Search

Teachers and students had an unusual experience in 2020. Due to the outbreak of the COVID-19 pandemic, regular teaching and learning in schools were suspended in many countries. The prolonged school closure presented unprecedented challenges because all teaching and learning activities had to be converted to a fully online format. This article reports on an attempt to sustain flipped learning using real-time online instruction. A flipped lesson on the cross-disciplinary applications of linear systems (i.e., balancing chemical equations) is presented in detail. Student feedback and the lessons learned from the experience are discussed.

Teachers and students have experienced an unusual year in 2020 because of the COVID-19 pandemic. To minimize the risk of the epidemic spreading, face-to-face lecturing hours have been reduced, resulting in a substantial need for online instruction. Our project thus aims to develop open access flipped learning resources (e.g. dynamic courseware and instructional videos) for secondary school mathematics teachers and students in Hong Kong. The overarching goal of this study is to make theoretically and empirically supported suggestions for developing the resources. Experiential learning theory was used as the theoretical foundation for developing the resources. A three-cycle recursive instructional design approach involving 34 mathematics educators was used to develop and improve materials that better meet the needs of frontline teachers. Both the qualitative (semi-structured interviews and written feedback) and quantitative (evaluative survey) data collection methods were conducted. The findings of this study reveal the concerns of and requests from our teacher participants, such as providing more detailed guidelines, advanced questions, and interactive quizzes. The findings also reflect the substantial need for open access flipped learning resources in secondary schools. Based on the lessons learned, suggestions are made to inform future development of resources (e.g. inviting retired teachers for assistance).

With the growing number of research articles published on flipped learning, many aspects of this instructional approach have been well researched and thoughtfully discussed. At this point, how can future research advance our understanding of flipped learning? This article sheds light on three possible directions for future studies of this instructional approach, including (1) longitudinal studies, (2) examining its effects on different learning objectives, and (3) incorporating gamification into flipped courses. A descriptive framework for flipped classroom interventions is then proposed, comprising of four dimensions: (1) research background, (2) course design, (3) course activities, and (4) outcome of interventions. By applying this descriptive framework, the knowledge created in future research can be well-documented, disseminated, used, and evaluated by other practitioners and researchers. The present work can provide a foundation for further efforts to research flipped learning.

In recent years, there has been increasing emphasis on integrated STEM education, reflecting the fact that the four STEM disciplines (i.e., science, technology, engineering, and mathematics) are often integrated in real-world applications. However, most K-12 teachers are trained within their own subject discipline and may not be capable of implementing an integrated approach to STEM education. There is therefore a need to develop teacher professional development (TPD) programs that can provide high-quality learning opportunities and support for teachers. The overarching goal of this research synthesis is to develop a set of design principles for effective TPD for integrated STEM education. To this end, this paper reviews 48 empirical studies and identifies the elements of effective TPD and potential challenges to implementing integrated STEM education. Content knowledge, pedagogical content knowledge, and sample STEM instructional materials are the three most frequently reported elements of effective TPD programs. However, even with TPD, teachers encounter various obstacles to the implementation of integrated STEM education, including pedagogical challenges (e.g., teachers' limited STEM knowledge) and structural challenges (e.g., teachers' lack of preparation time and resources). Based on the findings of this review, a set of design principles (e.g., allocate TPD time for teachers' microteaching) is proposed. This review contributes to the design and implementation of TPD programs by leveraging studies of the effective elements of TPD and addressing the potential challenges to integrated STEM education.

The overarching goal of this research project is to develop a set of theoretical and empirical based design principles to support student engagement in flipped mathematics learning. We used a design-based research approach in which a series of studies was conducted in a secondary school. First, an analysis of practical problems was performed via exploratory studies (Studies 1A and 1B), randomized experiments (Studies 2A and 2B), and a literature review (Study 3). Second, a basic flipped lesson prototype was developed based on our empirical findings and relevant theoretical work of student engagement and self-determination theory. Third, we refined and evaluated our practice with two empirical studies (Studies 4 and 5). Finally, we reflected on each stage of our research project to produce a set of design principles for future practice. This study thus contributes to our knowledge of methods to support student engagement in flipped mathematics learning.

To address the limitations of general-purpose artificial intelligence (AI) tools, we developed a task-oriented AI chatbot based on the 5E (i.e. “engage”, “explore”, “explain”, “elaborate” and “evaluate”) model to scaffold students’ instructional design process. We examined the impact of integrating the 5E instructional model-informed AI chatbot on students’ learning performance and perceptions. The results indicated that the AI chatbot, when combined with human teacher scaffolding, significantly improved the students’ instructional design performance relative to receiving human teacher scaffolding only. The chatbot provided valuable suggestions on instructional design frameworks, class activities and teaching topics during the “explore” phase. In the “evaluate” phase, the chatbot offered immediate feedback on the students’ design plans and proposed alternative instructional frameworks regarding areas for improvement. However, the students expressed concerns about the chatbot’s evaluation quality, noting that it needed to be better aligned with the course assessment rubric. We recommend using AI chatbots for instructional design conceptualisation, although we emphasise the critical role of human teachers in evaluating final design work and providing timely support. [ABSTRACT FROM AUTHOR]

The outbreak of the COVID-19 pandemic prompted schools and universities worldwide to switch to the online delivery of instructional activities. The use of fully online flipped learning correspondingly increased. This review identifies the challenges to this instructional approach and the elements required for effective course design and implementation across studies during the first two years of the pandemic (i.e. 2020–2021). The aim of this review is to draw on the experience gained through pandemic-led passive practices to establish a foundation for active instructional improvement. In the included articles (N = 70), new challenges (e.g. students' poor in-class participation, instructors' inability to observe students on-screen, and the lack of tangible hands-on practice) emerged when offering flipped courses remotely online. Using the identified course-design elements, this review proposes a RAISE design framework which can inform future practice in five aspects: Resources (e.g. providing instructional videos), Activities (e.g. stressing the application of knowledge and skills), Institutional facilitation (e.g. allocating budgets for educational technology), Support (e.g. employing online tools for student response and collaboration), and Evaluation (e.g. providing formative assessment and instructor feedback). This instructional approach can serve as an alternative to offering quality education independent of locations or during interruptions of campus operations. [ABSTRACT FROM AUTHOR]

Educators and policy makers have increasingly recognized the importance of computational thinking (CT). Despite the growing body of CT literature, how to cultivate CT is still underexplored and undertheorized in early childhood education. Informed by Piaget's Theory of Cognitive Development, this exploratory study was conducted with a focus on three CT skills: pattern recognition, sequencing, and algorithm design. The framework for the study was developed in two stages. First, we designed two sets of unplugged activities (relying on tangible materials), aiming to (1) provide students with more concrete experiences of CT and (2) equip them with the necessary vocabularies/instructions for the subsequent plugged activity (with a digital device). The theoretical foundation for such an unplugged and plugged design comprised Piaget's Theory of Cognitive Development and Asher's Total Physical Response. In the second stage, we offered our CT course in a kindergarten in Hong Kong, involving six teacher participants and a total of 11 students from K1 to K3 (aged 3 to 6). After 10 h of CT training, almost all students demonstrated their mastery of pattern recognition and sequencing. However, the K1 students could only partially complete the tasks of algorithm design while the others generally reached the target level of achievement. Strengthening preschoolers' training on CT language and differentiated instruction are some possible strategies to improve the CT instructions.

This study examines Grade 9 students' mathematics achievement and cognitive engagement under three different instructional approaches: traditional learning, flipped learning with gamification, and online independent study with gamification. The duration of the study lasted an entire school year. The central theories underpinning flipped learning with gamification design were based on the first principles of Instruction and self-determination theory. A mixed methods approach was used with quantitative (i.e., tests and an optional assignment) and qualitative (i.e., student interviews) methods applied. The test results indicate that students in the flipped class (n = 28) significantly outperformed those in the traditional (n = 27) and online independent study (n = 21) classes. In addition, flipped learning with gamification promoted students' cognitive engagement better than the other two approaches. The findings of student interviews suggest that peer interactions inside the flipped classroom were critical to promoting students' mathematics achievement and cognitive engagement, as opposed to online learning resources and gamification per se. In future practice, teachers can ground their flipped classroom design in the theoretical framework proposed in this study.

Despite the increasing popularity of using video-recorded lectures, we still understand little about how different video styles and study strategies during video lectures may affect student learning. In this paper, we present a systematic investigation of video-recorded lectures in the context of secondary school mathematics education. Study 1 investigated students' (n = 24) preferences and teacher's comments regarding six different video styles in a flipped learning environment. Study 2 consisted of two stages and examined the learning effects of different video styles and study strategies. In Study 2A, we randomly assigned 129 students to one of the three most preferred video styles from Study 1. No significant difference was found among the three video styles in terms of learning performance. Nevertheless, Khan-style + teacher's talking head videos required the least teacher effort and registered the highest mean scores in both the recall and application questions. Study 2B thus focused on this video style and randomly assigned 87 students to two different study strategies: interpolated short-answer quizzes and interpolated copying of worked answers. The results suggest that the interpolation of video lectures with short-answer quizzes significantly improves students' ability to solve novel problems. Overall, we recommend that teachers use Khan-style + teacher's talking head videos with interpolated short-answer quizzes in the future practice of video-recorded lecturing for secondary school mathematics.

Background: The flipped classroom has become more widely used in engineering education. However, a systematic and quantitative assessment of its achievement outcomes has not been conducted to date. Purpose: To address this gap, we examined the findings from comparative articles published between 2008 and 2017 through a meta-analysis to summarize the overall effects of the flipped classroom on student achievement in engineering education. Scope/Method: We searched and analyzed journal and conference publications on flipped classroom studies in engineering education in K-12 and higher education contexts. Twenty-nine comparative interventions were included in a meta-analysis involving 2,590 students exposed to flipped classroom and 2,739 students exposed to traditional lectures. A content analysis was also conducted to determine how the flipped engineering classroom benefits student learning. Conclusions: The meta-analysis comparing these 29 traditional-flipped interventions in relation to student achievement showed an overall significant effect in favor of the flipped classroom over traditional lecturing (Hedges' "g" = 0.289, 95% CI [0.165, 0.414], p < 0.001). A moderator analysis showed that the effect of the flipped classroom was further enhanced when instructors offered a brief review at the start of face-to-face classes. Our qualitative findings suggest that self-paced learning and more problem-solving activities were the two most frequently reported benefits that promoted student learning. Based on quantitative and qualitative support, several implications are identified for future practice, such as offering a brief in-class review of preclass materials. Some recommendations for future research are also provided.

Critics often characterise the study of educational technology as under-theorised. To test this assertion and to determine the extent of this criticism, the present paper reports an in-depth analysis of the 503 most recent empirical articles published in three selected education-technology-related journals (Computers & Education; Learning, Media and Technology; and British Journal of Educational Technology). These journals were selected because they publish studies related to all education settings rather than focusing on only a certain segment such as higher education; they have broad geographical catchment; and they were the most highly ranked journals in terms of their 2017 journal citation impact factor. The present paper examines how explicitly existing theory was identified in previous research, how theories were applied and how often these theories were advanced in education technology research. In the majority of cases, explicit engagement with theory was absent. Many studies either were wholly bereft of theories or made vague use of theory. Where theory was explicit, the articles were more likely to use theory to conceptualise the research, to inform the data collection or analysis process and to discuss the results. Very few articles reported findings that help us to learn something new about a particular theory (ie, little evidence of theory advancement).

In recent years, flipped learning has attracted much attention around the world. This instructional approach is appealing because it can free up class time for knowledge application activities with help from the instructor and peers. However, its implementation can be fraught with challenges. Student disengagement in out-of-class activities, for example, is one of the major challenges of flipped learning. The purpose of this study is to examine whether gamification can enhance student engagement in a flipped course. A comparison study was conducted, involving two classes of undergraduate students in an Information Management course. The results indicated that students in the gamification-enhanced flipped learning group (n = 48) were more likely to complete the pre-class and post-class activities on time than those in the non-gamified flipped learning group (n = 48). Students in the gamification-enhanced flipped learning group also produced higher quality artifacts than the non-gamified flipped learning group in the pre-class thinking activities. Moreover, students in the gamification-enhanced flipped learning group scored significantly higher in the post-course test than did their non-gamified counterparts.

The flipped classroom approach is becoming increasingly popular. This instructional approach allows more in-class time to be spent on interactive learning activities, as the direct lecturing component is shifted outside the classroom through instructional videos. However, despite growing interest in the flipped classroom approach, no robust frameworks have been developed for the design or school/faculty-wide implementation of flipped classrooms. The aim of this article is to provide a foundation for the flipped classroom approach in Spector's ("Foundations of educational technology: integrative approaches and interdisciplinary perspectives," Routledge, New York, 2016) model of six pillars of educational technology. After reviewing previous discussion of the flipped classroom approach, each pillar (i.e., communication, interaction, environment, culture, instruction, and learning) is discussed in the context of flipped learning. Using Spector's (2016) framework and drawing on relevant theories and empirical findings, 10 recommendations are made. These recommendations are particularly useful for the school/faculty-wide implementation of flipped classrooms. As the foundational framework proposed in this article is only preliminary, further studies (e.g., design-based research) are recommended to increase the robustness of the design framework and ultimately improve educational practices.

There is a growing interest in using a flipped classroom format in day-to-day teaching. Direct computer-based individual instruction outside the classroom and interactive group learning activities inside the classroom are the two essential components of the flipped classroom model. By watching instructional videos, students can work through some materials before class. Therefore, the in-class time is no longer occupied by teachers' direct instruction. Teachers can provide more interactive learning activities to facilitate peer interactions. Researchers have studied this model in various disciplines and have found that flipped classrooms enable the effective use of in-class time without sacrifice to course coverage, yet there are still many practical issued faced by classroom teachers that are yet to be resolved. To bridge that gap, the author used an action research study to explore the design and implementation of flipped instruction in her school. The dual-cycle approach involved 130 grade 8 students and four mathematics teachers (including the author, as the teacher-researcher) and was guided by the following research questions: (1) What are the student attitudes and engagement within a flipped mathematics classroom? (2) How can the design of their flipped classrooms be improved?

An increasing number of teachers are using flipped classroom approach in their teaching. This instructional approach combines video-based learning outside the classroom and interactive group learning activities inside the classroom. The purpose of the present review is to provide an overview of flipped classroom studies in K-12 education. Particularly, we put emphasis on revealing and addressing the potential challenges of flipped classroom approach. Fifteen journal publications of K-12 flipped classrooms were analyzed in terms of their flipped learning activities, student achievement, student attitude, and challenges encountered. The results suggested that a variety of pre-class (e.g., online exercises) and in-class (e.g., brief review, individual practices) activities were provided in addition to instructional videos and small-group activities respectively. The use of flipped classroom approach in K-12 education yielded a neutral or positive impact on student achievement when compared to traditional classroom. Mixed results of student attitude toward flipped classroom approach were discovered. Challenges of implementing flipped classrooms were identified and categorized into student-related challenges, faculty challenges, and operational challenges. Based on the suggestions of previous studies together with relevant empirical supports, we propose a rudimentary flipped classroom model and a set of 10 guidelines to address these challenges. Finally, several recommendations of future research are provided.

Flipping the classroom is a current pedagogical innovation in many schools and universities. Although interest in flipped classroom (or Inverted Classroom) continues to grow, its implementation so far has been driven more by teachers' intuitive beliefs, rather than empirically-based principles. Many studies merely replace in-class instructions with videos and use class time for group discussions. But what instructional design framework should we use in planning the overall flipped classroom approach? This paper attempts to answer this question through two exploratory studies conducted in a Hong Kong secondary school. In Study 1, a flipped classroom Mathematics remedial approach was offered for underperforming students (n = 13) in Form 6 (Grade 12). In Study 2, high ability students (n = 24) in Form 6 participated in another flipped classroom Mathematics training approach. Both flipped classroom approaches utilized the "First Principles of Instruction" design theory. Paired "t"-test results indicated significant learning gains in both groups of students. Based on the suggestions of students and teacher as well as the existing literature, several recommendations for course planning, out-of-class learning, and in-class learning of flipped classroom are proposed.