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This study investigated different modalities of videos in a flipped classroom for English writing classes in an intensive English program at a state university in Turkey. This quasi-experimental study was conducted with six experimental groups (n= 109) and one control group (n = 18). The dataset included the participants' scores of an essay pretest and two posttests, namely, recall and essay posttests. The data analysis showed that the experimental group viewing the video lecture which includes simultaneous presentation of animation and on-screen text followed by a narration in a user-paced environment outperformed the control group on the recall posttest. The groups studying the video lecture including animation with simultaneous narration and sequential on-screen text in a whole presentation and in a part-by-part presentation outperformed the control group on the essay writing posttest. In the whole presentation, participants studied all the parts of a video in a system-paced design and answered the related questions whereas participants studied each part of a video and answered the related questions in a part-by-part presentation. The paper provides a discussion and a set of recommendations on how to design flipped classrooms. [ABSTRACT FROM AUTHOR]

The purpose of this research was to identify and analyze the scientific publications, national and international, about the pedagogical strategy of the flipped classroom in the teaching of Mathematics. The study retrieved 16 papers, covering investigations in the contents of Calculus, Numerical Methods and Linear Algebra. Other searches showed the inversion of the classroom in the reduction of anxiety and also in the use of this proposal by teachers of Mathematics. Such mapping indicated a limited number of publications, from 2014 to 2017, with only five journals. Therefore, it is considered necessary new searches that can discuss the flipped classroom and the influences of this one in the teaching of Mathematics. [ABSTRACT FROM AUTHOR]

This article provides an overview of research on the concept of blended learning, its characteristics, and perspectives on its use in teaching English language teaching in higher education. The paper presents the results of a pedagogical experiment involving the integration of flipped classroom technology into the learning process and demonstrates its effectiveness in teaching professional English. The article's authors conclude that using flipped classroom technology in teaching the “Professional English” course can become an effective tool for a university teacher. It is advisable to integrate it into the educational process to ensure the delivery of quality educational services, create real opportunities to improve students' professional training, personalize the educational process, and align it with the needs of each student, regardless of their initial level of activity.

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Flipped classrooms are in vogue as an active learning methodology since they combine important pillars of modern education, such as student-centered learning and technology. This model has been applied to different areas and educational levels, though it seems most prominent at the tertiary level. However, it is not clear if it is appropriate for all subject areas, such as language teaching. This paper will explore this question by treating two principal objectives: to review concepts and empirical research on flipped language classes to ascertain its effectiveness, and secondly, to propose a series of guidelines for language instructors considering flipping their classrooms based on the results from the results from the first objective. The results find that flipped classrooms may be particularly interesting for communicative language classrooms, and as well as for writing skills improvement.

This paper shows the process of research and design of learning materials for flipped classrooms, an active teaching method that intends to switch from the traditional acquisition of content in class and to the assignments’ resolution at home. In order to choose the content to be addressed, we based our efforts on a research that indicated "Genetics" as a subject of difficult comprehension. With the use of digital platforms, some flashcards, quizzes, mind maps, video and a website were produced to create the materials and promote the flipped classroom values. It is intended to show that the flipped classroom is an applicable approach, placing students at the center of the learning process.