favor of the post administration. Moreover, students satisfaction on the (EFL-FCTM) was high. Finally, there were high significant relationships between HOTS and student engagement, HOTS and satisfaction and between student engagement and satisfaction. Key Words: flipped Classroom; English Language; HOTS; Engagement; Satisfaction.
120 citations
Cites background or methods from "Flipped Learning: Gateway to Studen..."
...Finally, the IT departments in universities should offer access to videos, websites and design on and off-line platforms to enhance flipped classroom learning (Bharali, 2014; Bergmann & Sams, 2014b; Mathews, 2015)....
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...In the flipped classroom, teachers are implementing differentiated instruction, problem/project-based learning, inquiry-based study, so flipped learning is fundamentally learner-centric (Bergmann & Sams, 2014a)....
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...Therefore, teachers spend their valuable class time with students as they engage in activities that require upper-levels skills of Bloom's taxonomy, which facilitate deeper learning (Bergmann & Sams, 2014b)....
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...…experiences (Saitta, Morrison, Waldrop & Bowdon, 2016:1) The flipped classroom is adaptable to teacher's style, methods, and circumstances; teacher can personalize his/her version of flipped learning for his/her students and play to their individual strengths as educators (Bergmann & Sams, 2014a)....
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...Bloom's taxonomy is an instructional framework that is often used to determine the outcomes of teaching and learning (Bergmann & Sams, 2014b)....
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TL;DR: Syntheses of the findings indicate that the flipped classroom approach can yield positive outcomes, but further study of this methodology is needed to guide future implementation.
Abstract: Background This integrative review examines the application of the pedagogical methodology-the flipped classroom-in nursing education. Method A literature search of the CINAHL, ERIC, and the National Library of Medicine (PubMed and MEDLINE) databases was conducted, using the following key words: flipped classroom, inverted classroom, and nursing education. Results Results of a literature search yielded 94 articles, with 13 meeting the criteria of the flipped classroom approach in nursing education. Themes identified include the theoretical underpinning, strategies for implementation of a flipped classroom, and student satisfaction with and outcomes of the flipped classroom approach. Conclusion Syntheses of the findings indicate that the flipped classroom approach can yield positive outcomes, but further study of this methodology is needed to guide future implementation. [J Nurs Educ. 2016;55(5):252-257.].
106 citations
Cites background from "Flipped Learning: Gateway to Studen..."
...Bergmann and Sams (2014), who are recognized authorities on the flipped classroom methodology, approved of the definition of the flipped, or inverted, classroom as being:...
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...Bergmann and Sams (2014), who are recognized authorities on the flipped classroom methodology, approved of the definition of the flipped, or inverted, classroom as being: a pedagogical approach in which direct instruction moves from the group learning space to the individual learning space, and the…...
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Journal Article•
TL;DR: An interactive e-book-based flipped learning approach is proposed and the findings revealed that the flipped classroom enhanced the students' learning as well as stimulating their creativity when they were discussing or solving problems with their peers.
Abstract: Introduction In recent years, the positive effect of student-centered learning modes has been frequently discussed (Kong, 2015; McLaughlin et al., 2014). Several studies have revealed that this learning mode can improve students' learning achievement and increase the interaction among peers and teachers (Schultz, Duffield, Rasmussen, & Wageman, 2014). Currently, flipped learning is recognized as a learning mode that achieves the goal of student-centered learning, and engages students in meaningful peer-to-peer and peer-to-teacher interactions (Gaughan, 2014; Pierce & Fox, 2012). The learning mode of flipped learning involves students watching and reviewing the learning content before taking a class. The learning content students study was traditionally taught via direct instruction, but students can actually understand the knowledge themselves. Subsequently, by adopting this approach, there is more time for students and teachers to engage in individual and small group learning (i.e., project-based learning, problem-solving, or in-depth discussion) (Gilboy, Heinerichs, & Pazzaglia, 2015). Some of the studies have already confirmed the advantages of implementing flipped learning in regular courses. For instance, Kong (2015) conducted three years of flipped learning to improve students' critical thinking in Humanities courses. In the flipped learning activities, the students had to preview the learning content on the pre-lesson learning platform, take part in group discussions in class, and then engage in extended learning after class. According to the intervention, it was found that the students' critical thinking abilities were improved, and they spent more time deducting, explaining, and evaluating the knowledge related to their learning. On the other hand, Al-Zahrani (2015) integrated the flipped learning mode into an e-learning course. The findings revealed that the flipped classroom enhanced the students' learning as well as stimulating their creativity when they were discussing or solving problems with their peers. However, Al-Zahrani's (2015) research also indicated the challenges of flipped learning, including the provision of adequate learning guidance. For instance, in the out-of-class learning activities, some of the learning content was abstract conceptions or was difficult to comprehend, such as mathematics concepts (Kim, Kim, Khera, & Getman, 2014; Kuo, Hwang, & Lee, 2012). Without proper guidance, students might feel helpless and fail to acquire the knowledge they need for the upcoming in-class activities (Mason, Shuman, & Cook, 2013; McLaughlin et al., 2013). Several studies have addressed this issue by analyzing students' learning logs, and providing personalized supports via mobile devices (Ogata et al., 2015; Yin et al., 2015). Hwang, Lai and Wang (2015) further indicated the importance of bridging the out-of-class and in-class learning using mobile technology. Therefore, in this study, an interactive e-book-based flipped learning approach is proposed. Several functions of this approach were included. For instance, the interactive e-book system consisted of all of the learning material the students have to learn outside the classroom. The students can directly make some annotations on the e-books, which they can then bring to class to share their ideas with their peers and teachers. Moreover, the system records the learning status and notes of all students. The teachers can monitor students' learning status before starting the in-class activities. To exam the effectiveness of the proposed approach, an experiment was conducted to evaluate the effectiveness in terms of students' learning achievement and self-efficacy. In addition, students' learning records in the interactive e-book-based flipped learning are also analyzed and discussed. Literature review Flipped classroom and flipped learning The term "flipped classroom" refers to engaging students in gaining basic knowledge before class, and providing more activities, such as doing exercises or interacting with peers and the teacher in class (Pierce & Fox, 2012). …
97 citations
Cites background from "Flipped Learning: Gateway to Studen..."
...Bergmann and Sams (2014) further defined the term “flipped learning” by emphasizing the importance of designing in-class learning activities to engage students in higher order thinking....
[...]
Journal Article•
TL;DR: This article investigated whether the flipped classroom can lead students to increased gains on learning outcomes in two ESL/EFL contexts in Macau, China, and the US, and found that although both the control and experimental groups showed increased comfort in the self-report data, gains on actual achievement were significant only for the experimental groups.
Abstract: This research investigates whether the flipped classroom can lead students to increased gains on learning outcomes in 2 ESL/EFL contexts in Macau, China, and the US. A pretest posttest quasi-experimental mixed-methods design (N = 64) was used to determine any differences in student achievement that might be associated with the flipped approach (FA). The effectiveness of the FA on students’ achievement with grammar-student learning outcomes was evaluated with a pretest and posttest grammar test, along with students’ perceptions of their increased comfort and confidence using English grammar through a grammar survey. These data were triangulated with student focus groups and means of completed grammar assignments. The findings suggest that although both the control and experimental groups showed increased comfort in the self-report data, gains on actual achievement were significant only for the experimental groups. The researchers of this study make recommendations for a flipped curriculum and materials design for ESL/EFL teachers in any context globally.
70 citations
Cites background from "Flipped Learning: Gateway to Studen..."
...…toward teachers who may be unfamiliar with the concept of flipping.2 Likewise, several books have been written that are rich in content, such as Bergmann and Sams (2012, 2014), Bretzmann (2013), and Fulton (2014).3 Despite the vast amount of materials available about the flipped approach,…...
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TL;DR: In this paper, the authors evaluated the influence of emotional induction and level of immersion on knowledge acquisition and motivation, and found that positive emotion induction had a positive effect on the interest subscale of the motivation assessment tool used for both immersive conditions.
Abstract: The purpose of this study is to evaluate the influence of emotional induction and level of immersion on knowledge acquisition and motivation. Two conditions were used for immersion modulation: a high immersive condition, which consisted of the viewing of educational content through a head-mounted-display; and a low immersive condition, which was achieved through direct viewing on a tablet. The emotional conditions, created through video simulation, consisted of a positive versus neutral mood induction procedure. The participants were 56 high school students enrolled on a social science course. The results indicate a significant effect of the positive emotion/high immersive condition in knowledge acquisition while positive emotion induction had a positive effect on the interest subscale of the motivation assessment tool used for both immersive conditions.
55 citations
References
More filters
Journal Article•
TL;DR: In this paper, the effect of flipped classroom teaching models on English higher-order thinking skills (HOTS), engagement and satisfaction was investigated, and the results revealed statistically significant differences between the two groups in HOTS in favor of the experimental group.
Abstract: This study aimed at investigating the effect of a suggested EFL Flipped Classroom Teaching Model (EFL-FCTM) on graduate students' English higher-order thinking skills (HOTS), engagement and satisfaction. Also, it investigated the relationship between higher-order thinking skills, engagement and satisfaction. The sample comprised (67) graduate female students; an experimental group (N=33) and a control group (N=34), studying an English course at Taif University, KSA. The study used mixed method design; a pre-post HOTS test was carried out and two 5-Likert scale questionnaires had been designed and distributed; an engagement scale and a satisfaction scale. The findings of the study revealed statistically significant differences between the two group in HOTS in favor of the experimental group. Also, there was significant difference between the pre and post administration of the engagement scale in favor of the post administration. Moreover, students satisfaction on the (EFL-FCTM) was high. Finally, there were high significant relationships between HOTS and student engagement, HOTS and satisfaction and between student engagement and satisfaction. Key Words: flipped Classroom; English Language; HOTS; Engagement; Satisfaction.
120 citations
TL;DR: Syntheses of the findings indicate that the flipped classroom approach can yield positive outcomes, but further study of this methodology is needed to guide future implementation.
Abstract: Background This integrative review examines the application of the pedagogical methodology-the flipped classroom-in nursing education. Method A literature search of the CINAHL, ERIC, and the National Library of Medicine (PubMed and MEDLINE) databases was conducted, using the following key words: flipped classroom, inverted classroom, and nursing education. Results Results of a literature search yielded 94 articles, with 13 meeting the criteria of the flipped classroom approach in nursing education. Themes identified include the theoretical underpinning, strategies for implementation of a flipped classroom, and student satisfaction with and outcomes of the flipped classroom approach. Conclusion Syntheses of the findings indicate that the flipped classroom approach can yield positive outcomes, but further study of this methodology is needed to guide future implementation. [J Nurs Educ. 2016;55(5):252-257.].
106 citations
Journal Article•
TL;DR: An interactive e-book-based flipped learning approach is proposed and the findings revealed that the flipped classroom enhanced the students' learning as well as stimulating their creativity when they were discussing or solving problems with their peers.
Abstract: Introduction In recent years, the positive effect of student-centered learning modes has been frequently discussed (Kong, 2015; McLaughlin et al., 2014). Several studies have revealed that this learning mode can improve students' learning achievement and increase the interaction among peers and teachers (Schultz, Duffield, Rasmussen, & Wageman, 2014). Currently, flipped learning is recognized as a learning mode that achieves the goal of student-centered learning, and engages students in meaningful peer-to-peer and peer-to-teacher interactions (Gaughan, 2014; Pierce & Fox, 2012). The learning mode of flipped learning involves students watching and reviewing the learning content before taking a class. The learning content students study was traditionally taught via direct instruction, but students can actually understand the knowledge themselves. Subsequently, by adopting this approach, there is more time for students and teachers to engage in individual and small group learning (i.e., project-based learning, problem-solving, or in-depth discussion) (Gilboy, Heinerichs, & Pazzaglia, 2015). Some of the studies have already confirmed the advantages of implementing flipped learning in regular courses. For instance, Kong (2015) conducted three years of flipped learning to improve students' critical thinking in Humanities courses. In the flipped learning activities, the students had to preview the learning content on the pre-lesson learning platform, take part in group discussions in class, and then engage in extended learning after class. According to the intervention, it was found that the students' critical thinking abilities were improved, and they spent more time deducting, explaining, and evaluating the knowledge related to their learning. On the other hand, Al-Zahrani (2015) integrated the flipped learning mode into an e-learning course. The findings revealed that the flipped classroom enhanced the students' learning as well as stimulating their creativity when they were discussing or solving problems with their peers. However, Al-Zahrani's (2015) research also indicated the challenges of flipped learning, including the provision of adequate learning guidance. For instance, in the out-of-class learning activities, some of the learning content was abstract conceptions or was difficult to comprehend, such as mathematics concepts (Kim, Kim, Khera, & Getman, 2014; Kuo, Hwang, & Lee, 2012). Without proper guidance, students might feel helpless and fail to acquire the knowledge they need for the upcoming in-class activities (Mason, Shuman, & Cook, 2013; McLaughlin et al., 2013). Several studies have addressed this issue by analyzing students' learning logs, and providing personalized supports via mobile devices (Ogata et al., 2015; Yin et al., 2015). Hwang, Lai and Wang (2015) further indicated the importance of bridging the out-of-class and in-class learning using mobile technology. Therefore, in this study, an interactive e-book-based flipped learning approach is proposed. Several functions of this approach were included. For instance, the interactive e-book system consisted of all of the learning material the students have to learn outside the classroom. The students can directly make some annotations on the e-books, which they can then bring to class to share their ideas with their peers and teachers. Moreover, the system records the learning status and notes of all students. The teachers can monitor students' learning status before starting the in-class activities. To exam the effectiveness of the proposed approach, an experiment was conducted to evaluate the effectiveness in terms of students' learning achievement and self-efficacy. In addition, students' learning records in the interactive e-book-based flipped learning are also analyzed and discussed. Literature review Flipped classroom and flipped learning The term "flipped classroom" refers to engaging students in gaining basic knowledge before class, and providing more activities, such as doing exercises or interacting with peers and the teacher in class (Pierce & Fox, 2012). …
97 citations
Journal Article•
TL;DR: This article investigated whether the flipped classroom can lead students to increased gains on learning outcomes in two ESL/EFL contexts in Macau, China, and the US, and found that although both the control and experimental groups showed increased comfort in the self-report data, gains on actual achievement were significant only for the experimental groups.
Abstract: This research investigates whether the flipped classroom can lead students to increased gains on learning outcomes in 2 ESL/EFL contexts in Macau, China, and the US. A pretest posttest quasi-experimental mixed-methods design (N = 64) was used to determine any differences in student achievement that might be associated with the flipped approach (FA). The effectiveness of the FA on students’ achievement with grammar-student learning outcomes was evaluated with a pretest and posttest grammar test, along with students’ perceptions of their increased comfort and confidence using English grammar through a grammar survey. These data were triangulated with student focus groups and means of completed grammar assignments. The findings suggest that although both the control and experimental groups showed increased comfort in the self-report data, gains on actual achievement were significant only for the experimental groups. The researchers of this study make recommendations for a flipped curriculum and materials design for ESL/EFL teachers in any context globally.
70 citations
TL;DR: In this paper, the authors evaluated the influence of emotional induction and level of immersion on knowledge acquisition and motivation, and found that positive emotion induction had a positive effect on the interest subscale of the motivation assessment tool used for both immersive conditions.
Abstract: The purpose of this study is to evaluate the influence of emotional induction and level of immersion on knowledge acquisition and motivation. Two conditions were used for immersion modulation: a high immersive condition, which consisted of the viewing of educational content through a head-mounted-display; and a low immersive condition, which was achieved through direct viewing on a tablet. The emotional conditions, created through video simulation, consisted of a positive versus neutral mood induction procedure. The participants were 56 high school students enrolled on a social science course. The results indicate a significant effect of the positive emotion/high immersive condition in knowledge acquisition while positive emotion induction had a positive effect on the interest subscale of the motivation assessment tool used for both immersive conditions.
55 citations