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Theoretically substantiated, developed and tested a model of blended learning for cadets of the academies of EMERCOM of Russia using the «flipped class» technology, aimed at developing professional and communicative competence among future rescuers. At each stage of the formation of the required competence, a selection of digital resources was made that corresponded to the goals, objectives and principles of the each stage. The presented algorithm for creating a blended learning model can be used to create such models for a different contingent of students.

In the realm of language education, the influence of learners’ personality traits on their educational outcomes within novel instructional frameworks has gained prominence, prompting an exploration into the effects of ambiguity tolerance on grammar acquisition among English as a Foreign Language (EFL) students. This study investigates the impact of learners’ personality traits on their learning outcomes in innovative instructional models, such as flipped and blended classes. A sample of 120 EFL students was divided into four comparative groups and two control groups based on their proficiency and ambiguity tolerance (AT) scores. The study utilized a Learning Management System (LMS) to deliver instruction to the different groups. The blended group received a combination of online and face-to-face instruction, while the flipped group received online instruction using the flipped approach. The control group received only face-to-face instruction. After a semester of instruction, a posttest on grammar learning was administered. The findings showed that the blended group performed better than the flipped and face-to-face groups in terms of grammar learning. The study also found no significant differences in grammar learning between high AT and low AT participants in the flipped and blended classes. However, high AT students in the face-to-face class demonstrated higher levels of success in grammar learning compared to low AT students. [ABSTRACT FROM AUTHOR]

ObjectiveThis study aims to compare the differences between traditional class teaching model and novel flipped class model in orthopedic surgery, and further clarify the potential merits.MethodsTotal 138 undergraduate fourth-year students from Shandong University who interned in the Orthopedics Department of Qilu Hospital from June 2022 to June 2023 were enrolled. They were randomly classified into traditional class group and flipped class group. At the end of the internship, all undergraduate students were evaluated in terms of orthopedic theoretical knowledge and practical operations. In addition, they also filled out subjective questionnaires related to satisfaction with related courses. All parameters involving two groups were compared.ResultsThe theoretical assessment score of traditional class group was 75.10 ± 9.43, while the theoretical assessment score of the flipped class group was 78.70 ± 10.71, with a statistically significant difference (p = 0.038). Compared with the traditional class group (81.52 ± 8.50), the flipped class group showed a significant improvement in skill assessment scores (85.55 ± 8.29), with a statistically significant difference (p = 0.006). According to the weighted average score calculation, total score of students in the flipped class group (82.12 ± 6.69) was also higher than that in the traditional class group (78.31 ± 6.05), and the difference was statistically significant. Compared with the traditional class group, the satisfaction survey results of students in the flipped class group showed a significant improvement (except for reduce the learning burden), and the difference was statistically significant (p < 0.05).ConclusionThe flipped class teaching mode significantly improves the learning interest and efficiency of internship students in orthopedic clinical teaching, and increases more communication and understanding between students and teachers. At the same time, it can tap into students' interests, hobbies, and self-learning abilities, effectively improving their mastery of theoretical knowledge and skill operations, which is worth promoting.

Abstract Introduction Biochemistry is one of the main courses of basic sciences in the medical curriculum, along with other difficult subjects that are difficult to learn. The emergence of new technologies has made it possible to test new methods such as e-Learning. In this study, we compared two methods of Flex-Flipped Classroom (FFC) and face-to-face. Method A quasi-experimental research was done which involved both medical and dental students studying the clinical biochemistry course in the joint semester in 2019. A total of 100 medical students were trained in biochemistry through face-to-face teaching, and 60 dental students were trained in the same course through the FFC model. Three researcher-made tools were used to compare the two groups to assess the student’s satisfaction, scores, and self-evaluation. The content validity of the tools was checked using the opinions of 10 experts through the CVI index. The results were analyzed using one-sample t-tests, independent t-tests, and ANOVA. Results Both groups scored significantly more than the cut-off-point (Mean > 3.5) in their average scores of the total and sub-components of the self-evaluation questionnaire (P 0.05). The students’ knowledge score in the FFC was slightly higher than that in the face-to-face method, but this difference was not significant(P = 0.758). Conclusion Both face-to-face and FFC methods were effective according to the students, but the level of satisfaction with the face-to-face method was higher. It seems that teacher-student interaction is an important factor in students' preferences. However, the students preferred the flexibility of multimedia. It seems necessary to use the advantages of each method in a model appropriate to the students' conditions and available facilities.

Background and purpose: The nursing process is a framework in which nurses determine the abilities and problems of patients and develop methods for evaluating and planning nursing care programs. One of the challenges of nursing education is the use of methods to promote learning and creative thinking skills in learners. Therefore, this study was compiled to compare two methods of flipped classroom and conceptual map and flipped classroom and traditional method for the topic of nursing process on the variables of self-regulation learning strategies and satisfaction of nursing students. Materials and methods: This is an interventional study. The statistical population includes all nursing students of the first semester of Mehr (teaching using traditional and flipped classroom methods) and Bahman (teaching using flipped classroom method and conceptual map) of the year 2022 of Nasibah Sari School of Nursing and Midwifery. The study tool was a two-part questionnaire (demographic information, and learning strategies questionnaire). Visual Analog Scale (VAS: Visual Analog Scale) teaching method was used to check the level of students' satisfaction. In this study, the topic of the nursing process was selected from the nursing principles and skills course, the self-regulated learning strategies questionnaire was completed by the students once before and 4 weeks after teaching. Data entry and analysis were done using SPSS version 24 software. Results: There was no significant difference between students' satisfaction with the flipped classroom teaching method and the traditional method (8.54±1.38) with the flipped classroom teaching method and conceptual map (7.98±1.84) (P=0.124). The t-test showed that there was no significant difference in the average of self-regulated learning strategies after implementing the two teaching methods (P=0.258). The paired t-test showed that the comparison before and after the mean of self-regulation learning strategies in the flipped class group and the traditional method showed a significant difference (P=0.013). Conclusion: The findings showed that despite the lack of statistical difference, students' satisfaction with the flipped classroom teaching method and the traditional method was higher. The average of self-regulation learning strategies in the flipped classroom and traditional method group was higher than the flipped classroom and conceptual map method group, and the previous comparison and then the mean of self-regulation learning strategies in the flipped class group and the traditional method showed a significant difference. It is suggested to conduct research with a larger sample size and in higher semesters

Introduction: Biochemistry is one of the main courses of basic sciences in the medical curriculum, along with other difficult subjects that are difficult to learn. The emergence of new technologies has made it possible to test new methods such as e-Learning. In this study, we compared two methods of Flex-Flipped Classroom (FFC) and face-to-face. Method: A quasi-experimental research was done which involved both medical and dental students studying the clinical biochemistry course in the joint semester in 2019. A total of 100 medical students were trained in biochemistry through face-to-face teaching, and 60 dental students were trained in the same course through the FFC model. Three researcher-made tools were used to compare the two groups to assess the student's satisfaction, scores, and self-evaluation. The content validity of the tools was checked using the opinions of 10 experts through the CVI index. The results were analyzed using one-sample t-tests, independent t-tests, and ANOVA. Results: Both groups scored significantly more than the cut-off-point (Mean > 3.5) in their average scores of the total and sub-components of the self-evaluation questionnaire (P < 0.05). Face-to-face teaching was viewed more favorably than the FFC teaching except for considering the flexibility (4.14 ± 1.55), but the difference was not significant (P > 0.05). The students' knowledge score in the FFC was slightly higher than that in the face-to-face method, but this difference was not significant(P = 0.758). Conclusion: Both face-to-face and FFC methods were effective according to the students, but the level of satisfaction with the face-to-face method was higher. It seems that teacher-student interaction is an important factor in students' preferences. However, the students preferred the flexibility of multimedia. It seems necessary to use the advantages of each method in a model appropriate to the students' conditions and available facilities. [ABSTRACT FROM AUTHOR]

Multiple research studies have shown active learning can increase student performance, reduce fail rates, and increase the success of marginalized students in STEM. In this mini-review we discuss a simple framework for planning and implementing active learning in the classroom. We provide seven strategies to support faculty members who want to implement this framework, with five suggested teaching activities and two mechanisms of creating space in the lecture to use the activities. Each strategy is given with a foundational research paper describing the evidence that it improves learning, engagement and inclusion in the classroom. We include our own experiences using these strategies in large biology lectures that had segments devoted to neuroscience topics, but they are effective in smaller classes as well.

Background and purpose: The nursing process is a framework in which nurses determine the abilities and problems of patients and develop methods for evaluating and planning nursing care programs. One of the challenges of nursing education is the use of methods to promote learning and creative thinking skills in learners. Therefore, this study was compiled to compare two methods of flipped classroom and conceptual map and flipped classroom and traditional method for the topic of nursing process on the variables of self-regulation learning strategies and satisfaction of nursing students. Materials and methods: This is an interventional study. The statistical population includes all nursing students of the first semester of Mehr (teaching using traditional and flipped classroom methods) and Bahman (teaching using flipped classroom method and conceptual map) of the year 2022 of Nasibah Sari School of Nursing and Midwifery. The study tool was a two-part questionnaire (demographic information, and learning strategies questionnaire). Visual Analog Scale (VAS: Visual Analog Scale) teaching method was used to check the level of students' satisfaction. In this study, the topic of the nursing process was selected from the nursing principles and skills course, the self-regulated learning strategies questionnaire was completed by the students once before and 4 weeks after teaching. Data entry and analysis were done using SPSS version 24 software. Results: There was no significant difference between students' satisfaction with the flipped classroom teaching method and the traditional method (8.54±1.38) with the flipped classroom teaching method and conceptual map (7.98±1.84) (P=0.124). The t-test showed that there was no significant difference in the average of self-regulated learning strategies after implementing the two teaching methods (P=0.258). The paired t-test showed that the comparison before and after the mean of self-regulation learning strategies in the flipped class group and the traditional method showed a significant difference (P=0.013). Conclusion: The findings showed that despite the lack of statistical difference, students' satisfaction with the flipped classroom teaching method and the traditional method was higher. The average of self-regulation learning strategies in the flipped classroom and traditional method group was higher than the flipped classroom and conceptual map method group, and the previous comparison and then the mean of self-regulation learning strategies in the flipped class group and the traditional method showed a significant difference. It is suggested to conduct research with a larger sample size and in higher semesters. [ABSTRACT FROM AUTHOR]

Background: students didn’t have the opportunity to engage in problem-solving and knowledge management activities in traditional teaching methods. So, it is essential to change the instructional approach in order to use the online resources and material that leads to creating modern techniques. One of the new methods is flipped learning, which improves basic skills. Aims: The present study is aimed to determine the effectiveness of instructional packages based on flipped learning on students’ metacognition and problem-solving skills. Methods: The method was semi-quasi with a pre-and post-test design. The statistical population was all students in Alashtar. It is chosen 60 students through simple probability sampling. The instruments were Haroldetil and Abedi’s metacognition questionnaire and a researcher-made problem-solving test. The control group was taught through traditional methods, and it is designed and developed an instructional package based on flipped learning for the experimental group the teacher and students’ activities are done in three stages: pre and during, and after class. Data were analyzed by multivariate and univariate analysis of covariance. Results: There is a significant difference between the control and experimental group in meta cognition and problem-solving skill. (p

Background and objective: This study aims to investigate the effect of the flipped class and the traditional method on the satisfaction, motivation, and learning rate of the diagnostic pathology course. And 4 reviews of dental students in Ardabil were carried out in 1401. Methods: In this study, which was carried out as a time series experimental design (semi-experimental time series), all of 45 dental students of Ardabil, who in the academic semester of 1400-1401 took diagnostic pathology courses 3 and 4 opinions were selected, and entered into the study. After dividing and presenting the content according to the studied variables, two groups receiving traditional education and flipped classroom education were compared. To analyze the data, an independent t-test, Mann–Whitney U, and analysis of variance were used using SPSS version 26 software. A significance level of less than 0.05 was considered. Findings: The results showed that with the increase in the number of quiz, the average learning score of the students in the theoretical diagnostic pathology course 3 and 4 in the flipped classroom method was higher than the traditional teaching method The average total learning by lecture method was 6.12 and by theflipped class method was 8.43 and the standard deviation was 2.59 and 3.40, respectively. (P < 0.05); However, there was no significant difference in the level of motivation and level of satisfaction in diagnostic pathology courses 3 and 4 in the flipped class and the traditional method (P<0.05). Conclusion: The results of statistical analysis indicated that flipped class improves the level of learning compared to traditional teaching and thus causes academic progress in students. It is suggested that teachers use active teaching methods to increase productivity. [ABSTRACT FROM AUTHOR]

The development of the digital environment of the university is an important condition for implementing online learning which is in demand today. The transition to online education during the coronavirus pandemic has exacerbated the problem of accessibility of electronic educational resources and optimization of modern learning technologies. The purpose of the study was the scientific and methodological substantiation of using the authors’ mass open online course “Culture of Professional Speech” as a type of online learning and distance support in the communicative training of students of the Faculty of Philology. To achieve this goal, the authors reveal the specifics of the educational process of bachelor philologist at National Research Ogarev Mordovia State University, studying from 2019 to 2021, using massive open online course as an accessible educational resource. Theoretical (analysis of scientific literature) and empirical (observation of the process of using an online course as an electronic resource that can create conditions for implementing the flipped classroom technology, blended learning, questioning, analysis of the data obtained) methods were used. The theoretical significance of the research is to substantiate the possibility of massive open online course on professional speech culture to optimize the linguistic and communicative training of philology students. The practical significance of this work consists in developing an accessible electronic educational resource capable of providing practice-oriented communicative training of students. The ways of implementing this course with the technology of blended learning have been developed. The main results of the study showed the advantages and disadvantages of massive open online courses as a multimedia resource of flipped class technology, blended learning as well as further prospects for its improvement.

Background: students didn’t have the opportunity to engage in problem -solving and knowledge management activities in traditional teaching methods. So, it is essential to change the instructional approach in order to use the online resources and material that leads to creating modern techniques. One of the new methods is flipped learning, which improves basic skills. Aims: The present study is aimed to determine the effectiveness of instructional packages based on flipped learning on students’ metacognition and problem-solving skills. Methods: The method was semi -quasi with a pre -and post -test design. The statistical population was all students in Alashtar. It is chosen 60 students through simple probability sampling. The instruments were Haroldetil and Abedi’s metacognition questionnaire and a researcher -made problem -solving test. The control group was taught through traditional methods, and it is designed and developed an instructional package based on flipped learning for the experimental group the teacher and students’ activities are done in three stages: pre and during, and after class. Data were analyzed by multivariate and univariate analysis of covariance. Results: There is a significant difference between the control and experimental group in meta cognition and problem -solving skill. (p<0.01). It means that the means in the experimental group is higher than the control group. Conclusion: Based on the findings, it concluded that flipped class help in managing time appropriately, and training metacognition, and problem -solving skill. The teacher has more opportunities to concentrate on important issues and content and see more effective and deeper learning. [ABSTRACT FROM AUTHOR]

The application of augmented reality games (ARG) as an emerging innovative technology has become a significant component of instructional learning contexts in recent years. ARG-based education as a form of student-centered learning situates students in a learning environment that integrates virtual elements with physical environments through three-dimensional pictures and videos on mobile devices for educational purposes. To connect the use of digital tools into the language classrooms and allow learners to view the real world, this study examined the viability of ARG-enhanced education on English foreign language (EFL) learners' learning of giving and asking for directions in flipped and blended contexts. The study involved 60 EFL elementary students of homogenous English proficiency, organized into two comparative and one control group, with 20 participants in each group. For the pre-test, an 18-item multiple-choice test with one written and oral question was administered to assess the learners' knowledge of asking for and giving directions. After taking the pre-test, the two comparative groups received 16 sessions of ARG-enhanced education (one with a blended and the other with a flipped classroom approach), while the control group received placebo instructions. The flipped group received the instructional materials preceding the online group, while the blended group received instruction in both online and face-to-face classes. The control group received instruction in a face-to-face context. After 8-weeks of treatment sessions, all participants of the study took the post-test. According to the results, both flipped and blended groups receiving ARG-enhanced education performed better than the control group in learning how to give and ask for directions. The results of this study may pave the way for EFL teachers and students to use ARG-based technology in online and traditional classes. [ABSTRACT FROM AUTHOR]

CDIO (Conceiving -- Designing -- Implementing -- Operating) Initiative collaborators have adopted CDIO as the framework of their curricular planning and outcome-based assessment which demands more active learning strategies. A flipped classroom is a student centric instructional strategy and a type of blended learning, which aims to increase student engagement and learning by having complete readings at home and work on live problem-solving during class time. Virtual labs are interactive, digital simulations of activities to learn/explain certain concept that improves the content delivery of all types of courses and is helpful for students understanding and applying the concepts in a better way. How can a virtual lab help in flipped mode especially in what type of course? The experiment is conducted for the course 18EE340 -Digital Systems with two sets of students: experimental group with virtual lab integrated Flipped model and controlled group with flipped model without virtual lab. The outcome of the activity is measured using focus group discussions and it is understood that students have involved in the activity with attentiveness and the positive outcome is also seen in the results of CAT performance. It is found that 14.5% improvement is obtained in the experimental group when compared to the controlled group. Also the research study shows that the CDIO skills get improved by adopting the proposed method. On the other hand, this paper also discusses the common errors made in Flipped Class during planning and how to overcome them based on experiential learning using 5 different case studies. [ABSTRACT FROM AUTHOR]

Background: The transition from teacher‐centred towards student‐centred approaches in English language teaching, accompanied by developments in educational technology, has attracted researchers' attention to reverse teaching or flipped class. The related literature asserts that this mode of instruction might influence instructors' and students' participation in the class. Objectives: To shed more light on the role of flipped class in affecting language learning strategies and skills, this study applied a sequential explanatory mixed‐methods approach to explore the impact of flipped class on English as a foreign language (EFL) learners' writing metacognitive strategies and writing skills. Methods: Forty‐six intermediate EFL learners with an age range of 21–27, studying at a private language institute, were randomly divided into two groups of 23 learners. The two groups were randomly assigned to a flipped class, which received writing metacognitive strategies and writing skills through video clips before the class time, and a non‐flipped class, which received writing metacognitive strategies and writing skills in a conventional way during the class time. Results and Conclusions: The results revealed that both flipped and non‐flipped classes improved the EFL learners' writing metacognitive strategies, writing performance, writing content, and writing organisation. Furthermore, one‐way ANCOVA analyses indicated that the flipped class outperformed the non‐flipped class in writing metacognitive strategies, writing performance, writing content, and writing organisation. Thematic analyses, which were used to help analyse individual semi‐structured interviews, uncovered a number of categories and themes, signifying the flipped learners' positive perceptions towards the flipped class, such as enhancing motivation, self‐confidence, and writing collaboration. Implications: Pedagogical implications were discussed for flipping writing metacognitive strategies and writing skills. Lay Description: What is already known about this topic?: Metacognitive strategies, including planning, monitoring, and evaluation strategies, help English language learners become more successful writers.Writing skills, including writing content, writing organisation, and language use, help learners deal with collaborative writing activities effectively.Flipped class has been shown to be an effective mode of instruction to improve English language learners' language learning strategies and skills. What this paper adds?: Flipped class improves English language learners' writing metacognitive strategies, writing performance, writing content, and writing organisation.Flipped class is more effective than non‐flipped class in improving English language learners' writing metacognitive strategies and writing skills.English language learners' motivation, self‐confidence, and writing collaboration are increased as a result of the flipped writing course. Pedagogical implications: Writing metacognitive strategies and writing skills need to be flipped in English language contexts in order to free up time for more effective in‐class collaborative writing activities. [ABSTRACT FROM AUTHOR]

Abstract Background Colleges and universities in China have offered courses based on online teaching platforms as required by the Ministry of Education since the beginning of the COVID-19 pandemic. This emergency action was not an expedient measure, but a powerful impetus to improve extant education and implement teaching reform. Oral histopathology is a basic subject in oral medicine education, which combines theory with practice. The course aims to improve the ability of students to observe, think, analyze and identify oral diseases. Method We adjusted and modified the original Bridge-In, Outcomes, Pre-assessment, Participatory Learning, Post-assessment, and Summary (BOPPPS) teaching method to fit the characteristics and needs of oral histopathology. We then combined the characteristics of Small Private Online Courses (SPOCs) and a Flipped class to complete teaching material online, and assessed the effects of such teaching using a questionnaire and interviews. Fifty 5th-year undergraduates in stomatology at the School of Stomatology of Harbin Medical University of China participated in online classes. All were in the junior second half of the semester at the beginning of 2020. Teachers investigated from various medical colleges were responsible for delivering courses associated with stomatology or ophthalmology. Result & conclusion The results showed that the modified BOPPPS combined with SPOC and the Flipped class improved teaching satisfaction. Modified BOPPPS combined with SPOC and the Flipped class is a useful complement to offline teaching on 5th-year undergraduate oral histopathology learning in China during COVID-19, and it can meet the multiple needs of students participating in the course.

Computational Science and Engineering (CS&E) is a relatively new discipline for which no consensus exists on how classes should best be taught. Many CS&E courses are compressed add-ons to existing programs and, consequently, must cover a breadth of topics encompassing modules from mathematics, statistics, computer science, and application disciplines. Additionally, these courses would benefit from embedded 21st century skills, including problem-solving, critical thinking, and lifelong learning behaviors, but such skills are often neglected in course design even though the education and workforce literature are clear about their importance for future careers. The breadth and complexity in course design necessary to incorporate all of these components create a challenge for instructors and students. In this interpretive study, we investigate student experiences and perceived outcomes in a technology-mediated graduate-level CS&E course designed to address the difficulties associated with this wide range of disciplinary topics and professional skills. Our course design is based on reflective practice and principles of metacognition, and applies elements such as a flipped classroom, student journals, and reflective writing exercises; these design goals directly support students’ metacognition and foster self-regulated learning behaviors that, in turn, develop critical thinking and problem-solving abilities. We evaluate this design using student reflective writing and surveys. Results indicate reflective writing activities in course design helped develop students’ metacognitive awareness, self-regulated learning behaviors, problem-solving, and critical thinking skills. This course design can serve as a template for others teaching technology-mediated courses in CS&E and related areas, and aiming to develop students’ 21st century professional skills.

The present paper is qualitative and interpretive study that uses the strategy of phenomenological research to explain the experience of high school students in flipped classroom; therefore, the analysis unit of the present study includes all the eleventh grade students of the art school who have been trained in the eleventh grade of 96-97 academic year; fifteen students are considered as a sample. The data collection tool is an in-depth interview which is analyzed based on the thematic method of in-text approach. Findings show that the majority of students are satisfied with the implementation of this method; dissatisfaction is related to problems of student, teacher performance and inappropriate context. Also, the advantages of this method are deep learning and the possibility of re-learning at home, and discussion in the classroom.

Background: Flipped classroom is a teaching method where the students are involved in pre class preparations like watching related videos of lectures, reading relevant books and class time is utilized for clarifying doubts, discussion, class activity and problem solving Objectives: To compare traditional classroom lecture with Flipped classroom and to study the effectiveness and acceptability of the Flipped classroom approach in teaching Pharmacology. Methods: Second year dental students were divided into two groups-A and B of 37 each. Group A students, were given videos and voice over power point through Google group and What’s app group on Antiepileptic drugs and after two weeks they were exposed to Flipped class using think pair and share class activity while group B students were given traditional lecture class on antiepileptic drugs. Both groups knowledge was compared using a post test questionnaire and group A students perception on flipped class was assessed using a three point Likert’s questionnaire. Mean score between the two groups was compared using Man Whitney U test and p < 0.005 was considered as statistically significant. Results: 86% students preferred flipped class over conventional class and 95% liked think pair and share activity as it guided them in deeper understanding of the subject. Mean score was better among students involved in flipped class when compared to lecture class. Conclusion: Dental students had a good learning experience with the Flipped classroom method as it allowed them to learn at their pace and also guided them to apply learned information accurately.

Background and objective:This study aims to investigate the effect of the flipped class and the traditional method on the satisfaction, motivation, and learning rate of the diagnostic pathology course. And 4 reviews of dental students in Ardabil were carried out in 1401. Methods: In this study, which was carried out as a time series experimental design (semi-experimental time series), all of 45 dental students of Ardabil, who in the academic semester of 1400-1401 took diagnostic pathology courses 3 and 4 opinions were selected, and entered into the study. After dividing and presenting the content according to the studied variables, two groups receiving traditional education and flipped classroom education were compared. To analyze the data, an independent t-test, Mann–Whitney U, and analysis of variance were used using SPSS version 26 software. A significance level of less than 0.05 was considered. Findings: The results showed that with the increase in the number of quiz, the average learning score of the students in the theoretical diagnostic pathology course 3 and 4 in the flipped classroom method was higher than the traditional teaching method The average total learning by lecture method was 6.12 and by the flipped class method was 8.43 and the standard deviation was 2.59 and 3.40, respectively. (P < 0.05); However, there was no significant difference in the level of motivation and level of satisfaction in diagnostic pathology courses 3 and 4 in the flipped class and the traditional method (P

Purpose: The main objective of the current study was to examine the direct impact of students learning on the academic performance of students in flipped classes. The study also examined the mediating role of self-regulated learning and computer simulation in the relationship between the students learning experience and academic performance in flipped classroom. Method: The study employed a surveybased method to gather data from Indonesian university students who were participating in a flipped class setting for their physics class. The operational definition of variables was adopted from prior studies and seven Likert scale was used for data measurement. The study employed SEM-PLS as a data analysis tool. Findings: In a flipped classroom, the study indicated that concentrating on the student learning experience can improve the academic performance of physics students. In addition, the study discovered that student learning experience has a substantial effect on self-regulated learning and computer simulation. Implications to Research and Practice: The findings of the study will be helpful for policy makers and practionners the study gives useful insights into the efficacy of flipped classroom settings and student-centered learning techniques in improving student learning outcomes and levels of engagement in a physics course. [ABSTRACT FROM AUTHOR]

Background: Research shows that active pedagogies could play an important role in achieving more equitable outcomes for diverse groups of students in Science, Technology, Engineering, and Mathematics (STEM). Although flipped classes are a popular active methodology, there is a lack of high‐quality studies assessing their impact in ecologically valid settings and exploring how outcomes are related to gender and to prior education. Purpose: This paper presents two modified replications of an experimental study investigating the impact of the flipped class approach on students' achievement in a large, first‐year class in an engineering bachelor's degree. Methodology: We added a new strand, progressively flipped over 3 years, to eight parallel strands of a high‐stakes mandatory linear algebra course for engineers. The study followed a replicated‐between‐subjects design, with students in the flipped strand learning the same material as those in the other strands and taking the same final exam. Results: Our results demonstrate that the flipped format did not have any significant impact on students' achievement compared to traditional lecturing. However, both replications in the flipped condition show a reduced attainment gap for women and students with less prior knowledge in mathematics. Conclusion: While the flipped class seems to have weaker effects on learning than other active methodologies, the evidence in this study indicates that it may have an impact on reducing the attainment gap between different groups of students. It may therefore be particularly interesting to consider in efforts to achieve more equitable outcomes for women and where students have heterogeneous educational backgrounds. [ABSTRACT FROM AUTHOR]

This paper examines the use of authentic materials related to social justice topics through two technology platforms—VoiceThread and PlayPosit—in developing listening proficiency for Hindi in flipped/asynchronous and traditional classes. Examples of different types of activities and assessments will be demonstrated for each platform. These examples will be considered in light of current research in effective strategies for listening activities and assessment. This paper will also consider how to select relevant content and tasks based on ILR/ACTFL proficiency-based standards. Suggestions and examples will be offered for various levels and their use in a standard university Hindi curriculum. These considerations will be drawn from the author’s experience as a team member in a project to develop Hindi proficiency guidelines for a listening assessment tool that is being developed as a companion to the OPI assessment.

Teachers in classrooms use many strategies and methods so to make students able to communicate. Amongst these strategies is the strategy of the flipped learning which is the focus of the study in hand. This study focuses on two points; first, it deals with the theoretical part of this strategy. Second, it sheds light on the effect of using this strategy in the classes that taught Arabic as a second language. To assess the effect of this strategy, the researchers of the study in hand conducted a research study on foreign students who studied Arabic. They are in the first and the second levels in the languages centre/Jordan University. The study also includes the students of the American Middlebury program in Jordan University who were in the second and the third levels. The quasi experimental method was applied on the study sample who were (120) students during a length of five semesters. By conducting a pre-test and post test for each group, the effectiveness of the flipped class strategy on students' performance in learning Arabic language was evident. The experimental group that studied based on the flipped class achieved higher degrees than the control group who studied based on the traditional method. This means that learning Arabic language based on the flipped class strategy enhances students' abilities towards learning Arabic language better than before. [ABSTRACT FROM AUTHOR]

Now-a-days, it is important to integrate innovative tools in engineering education. It is need of hour that conventional teaching-learning techniques should be replaced by state-of-art tools that enable instructor to deliver the content in effective manner so that learners become proactive in teaching-learning process. Active learning tools play a vital role in modern day pedagogy. Today's pedagogical tools in active learning give that opportunity to learners to exercise their problem-solving skills and allow them to work collaboratively in groups. A detailed analysis of tools such as Kahoot, Eclipse crossword and flipped class is discussed in this paper. Our analysis involved engineering learners from Electrical and Electronics and Communication streams from our college. Participation of learners in activities such as Kahoot and Eclipse crossword was more compared to flipped class which indicates learners are more inclined towards puzzle solving and quizzing technique. We examined how these techniques improved students' approach towards learning. It is a prime duty of instructor to engage students in the activities which serves the purpose of learning by doing. Active learning tools play critical role in making students proactive in their learning phase. [ABSTRACT FROM AUTHOR]

Background: Colleges and universities in China have offered courses based on online teaching platforms as required by the Ministry of Education since the beginning of the COVID-19 pandemic. This emergency action was not an expedient measure, but a powerful impetus to improve extant education and implement teaching reform. Oral histopathology is a basic subject in oral medicine education, which combines theory with practice. The course aims to improve the ability of students to observe, think, analyze and identify oral diseases. Method: We adjusted and modified the original Bridge-In, Outcomes, Pre-assessment, Participatory Learning, Post-assessment, and Summary (BOPPPS) teaching method to fit the characteristics and needs of oral histopathology. We then combined the characteristics of Small Private Online Courses (SPOCs) and a Flipped class to complete teaching material online, and assessed the effects of such teaching using a questionnaire and interviews. Fifty 5th-year undergraduates in stomatology at the School of Stomatology of Harbin Medical University of China participated in online classes. All were in the junior second half of the semester at the beginning of 2020. Teachers investigated from various medical colleges were responsible for delivering courses associated with stomatology or ophthalmology. Result & conclusion: The results showed that the modified BOPPPS combined with SPOC and the Flipped class improved teaching satisfaction. Modified BOPPPS combined with SPOC and the Flipped class is a useful complement to offline teaching on 5th-year undergraduate oral histopathology learning in China during COVID-19, and it can meet the multiple needs of students participating in the course. [ABSTRACT FROM AUTHOR]

Background and ObjectiveS: The difference between students and their individual needs have been the focus of many pedagogues in recent decades. With the emergence and development of a variety of technologies and the expansion of access infrastructure to emerging technologies, the condition to access a variety of educational content has been met for a wide range of learners. The flipped classroom is one of the most ambitious ideas in education, which emerged in the last decade of the twentieth century with the aim of meeting the needs of learners and promoting learner-centered learning, using very simple technologies. The flipped class can affect the teacher's instructional practice and their interaction with students and even communication with parents. The main difference between the presentation method in the flipped classroom and the traditional classroom is that the teacher becomes a guide and facilitator of the learning process instead of the lecturer and controller of the teaching process. The flipped class gives students control over the teaching process by stopping and rewinding the teacher's teaching video. In this way, students with different levels of proficiency can listen to or see the teacher's teaching over and over again, without being accused of beingretarded by their classmates. Therefore, the students themselves take the main responsibility of planning for the lesson and learn the educational materials without any worries. This study investigated the impact of flipped classroom on the development of English reading comprehension. Methods:Two general English classes were selected based on convenience sampling and were assigned into control (n=25) and experimental (n=25) groups. The participants’ reading proficiency was assessed before and after the study by PET (Preliminary English Test). The scores of pre-test showed that the groups were homogeneous prior to the study. The experimental group received instruction based on flipped approach and the control group were taught based on conventional instruction. Findings: The result of MANOVA on post-test scores indicated that flipped classroom improved students’ reading comprehension significantly. Tests of between-subjects effects show that the groups’ means of posttest scores were significantly different in four parts of PET that focus on understanding the main idea and gist of meaning. The difference between the groups was not significant in Part 5 that assesses understanding the vocabulary and grammar in a short text. Conclusion: The results showed that the use of flipped instruction in general can improve learners' reading skills and comprehension. At the same time, this method has worked better in strengthening reading skills and comprehension of the general content and message of the texts than paying attention to smaller reading units such as vocabulary and grammar. This is logical given the theoretical underpinning of the flipped class in emphasizing higher-level cognitive skills and indicates the success of a model designed to teach GE. At the same time, it is necessary to help learners to strengthen low-level skills in the reading process by designing appropriate teaching aids and teaching learning strategies to them. Also, in order for this method to be successful in lower level cognitive activities, there is a need to continue using it and familiarizing learners with this method. In this study, due to the mediocre access of students to technology, advanced technologies (such as artificial intelligence, smart applications, etc.) were not used to prepare e-content. In addition, the flipped class was the first experience of the students participating in this study, and it is recommended to continued use of the flipped class (more than one semester) in other studies. ===================================================================================== COPYRIGHTS ©2020 The author(s). This is an open access article distributed under the terms of the Creative Commons Attribution (CC BY 4.0), which permits unrestricted use, distribution, and reproduction in any medium, as long as the original authors and source are cited. No permission is required from the authors or the publishers. =====================================================================================

Background and Aim: Physicians’ knowledge and capabilities decrease over time; therefore, continuous medical education is important. Flipped class is a blended teaching method that inverts instructional cycle by delivering the educational content by innovative technology out-of-class. The aim of this study was to determine the effects of flipped class on satisfaction, active participation, and learning levels in general practitioners attending continuous medical education courses in the Kurdistan University of Medical Sciences in 2017. Material and Methods: This interventional study included 120 general practitioners in Sanandaj who were attending the continuous medical education courses. They were randomly assigned to intervention (flipped class) and control (traditional class) groups. Data were collected by a researcher-made questionnaire in order to evaluate participant satisfaction, and a researcher made checklist for evaluation of active participation and a set of post-test questions for assessment of knowledge. The validity and reliability of the questionnaire and the checklist were assessed by using expert panels and measurement of Cronbach’s alpha respectively.Two weeks prior to the designated day, the intervention group started educational activities by finding answers to the questions. The control group did not receive any instruction until the designated day of the classes. On the designated day the control group listened to the lectures in traditional way. The educational content delivered to both groups was identical. Results: The results of the study showed that all the participants were satisfied with the continuous medical education classes. However, the mean satisfaction level of the re-training period was significantly higher in the intervention group (P = 0.001). The mean post-test score in the intervention group (15.50 ± 2.25) was significantly higher than that in the control group (12.85 ± 2.18) (P = 0.0001). Also, the mean score of participation in the intervention group (9.01 ± 1.71) was significantly higher compared to that in the control group (7.60 ± 2.02) (P = 0.0001). Conclusion: The results of this study showed that flipped classroom strategy was an effective way of continuous education programs for general practitioners. This approach not only improved the knowledge of physicians after continuous medical education programs, but also increased their satisfaction by increasing their active participation.

Reading comprehension is one of the important skills of language learning. It is believed that teaching with flipped class is more effective and comes out with more positive outcomes than the traditional class teaching. Thus, this study aims to explore the effect of flipped class on improving reading comprehension skills for Kurdish and Arabic EFL at Cihan University-Erbil. The main question of this study is to figure out whether implementing flipped class on EFL will improve their reading comprehension skills? Will it develop the students reading abilities including both levels ‘elementary and intermediate’? In addition, to which level of students is more applicable? According the mentioned questions, it is presupposed that flipped class has more positive results in teaching reading Comprehension skills than the tradition class. This is due to the fact that the student will have access to online facilities and internet to gain further information about the topic before the class. Thus, it is assumed that it will improve Kurdish and Arabic EFL reading comprehension skills including both levels ‘Elementary and intermediate’. However, it is presumed that the flipped class will have a greater impact on intermediate level than on Elementary level.

While it is increasingly common for live lectures to be recorded and made available online, there has been little exploration of how lecture capture usage fits within the wider context of digital resources available to students. Here the authors report on in-depth semi-structured interviews with first-year students taking both flipped and non-flipped classes in mathematics and physics at the University of Edinburgh. Through thematic analysis two conceptual themes emerged: (a) Supporting learning in live lectures and (b) Self-customisation of learning. Students saw lecture capture as just one of a number of digital resources available to them, and their choice of resource depended on resource affordances, the way in which information was presented in lectures and their beliefs about learning. Digital resources seemed to support learning in lectures through reducing the multi-tasking involved in note-taking and by providing a safety net for missed notes. Implications for teaching practice are discussed. [ABSTRACT FROM AUTHOR]

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Our aims were determining the student’s views about the effect of using the study guide on advance preparation in a flipped class setting and testing the effect of flipped class on higher cognition. Using a quasi-experimental design in Tehran University of Medical Sciences, one batch was taught using a flipped classroom and another batch by a lecture in 3 sessions. The student’s views were assessed using a questionnaire, and the effect of flipped class on levels of higher cognition based on Bloom's taxonomy was measured using two tests in two-time intervals. Seventy-two students believed that the study guide helped them to devote their time to study. Data did not support our hypothesis that flipped class could result in higher cognition one month and four months after the intervention T=-0.75, df=197, P=0.45 in knowledge Questions, T=-1.08, df=197, P=0.28 in comprehensive questions, T=-0.30, df=197, P=0.76 in an application, and T=-0.91, df=197, P=0.36 in analytical questions. Study guides could be effective tools to get students to interact with pre-assigned readings in a flipped class context. Our hypothesis that flipped class could result in higher cognition was not supported.

A novel educational tool helps teach intestinal absorption in physiology--We have designed an interesting educational tool to help sophomores learn intestinal absorption in physiology course. In the study group (2019), 51 sophomores from biomedical engineering were encouraged to learn the intestinal absorption knowledge through reading materials and group discussion. Then, using the form of flipped class, they stepped on the podium and simulated and explained the absorption processes with designed paper props as educational tool. In contrast, the control group (2018), 52 sophomores from the same specialty had taken the same professional courses before. The result of theoretical test showed the average score in the study group was higher than that in the control group. The questionnaire analysis showed the positive role of the education tool in their learning efficacy. To sum up, using our tool has achieved better teaching effects than the traditional lecture. [ABSTRACT FROM AUTHOR]

Our aims were determining the student's views about the effect of using the study guide on advance preparation in a flipped class setting and testing the effect of flipped class on higher cognition. Using a quasiexperimental design in Tehran University of Medical Sciences, one batch was taught using a flipped classroom and another batch by a lecture in 3 sessions. The student's views were assessed using a questionnaire, and the effect of flipped class on levels of higher cognition based on Bloom's taxonomy was measured using two tests in two-time intervals. Seventy-two students believed that the study guide helped them to devote their time to study. Data did not support our hypothesis that flipped class could result in higher cognition one month and four months after the intervention T=-0.75, df=197, P=0.45 in knowledge Questions, T=-1.08, df=197, P=0.28 in comprehensive questions, T=-0.30, df=197, P=0.76 in an application, and T=-0.91, df=197, P=0.36 in analytical questions. Study guides could be effective tools to get students to interact with pre-assigned readings in a flipped class context. Our hypothesis that flipped class could result in higher cognition was not supported. [ABSTRACT FROM AUTHOR]