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AbstractSince its introduction in 2006, the flipped classroom model has notably impacted grade 12 science education in South Africa, offering a shift from traditional teaching methods. This phenomenological qualitative study examines the challenges and opportunities of the flipped classroom model in crisis-prone educational settings through semi-structured interviews with 10 grade 12 physical science educators. The findings reveal the model’s potential to enhance student engagement and foster innovative teaching practices but also highlight significant obstacles such as limited technology access, inadequate training, and socio-economic disparities affecting student participation. Technological barriers, including file size limitations and insufficient digital infrastructure, further hinder effective implementation. The study underscores the need for continuous professional development and robust support systems, advocating for a balanced approach that combines technological and non-technological resources. It emphasises the transformative potential of the flipped classroom model and calls for targeted interventions to address these challenges, aiming to improve educational practices and outcomes in diverse and challenging environments. [ABSTRACT FROM AUTHOR]

As the traditional teaching paradigm is reversed in Flipped Classroom Model (FCM), it has the potential to empower the teacher to allocate more valuable face-to-face classroom time for productive language tasks. Digital flipped course contents encourage the students and the teacher to take advantage of becoming a member in an online learning community and engage in a social-constructive learning approach. Such a profound shift from the traditional teaching and learning paradigm may influence the identity progression of L2 teachers. This longitudinal study aims to explore the ramifications of flipped grammar teaching on four L2 teachers' identity progression over the course of two academic years within the three fundamental modes of belonging for identity formation, namely engagement, alignment, and imagination, identified by Wenger (1999) at tertiary level. Methodological triangulation was adopted to boost the transferability and reliability of the findings. Semi-structured interviews provided in-depth insights into the four L2 teachers' relational thinking about flipped grammar teaching and their professional identity progression. The data also included four hours of classroom observations to witness the real-life implications of teachers' accounts. The twofold data was analyzed using deductive content analysis. The results indicated that English teachers need to make long lasting and conscious efforts towards a reconciliation between their existing identities and FCM. The teachers not only need to find accommodation strategies to ensure better integration of reluctant students into FCM but also overcome their own accuracy-based exam anxiety as they redefine their grammar identities incorporating FCM. [ABSTRACT FROM AUTHOR]

Copyright of Necatibey Faculty of Education Electronic Journal of Science & Mathematics Education is the property of Balikesir University, Necatibey Faculty of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This research focuses on developing a flipped classroom model that integrates with casebased learning and team projects. The importance of this research arises from the difference in the effectiveness of using the existing flipped classroom model. Through the R&D method, by adapting the Borg & Gall model, we carried out validation with focus group discussions with six experts, effectiveness tests through small and large-scale experiments, and practical evaluations based on input from lecturers and students. As a result, we successfully developed a new flipped classroom model called FCTBPjL, which includes seven foremost syntaxes and shows high validity (0.84), effectiveness (82.3), and practicality (82.16% and 90.36%). This research contributes to education by presenting a new flipped classroom learning model, which is adequate for project and casebased learning. [ABSTRACT FROM AUTHOR]

In this study, it was aimed to reveal effect of flipped classroom model, one of the new models in language teaching, on student opinions and reading comprehension skills in teaching Turkish to foreigners. The research, prepared according to the mixed method, was conducted for 12 weeks with 37 students studying at B1 and B2 level at Atatürk University TÖMER (Turkish Teaching Center) in Erzurum, Türkiye, in 2021-2022 Academic Year. In the experimental phase of the research, a quasiexperimental research design with a control group, which is frequently used among experimental designs, was used. During the 12 weeks which the experimental application was carried out, the subjects were taught in experimental group in line with the functioning of flipped classroom model (FLP). In the other group (control group), it was processed in accordance with curriculum specified in current program. In qualitative phase, interviews were conducted with experimental group students to learn their opinions about the model. According to the research results, when post-test success scores of the two groups were evaluated, it was seen that there was a statistically significant difference in favor of group to which the FLP model was applied. According to findings obtained from interviews with the students who experienced the model, it was seen that the students generally expressed positive opinions. [ABSTRACT FROM AUTHOR]

Flipped classroom, which combines online and face-to-face learning, is an innovative model. This study examined the 9th grade Turkish students' experiences learning English in a flipped classroom. Nineteen students from a high school in İzmir participated in the study. An intrinsic case study was employed as a qualitative research design to investigate the effectiveness of the flipped classroom from the viewpoint of 9th grade EFL students. Data were collected through student journals, teacher journals, and focus group interviews. The data collected was analyzed by using thematic analysis. The results showed that the flipped classroom model enhanced the students' language skills, especially in speaking, and encouraged active participation, motivation, and collaboration. Most of the students found the model more time-efficient compared to traditional classrooms. Furthermore, the students valued the flexibility of learning at their own pace but reported challenges such as adapting to the model, inadequate preparation, and internet connectivity issues.

Abstract As the traditional teaching paradigm is reversed in Flipped Classroom Model (FCM), it has the potential to empower the teacher to allocate more valuable face-to-face classroom time for productive language tasks. Digital flipped course contents encourage the students and the teacher to take advantage of becoming a member in an online learning community and engage in a social-constructive learning approach. Such a profound shift from the traditional teaching and learning paradigm may influence the identity progression of L2 teachers. This longitudinal study aims to explore the ramifications of flipped grammar teaching on four L2 teachers’ identity progression over the course of two academic years within the three fundamental modes of belonging for identity formation, namely engagement, alignment, and imagination, identified by Wenger (1999) at tertiary level. Methodological triangulation was adopted to boost the transferability and reliability of the findings. Semi-structured interviews provided in-depth insights into the four L2 teachers’ relational thinking about flipped grammar teaching and their professional identity progression. The data also included four hours of classroom observations to witness the real-life implications of teachers’ accounts. The twofold data was analyzed using deductive content analysis. The results indicated that English teachers need to make long lasting and conscious efforts towards a reconciliation between their existing identities and FCM. The teachers not only need to find accommodation strategies to ensure better integration of reluctant students into FCM but also overcome their own accuracy-based exam anxiety as they redefine their grammar identities incorporating FCM.

The study investigated how blended learning affected secondary school students' achievement and retention in mathematics. The study used a non-equivalent control group pre-test-post-test quasi-experimental design. The participants in the study were learners drawn from two secondary schools purposively chosen. Using a simple random sampling technique, the SS 1 classes from each school were then divided into experimental and control groups. Learners in the experimental group utilised the blended learning approach, whereas those in the control group utilized the conventional method. The groups received a pretest in week 1, followed by a 4-week intervention period. A posttest was administered in week 6, and a retention test (post-post-test) occurred 4 weeks after the posttest. The Mathematics Achievement Test (MAT), which has a reliability score of 0.86, was used for data collection. Data were analysed and the study questions were reported using the mean and standard deviation, and the hypotheses were tested using analysis of covariance. Results revealed that learners tutored mathematics utilising blended learning improved their mathematics achievement and retention scores more than learners tutored utilising the conventional means. Results indicated no significant gender disparity in the mean achievement scores of learners tutored mathematics utilising blended learning. Results also showed a significant gender difference in the mean retention scores of learners who learnt mathematics using blended learning, favouring female students. Based on the findings, recommendations were made. [ABSTRACT FROM AUTHOR]

Copyright of Bolu Abant Izzet Baysal University Journal of Faculty of Education / Bolu Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi is the property of Bolu Abant Izzet Baysal University Journal of Faculty of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of INES Journal: The Journal of International Education Science / Uluslararası Eğitim Bilimleri Dergisi is the property of INES Journal: The Journal of International Education Science and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Turkish Educational Sciences is the property of Journal of Turkish Educational Sciences and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Education Technology Theory & Practice / Egitim Teknolojisi Kuram ve Uygulama is the property of Education Technology Theory & Practice (Journal) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Trainings are indispensable for teachers to meet the requirements of changing educational technologies, pedagogical approaches, and curricula. In-service training is a crucial step towards enhancing the professional development of teachers and improving the quality of education. This study aims to reveal the impact of the Flipped Classroom Model (FCM) in inservice training on teachers' self-efficacy levels in project mentoring. The study group consists of Biology and Science teachers who voluntarily participated in project mentoring training during the 2021-2022 academic year. Three groups were formed among the participating teachers: FCM group, face-to-face training group, and distance education group. The face-toface training was designed according to the project-based learning approach. In the research, a quasi-experimental design from quantitative methods and a case study from qualitative methods were used together. Data were collected using the "Project Competitions Mentoring Self-Efficacy Scale" before and after the application. In the analysis of the data, descriptive statistics, the Kruskal-Wallis test, the Wilcoxon Signed Ranks test, and the Tamhane's post-hoc analysis for pairwise comparisons were used. The results indicated that the self-efficacy levels of the groups receiving project mentoring training through FCM, face-to-face, and distance education were significantly higher after the application compared to before the application. However, no statistically significant difference was found between the groups. The post-test scores in the responsibility sub-dimension were significantly higher in the face-to-face training group. In conclusion, it can be said that the FCM has similar effects on teachers' overall self-efficacy perception compared to other methods, and that face-to-face education increases teachers' sense of responsibility in project competitions mentoring. [ABSTRACT FROM AUTHOR]

Learner autonomy cultivation has been one of the key considerations of educators. Contributing to this attempt, this qualitative research aims to investigate college students’ perspectives on the application of the flipped classroom model, which was developed to increase autonomous learning during class and beyond. Students are encouraged to finish computer-based activities that provide them with target grammar points and vocabulary prior to class time while teachers will facilitate further learning practices and discussion in the classroom. The data were collected through semi-structured interviews with 19 non-English major students aged 20 and 21 studying at the same institute in Ho Chi Minh City. The results showed that this model has a positive effect on participants’ autonomous learning ability before and after the class sessions because the model creates an interactive learning atmosphere. This paper, in general, can be considered a useful reference for both learners and educators in regard to the applicability of the flipped classroom model to foster students’ autonomous learning and their involvement inside and outside the class.

The flipped classroom model (FCM) is currently a prominent topic in education circles. While there's been discussion about its positive impacts, there's limited empirical evidence in the literature regarding whether FCM can truly improve the oral proficiency of non-English major learners. In this study, FCM was utilized to explore its benefits in terms of improving students' oral proficiency. The data was collected through one set of questionnaires, in-class observations and a pre- and post-test with a speaking rubric to check the effect of FCM on students' speaking skills. In this study, there were 60 non-English major students of Dong Nai Technology University (DNTU) in Vietnam. In class A (the flipped group), 30 students studied the course using FCM, while the remaining students in class B (the traditional group) studied the course using traditional methods. Findings reveal that the use of FCM not only improved students' speaking skills but also enhanced learners' motivation. The results can serve as a guide when developing oral proficiency for non-English major students. [ABSTRACT FROM AUTHOR]

Background: The COVID-19 pandemic has significantly impacted medical education, necessitating the adoption of remote teaching methods. One such approach is the flipped classroom (FC), where students learn independently through pre-recorded lectures and other online resources before attending virtual interactive sessions. Aim: We aimed to assess the perception of 1st-year MBBS about FC Model, in terms of their learning and academic progress. Methods: To assess students' perception regarding flipped class model, a priorly validated semi-structured questionnaire was used. In part 1, students were asked to rate their perceptions on Likert scale of 1–5. Part 2 of the questionnaire was regarding students' involvement in a FC. Results: More than 60% agreed that slides of lecture and other lecture material should be given in advance. Majority (>72%) agreed that lecture time was sufficient for the discussion of the topic. More than 50% suggested that slides can be used for future reference. A large majority >90% agreed that discussion of the topic is required in the classroom and only material reading or discussion with peers is not sufficient. Most of the students (70%) did not discuss slides or lecture material with classmates or peers. Majority had gone through the slides before the lecture at least sometimes, whereas more than 60% preferred going through the slides and discussing with peers after the lecture. Conclusion: The findings of this study show a positive perception and liking of students towards FC approach. [ABSTRACT FROM AUTHOR]

Background: The COVID-19 pandemic has significantly impacted medical education, necessitating the adoption of remote teaching methods. One such approach is the flipped classroom (FC), where students learn independently through pre-recorded lectures and other online resources before attending virtual interactive sessions. Aim: We aimed to assess the perception of 1st-year MBBS about FC Model, in terms of their learning and academic progress. Methods: To assess students’ perception regarding flipped class model, a priorly validated semi-structured questionnaire was used. In part 1, students were asked to rate their perceptions on Likert scale of 1–5. Part 2 of the questionnaire was regarding students’ involvement in a FC. Results: More than 60% agreed that slides of lecture and other lecture material should be given in advance. Majority (>72%) agreed that lecture time was sufficient for the discussion of the topic. More than 50% suggested that slides can be used for future reference. A large majority >90% agreed that discussion of the topic is required in the classroom and only material reading or discussion with peers is not sufficient. Most of the students (70%) did not discuss slides or lecture material with classmates or peers. Majority had gone through the slides before the lecture at least sometimes, whereas more than 60% preferred going through the slides and discussing with peers after the lecture. Conclusion: The findings of this study show a positive perception and liking of students towards FC approach.

Introduction: the effectiveness of the flipped classroom model (FCM) method for building selfdirected learning readiness (SDLR) in a research methodology course has not yet been scientifically researched. This study aims to assess the effect of FCM on SDLR among Nigerian nursing students enrolled in a research methodology course. Methods: sixty-four 400-level nursing students from two government-owned universities in Southeast Nigeria were recruited for this quasiexperimental study. They were randomly divided into two groups, the experimental group, and the control group, and exposed to FCM and conventional teaching methods (CTM) throughout the months of April and July 2021. Before and after the intervention, the validated self-directed learning readiness scale (SDLRS) was used to gather data, and a structured questionnaire was used to collect demographic data. Results: the SDLR was high if the SDLRS mean score was =3.75. Pre-test results from SDLR showed overall scores of 3.99 ± 0.39 and 3.95 ± 0.35 for CTM and FCM, respectively, while post-test results showed overall scores of 3.84 ± 0.77 for CTM and 4.01 ± 0.81 for FCM. The mean scores between the pre-and posttests were statistically different (p=0.030). Conclusion: the FCM had a positive effect on Nigerian nursing undergraduates' SDLR and should be encouraged as it provides a viable alternative to the traditional teaching method. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Advanced Education Studies is the property of Journal of Advanced Education Studies and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The low physics learning outcomes of students are influenced by several factors, namely the selection of learning models and media that are less supportive so students are less responsive to learning. The purpose of this study is to examine the effect of the Flipped Classroom model assisted by Google Classroom on student learning outcomes and describe student responses to the Flipped Classroom model assisted by Google Classroom on straight-motion dynamics material. This research is an experimental research using a posttestonly control group design. The sample selection was done by cluster random sampling method. Data collection methods consist of observation, interviews, documentation, written tests, and questionnaires. The data analysis technique of learning outcomes used an independent sample t-test, while student responses used score criteria. The results showed that the Sig. (2-tailed) in the t-test using SPSS is 0.000 (≤ 0.05). Then, for the results of experimental class student responses, the results of the response aspect were 82.58% and the reaction aspect was 83.44%, both of which were in the interval 80 ≤ P ≤ 100 with a very good category. The conclusion obtained is that there is a significant effect of the application of the Flipped Classroom model assisted by Google Classroom on the learning outcomes of students of SMAN 3 Jember on the material of the dynamics of straight motion. Then, the results of student responses to the application of the Flipped Classroom model assisted by Google Classroom on the material of the dynamics of straight motion obtained positive responses and reactions and included in the very good criteria. [ABSTRACT FROM AUTHOR]

This research study aims to determine the effect of the flipped classroom model on students' mathematical critical thinking skills. The research sample involved 35 grade 5 students of a public elementary school in Waai, Salahutu District, Central Maluku Regency. The research method uses a quasi-experimental and is analyzed using a paired sample test. The results of the analysis show that there is a positive influence from the flipped classroom learning model on students' mathematical critical thinking skills in the concept of fractionss. To find out the increase in critical thinking skills, N-gain is used. The findings showed that there was an increase, wherein the high category achieved an increase of 3.33%, the medium category was 93.34%, and the low category was 3.33%. The increase is because the flipped classroom model can create a dynamic and interactive mathematics learning environment with the help of learning videos, so students can think critically in exploring creative ideas to solve math problems

Technology development and the general availability of information have affected modern society in such a way that the educational system requires immediate and decisive changes. The situation escalated during the pandemic when distance learning became an integral part of life of every teacher and student. Modern researchers call the educational system built on the flipped classroom model a pedagogical breakthrough, so it is important to study its impact from all sides; this explains the relevance of this paper. The purpose of this research was to study the effectiveness of flipped classroom as a distance learning component for students. The study was conducted at St. Petersburg State University and enrolled 56 students in the control and experimental groups (n = 28 per group). The researchers used the questionnaire "Studying the motives of students' educational activities" by A.A. Rean and V.A. Yakunin and a cross-section of grades to obtain information about academic performance and a survey for feedback from students. The findings show that flipped classroom had a positive effect on academic performance and student motivation. The number of "excellent" students increased by 17.9% and the numbers of "good" and "satisfactory" students decreased by 3.6% and 14.3%, respectively. The overall motivation of the group increased from 4.8 to 5.0. At the same time, the number of students with low motivation decreased by 7.2%, with medium motivation increased by 10.7%, and with high motivation decreased by 3.4%. A feedback survey showed that the vast majority of students were satisfied with the flipped classroom. At that, 89.2% of students answered that this model is suitable for knowledge assimilation, 92.8% believe that flipped classroom arouses their research interest, and 82.1% call the flipped classroom model the most suitable for interesting learning. The respondents noted the following advantages of the flipped classroom: saving time (82.7%), the opportunity to discuss more interesting topics in class (64.2%), the absence of dependence on time and place (38.1%), and the possibility of a deeper study (53.5%). The disadvantages included the inability to independently study the material (10.7%), a large amount of material (17.8%), and technical problems (7.1%). These findings are of value for further study of the effectiveness of flipped classroom introduction into the educational system and may be used to compile statistics or as a basis for a similar experiment. [ABSTRACT FROM AUTHOR]

The present study aims to examine the effect of the flipped classroom model on the academic achievement and critical-analytic thinking skills of students from different socio-economic backgrounds. For this purpose, two schools in the same province, attended by children from families with varying socio-economic levels, were included in the study. The study sample consisted of a total of 82 students: 30 from a secondary school with students from a low socio-economic background and 52 from another secondary school with students from a high socio-economic background in the 2021-2022 academic year. The study was designed based on the quasi-experimental design with pretest-posttest control groups. Experimental and control groups consisting of one class each, and four classes in total, were selected from the schools using the random assignment method. The total application period was 9 weeks while the duration of the experimental applications was 7 weeks (28 class hours). In the present study utilizing Edpuzzle, an online platform, interactive videos were developed in accordance with the learning outcomes of the course. Data were collected using the 25-item "Sun, Earth and Moon Achievement Test" applied to determine the learning levels of the students and the 72-item "Cornell Conditional Reasoning Test" applied to measure critical-analytic thinking skills. In conclusion, it was revealed that although there was no significant change in critical-analytic thinking skills, the flipped classroom model provided a significant increase in the academic achievement and critical-analytic thinking skills of students from both socio-economic backgrounds. [ABSTRACT FROM AUTHOR]

Copyright of INES Journal: The Journal of International Education Science / Uluslararası Eğitim Bilimleri Dergisi is the property of INES Journal: The Journal of International Education Science and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of E-International Journal of Educational Research is the property of E-International Journal of Educational Research and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Abstract Background Over the past few years, there has been a parallel development in the use of the internet and technology for teaching purposes. The Flipped classroom model (FCM) used by the instructor aims at spending more time interacting with students rather than lecturing them. There are very few studies about the effectiveness of FCM on student performance and perception as compared to the traditional lecture in colleges of medicine. This study evaluates the effectiveness of the FCM on the academic achievement of students in terms of increased performance and perception as compared to the traditional lecture the medical students in Al-Neelain University-Sudan. Method This case-control study compares using (FCM) in the medical students at Al-Neelain University and the traditional lecture and its effect on students’ academic achievement. The students were randomly assigned into two groups (A & B), flipped classroom group A (30 students as a test), and traditional classroom group B (33students as control). Major outcome indexes were pretest and posttest results used for students’ academic achievement performance assessment and a questionnaire used for student perception evaluation about the FCM. Finally, statistical analysis was performed using SPSS programs. Results Although the pretest and posttest scores showed highly statistically differences within each group (A&B) with P

Bu araştırmada, Din Kültürü ve Ahlak Bilgisi dersinde ters yüz sınıf modelinin öğrencilerin akademik başarısına etkisi incelenmiştir. Çalışmada, nicel araştırma desenlerinden olan ön test son test kontrol gruplu deneysel desen kullanılmıştır. Çalışmanın örneklemini, 2020-2021 öğretim yılında Ordu Başöğretmen ortaokulunda öğrenim gören 203 öğrenci oluşturmaktadır. Deney grubu öğrencilerine ters yüz sınıf modeline dayalı olarak geliştirilen ders öncesi videolar ve sınıf içi etkinlikler uygulanmıştır. Araştırmanın verileri, araştırmacı tarafından geliştirilen “Akademik Başarı Testi” ile toplanmıştır. Verilerin analizinde, deney ve kontrol grubunda yer alan öğrencilerin bağımlı değişkene ilişkin ön test ve son test puanlarının karşılaştırılmasında ilişkili örneklemler t-testi, deney ve kontrol grubu ön test ve son test puanlarının karşılaştırılması için ise bağımsız örneklemler t-testi kullanılmıştır. Araştırmanın sonucunda, kontrol grubu öğrencilerinin akademik başarı son test puan ortalaması ile deney grubu öğrencilerinin akademik başarı son test puan ortalaması arasında deney grubu lehine anlamlı fark olduğu tespit edilmiştir [t(201)=5,41; p lt;0,05].

Online learning has become an integral part of the educational environment, especially in higher education. Although the practice is not yet widespread or systematized, there seems to be an increasing number of institutions and individuals embracing this innovation. This increase is not limited to the developed world; the teaching staff in developing countries are equally enthusiastic about mediated learning for various reasons, including expanding access and providing flexibility to the population seeking education and continuous training. The ubiquity and multitude of ways and tools for communication among people are the most notable characteristics of network-based culture and economy. Institutions that previously relied on students gathering in classrooms can now offer their study programs online. The frameworks of implementation of digital technology range from those that imitate traditional classroom patterns to models that fully leverage the potential of digital technology to create an authentic learning environment. The paper presents five models of online learning, from those that use technology as a support to the traditional approach, such as the flipped classroom model and the virtual classroom model. It then moves on to the blended learning model, which sits in the middle of the continuum between imitation and innovation, representing a fundamental change in the approach to education. Finally, the paper introduces the model of collaborative online learning and the model of connectives learning, implemented in the form of massive open online courses, which represent a disruptive innovation that threatens to destabilize the world of formal education.

The learning process must actively involve students and provide opportunities for them to improve their critical thinking skills. This study determines the effect of the implementation flipped classroom on the critical thinking skills of students in the learning of the human respiratory system in class XI SMAN 16 Medan. This study included a quasi-experiment type with one group pretest-posttest design and was conducted in three meetings. The research instrument used is an essay test of 5 questions. Data obtained from this study include the value of students' critical thinking skills both in general and in each indicator, and the N-gain of students' critical thinking ability. The data obtained were analyzed to obtain an average value. The results of the data analysis showed that the average score of students' critical thinking skills in general increased from 39.6 before learning was carried out to 80.8 after learning was carried out. The average student score gets an N-gain score of 0.68 with the moderate improvement category. The average score of students after learning on each indicator is as follows: the basic classification indicator is in the high category (74), basic support is in the very high category (92), inference is in the high category (75), advance classification is in the high category (75), and strategy and tactics is in the very high category (88). Based on the results of the study, the flipped classroom learning model can improve the critical thinking skills of grade XI students in SMAN 16 Medan in learning the biology of the human respiratory system material.

Flipped classroom model has been an important pedagogical tool that has been widely incorporated and researched in recent years. Current studies have scrutinized the effect of the model on the achievement of language learners. The purpose of the present study is two-fold: (i) to examine whether the flipped classroom model has an impact on B1 level Turkish students attending English preparatory program at school of Foreign Languages in a state university, and (ii) to investigate if the flipped classroom model yields different results on the self-regulated learning levels of the participants. The participants of the study consist of 60 B1 level prep-class students attending B1 level Listening course, with 2 classes each including 30 students. Firstly, the students in one class were classified as control group (CG) and the ones in the other class as experimental group (EG). During the 8-week B1 module process, the listening lesson was taught with the traditional method in the CG and with the flipped classroom model (FCM) in the EG. The data were gathered through pre and post-tests of listening skills achievement exam and self-regulated learning scale. As for data analysis, mixed ANOVA analysis was used. The findings showed no significant difference on self-regulated learning levels but on listening skills achievement scores. Suggestions were discussed accordingly. [ABSTRACT FROM AUTHOR]

Copyright of GIST: Education & Learning Research Journal is the property of Institucion Universitaria Colombo Americana (UNICA) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Technology has great effects on all the fields of science, including language teaching. Flipped Classroom Model, a relatively new method of teaching with strong ties with technology, has recently gained popularity and drew the attention of many educators. Several previous studies in various fields of science, including language teaching, show the effectiveness of Flipped Classroom Model (henceforth FCM) in developing students' achievement. The current study aims at investigating the effect of Flipped Classroom Model on Kurdish EFL university students' reading skill. It also aims at revealing the impact of Flipped Classroom Model on developing students' autonomy and motivation. It further aims at finding out to what extent the students are satisfied with FCM employment in their classes. The participants of the study were 60 first-year students of English Department, College of Education, Charmo University. The study took place in the second semester of the academic year 2021-2022. The students were divided into two equal groups, a control group (n. 30) and an experimental group (n. 30). The same syllabus was taught to both groups by the same teacher (researcher 1) for 15 weeks. Three methods were used to collect the required data which were pre- and post-tests, a questionnaire and an interview. The SPSS analyses of the test results revealed significant differences between the two groups' achievements in favor of the experimental group (t= -3.306, P= .002). Moreover, the questionnaire and interview results clearly showed that the experimental group students have positive perceptions on FCM implementation in their classes. Furthermore, the questionnaire and interview results showed that Flipped FCM implementation developed the students' autonomy and motivation to study. The study recommends utilizing FCM in teaching other skills and sub-skills such as speaking, writing and grammar. [ABSTRACT FROM AUTHOR]

Copyright of Eurasian Journal of Teacher Education (EJTE) is the property of Eurasian Journal of Teacher Education (EJTE) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Science and technology are developing rapidly, causing changes in teaching modes based on different needs and situations. This study aims to determine the effect of the flipped classroom model, integrated with the socio-scientific issues (FCM-SSI) on critical thinking skills and scientific attitudes of junior high school students on additive and addictive substances and to determine the differences in each aspect of critical thinking skills and scientific attitudes after intervention with FCM-SSI. Through quasi-experimental research with a pretest-posttest design, 182 students participated as samples. The experimental group had 91 students exposed to the FCM-SSI, and the control group had 91 students with traditional learning. For data collection, critical thinking skills test with essay questions and a scientific attitude test using a scientific attitude scale were used. Data were analyzed using MANOVA to see the effects of the learning model and ANOVA to see differences in each aspect. The statistical analysis results with a value of sig 0.000 ≤ 0.05 indicate that FCM-SSI affects students' critical thinking skills and scientific attitudes. The most influential aspect of critical thinking skills is the analytical aspect, and openness is the most influential aspect of scientific attitude. Thus, the FCM-SSI model is highly recommended to be used in science learning because it can improve students' critical thinking skills and scientific attitudes.

Today, technology integration has become an important issue in the teaching-learning environment. Developed countries integrate technology into schools from pre-school education to higher education, adopting a student-centred approach in their curriculums. Turkey has embraced a constructivist approach to its curriculum since the academic year 2005, in which studies of the teaching-learning environment ushered in the integration of new technology. Despite this, few studies have been conducted on technology integration in higher education. One approach to this research explores the integration of technology in Turkey into the flipped classroom model by the higher education institution, a subject upon which there has not been a sufficient amount of qualitative research. For this reason, in this study, the opinions of elementary teacher candidates regarding their experiences with the flipped classroom model were examined. The research was designed according to phenomenological research design, one of the foremost qualitative research patterns. The participants of the research are teacher candidates studying at Süleyman Demirel University as classroom teachers. The research sample was determined according to the criterion sampling method. An opinion questionnaire about the flipped classroom was used as a data collection tool in the research. Content analysis, a qualitative analysis method, was used to analyse the data. From the research, it was concluded that teacher candidates have experience with the flipped classroom model, believe this model provides many contributions to them and have encountered various problems with the model, for which they have suggestions on how these can be fixed.

Background: Over the past few years, there has been a parallel development in the use of the internet and technology for teaching purposes. The Flipped classroom model (FCM) used by the instructor aims at spending more time interacting with students rather than lecturing them. There are very few studies about the effectiveness of FCM on student performance and perception as compared to the traditional lecture in colleges of medicine. This study evaluates the effectiveness of the FCM on the academic achievement of students in terms of increased performance and perception as compared to the traditional lecture the medical students in Al-Neelain University-Sudan. Method: This case-control study compares using (FCM) in the medical students at Al-Neelain University and the traditional lecture and its effect on students' academic achievement. The students were randomly assigned into two groups (A & B), flipped classroom group A (30 students as a test), and traditional classroom group B (33students as control). Major outcome indexes were pretest and posttest results used for students' academic achievement performance assessment and a questionnaire used for student perception evaluation about the FCM. Finally, statistical analysis was performed using SPSS programs. Results: Although the pretest and posttest scores showed highly statistically differences within each group (A&B) with P<.000, when comparing the pretest and posttest scores of the studied groups showed that, there were no statistically significant differences between the pretest and posttest scores between them with P=0.912 and 0.100 respectively. However, more than 80% of participants were satisfied with using a flipped classroom. While more than 90% of students were more motivated to learn in flipped classrooms meeting learning targets when they used FCM. Conclusion: There was a positive student perception towards using the FCM, despite no significant effect of FCM on medical students' academic achievement. [ABSTRACT FROM AUTHOR]

Copyright of Rize Theology Journal / Rize Ilahiyat Dergisi is the property of Rize Theology Journal and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The effects of teaching speaking skills through the Flipped Classroom Model on English as a Foreign Language (EFL) students' autonomy, willingness to communicate, and anxiety while speaking English are examined in this study. With a quasi-experimental design, one control group (n = 27) and one experimental group (n = 28) were created for the quantitative phase of the study. The participants were pre-tested at the beginning of the term with three scales, including learner autonomy, willingness to communicate, and L2 speaking anxiety. After ten weeks of treatment in the experimental group, both groups were post-tested at the end of the term. In the qualitative phase, the students' ideas about their experience with flipped learning were gathered with four open-ended interview questions at the end of the intervention. Quantitative data were analyzed with SPSS 21.00. Paired sample t-tests and independent sample t-tests were run to test the effectiveness of the intervention. Qualitative data were analyzed manually through thematic analysis. The results of this study indicated that if implemented well in L2 speaking classes, the Flipped Classroom Model could significantly increase EFL students' autonomous learning and willingness to communicate. Moreover, it could considerably lower EFL students' speaking anxiety. Compared to the traditional classroom model, flipped learning provides various advantages to English language learners, especially those who aim to develop their speaking skills. Therefore, this model could be implemented in EFL-speaking classes to increase students' exposure to English both in and out of the classroom. [ABSTRACT FROM AUTHOR]

The study explored the effects of the Flipped Classroom Model (FCM) application enriched with digital content and educational activities for the physics lesson on students' academic performance, problem-solving skills, and attitudes towards the physics lesson. The study employed the pretest-posttest control group quasi-experimental design. The study group of this research consists of 121 10th grade students, 59 of whom are experimental and 62 are control. In the study, the subject of "Pressure and Buoyancy" was taught according to the FCM in the experimental groups, while the lessons were carried out in the control groups using methods suitable for the 10th grade Physics Curriculum. Dependent and independent samples t-test analyses were used for the analyses of the pretest and posttest measurement data. The study findings revealed that the academic achievement, physics lesson performance, and attitude scores of the students in the experimental group, in which the FCM was used, were significantly higher than the scores of the students in the control group. No significant difference was found in the problem-solving skills scores between the experimental group students and the control group students. [ABSTRACT FROM AUTHOR]

Copyright of Mersin University Journal of the Faculty of Education / Mersin Üniversitesi Eğitim Fakültesi Dergisi is the property of Mersin University Faculty of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The recent globalisation and the emergency of COVID-19 require a teaching and learning environment that encourages the use of technology. Through a mixed-method design and an action research approach, this study investigated the effectiveness of a flipped classroom model through multimedia technology in improving students’ performance in directed numbers, given the difficulty and misconceptions of students in this mathematical concept. A total of 30 Year 9 students conveniently sampled from one of the secondary schools in Brunei Darussalam served as participants. The action taken involved a pretest, intervention, posttest, and interviews. The results of the paired sample t-test revealed that students’ performance in directed numbers significantly improved after the flipped classroom intervention. Students had positive perceptions of the flipped classroom model as it encouraged their readiness, participation, and motivation. Challenges such as time constraints and distractions when studying from home were reported. These results imply that amid COVID-19, a flipped classroom through multimedia technology can be an effective and alternative way of teaching and learning directed numbers. It has the potential of encouraging student-centred learning and creativity, which are vital in teaching and learning mathematics.

The development of Technology, Information and Communication (ICT) in education has been growing considerably. Use of technologies contribute to supporting student learning and play a vital role in the learning process. The Covid-19 pandemic, since early 2020, has impacted the implementation of the learning process, especially in higher education. The learning instruction has shifted from face-to-face to online learning (e-learning). It is undeniable that the learning process experiences disruptions, resulting in significant changes in the learning environment. Thus, the flipped classroom model is likely to be on model for educators in higher education. This study aims to investigate an increase in the statistical reasoning abilities of engineering students taught using the flipped classroom model assisted by SPSS and STATCAL applications analyzed based on gender. Participants involved 55 first-year informatics engineering students. Data were collected using a test in the form of essay questions and then analyzed using the stacking method of the Rasch measurement model. The results showed that the statistical reasoning abilities of students improved after being taught using the flipped classroom model with the SPSS and STATCAL applications. This finding implies that the flipped classroom model assisted by SPSS and STATCAL applications is effectively implemented in technology-integrated statistics learning.

Many studies have been conducted on the differences in the effectiveness of the flipped classroom model compared to traditional learning models on mathematics learning achievement. However, the results of previous studies have inconsistent results. Therefore, this study aims to test the effectiveness of the flipped classroom model on mathematics learning achievement when compared to traditional learning models. For this purpose, the study design used was a contrast group metaanalysis. The studies analyzed were 20 independent studies from 13 main studies published in Scopus-indexed journals. Data analysis using JASP software version 0.16.4. The results of the analysis showed that the combined effect size using random effect estimation was (Cohen'd = 0.494; p < 0.001). This effect size belongs to the medium effect category. These results prove that students' mathematics learning achievement using the flipped classroom model is more effective than the traditional learning model. The results of this study suggest that the difference in size from the previous study became clear after the meta-analysis, namely the moderate effect category. These results are also expected to be the basis for policymaking in improving the quality of mathematics learning. [ABSTRACT FROM AUTHOR]