Flipped Teaching

Flipped learning is one of the practices brought about by in the field of technology and pedagogy developments. It is referred to by this name since it reverses the conventional understanding of education. Flipped learning offers students a flexible learning environment and access to information on their request. Also, teachers have the opportunity to get to know their students in a better way and to observe their progress rather than focusing on theoretical information during the course. In this study, it was aimed to investigate experiences and views of the graduates on flipped learning in the course of Curriculum Development. For this purpose, the study was designed in accordance with the phenomenological design which is one of the qualitative research methods. The participants of this study were consisted of nine graduate students. The data were collected through a semi-structured interview form and analyzed through content analysis based on coding. Codes were collected under the themes of "contribution to learning", "contribution to the learner", "contribution to the learning environment" and "limitations". Participants generally considered flipped learning positively, however, they stated that it had some limitations such as feeling of being lonely during learning process and technical problems.

Despite the popularity of the flipped classroom, its effectiveness in achieving greater engagement and learning outcomes is currently lacking substantial empirical evidence. This study surveyed 563 undergraduate and postgraduate students (61% female) participating in flipped teaching environments and 10 convenors of the flipped courses in which the student sample was enrolled. Results suggest that higher education students can be differentiated based on their preferences for elements of a flipped classroom, resulting in two clusters of students: those who embrace most aspects of a flipped classroom environment as well as prefer it (labelled ''Flip endorsers'') and those who are close to neutral on some elements of a flipped classroom environment but who especially do not endorse the pre-learning aspects (labelled ''Flip resisters "). Flip endorsers were found to have more positive attitudes towards the course activities (both pre-class and in-class) and to have felt more involved and engaged in the content. These findings shed some light on the types of students who might prefer flipped classrooms, but more importantly identify those who are likely to resist a change to a flipped classroom environment. The findings also suggest that although students may find the flipped classroom more difficult, student outcomes and active participation in class activities do improve when course convenors: a) use a theoretical perspective to inform their flipped teaching strategy, b) integrate assessment into the design of their flipped classroom, and c) flip the entire course.

This presentation discusses a number of different definitions of flipped learning or the 'flipped classroom'. It also looks at the origins of the term and provides some pointers to the factors that may assist the successful implementation of flipped learning in various educational contexts.

L’idea di scrivere una tesi sulle glottotecnologie nasce sotto la spinta di due diverse ragioni. La prima è legata alla mia passione verso l’informatica e il mondo h itech. La seconda
nasce dal desiderio di far scoprire alle persone, e sopratutto ai docenti, come utilizzare le tecnologie informatiche della comunicazione , le cosidette TIC. Abbinando questi due aspetti alle lingue e alla letteratura, che sono state l’oggetto di studio principale durante gli anni della mia Laurea triennale, ho deciso di investire in un progetto riguardo l’utilizzo delle tecnologie a scopi didattici per insegnare la letteratura straniera a scuola.
La situazione attuale di costante “mummificazione” della scuola irrigidisce a volte il pensiero degli studenti, che lottano contro il ragionamento a senso unico dell’insegnante retrogrado. Per
questo motivo bisogna introdurre le tecnologie educative agli studenti, evitando di cadere nel paradosso di u tilizzarle per trasmettere competenze tradizionali attraverso procedure didattiche conservatrici.

The outbreak of the COVID-19 pandemic during the second semester of the academic year 2019/2020 brought an unprecedented upheaval to all cycles of education, requesting teachers' resilience and flexibility in reviewing and adjusting their planned instructional contents to the relatively new online teaching framework. Drawing on a quantitative analysis of the positive outcomes resulting from a compulsory, anonymised and structured questionnaire completed by 87 Italian university students of English Translation, the chapter outlines the drawbacks and benefits that these students experienced from the adjustment of the flipped learning approach to their online English translation classes. A new perspective is offered by arguing that complementing this approach with a degree of humanistic teaching in a generally 'untact' environment enhanced students' meaningful learning and knowledge co-construction through dynamic participation, which also increased their appreciation for the module. The chapter provides a proposal for teaching (English) translation remotely at university and possibly, in other contexts.

P.S. Visit the following Google Books link for further reading of many free access extracts from this edited volume, including my chapter: https://books.google.it/books?id=2f5fEAAAQBAJ&pg=PR7&lpg=PR7&dq=taglialatela+google+books+COVIDidactics:+Adjusting+Flipped+Learning+to+Teach+(English)+Translation+Remotely&source=bl&ots=HJUNGGM1t0&sig=ACfU3U0z-AMFh6Xc5uf9F31_5aDscWaqNw&hl=it&sa=X&ved=2ahUKEwiE_b323ZD2AhVThP0HHflzCQUQ6AF6BAgMEAM#v=onepage&q&f=false

Many students are becoming increasingly disengaged in school, particularly in mathematics. This is an important problem as lack of engagement may threaten students' achievement and performance in mathematics. A flipped learning pedagogy, which encourages students to take an active role in learning mathematics, has become a widely researched topic in recent years. However, few empirical studies to date have focused on the influence of flipped learning on student engagement in secondary mathematics classrooms. This qualitatively oriented study aimed to extend existing research on the role of flipped learning in behavioral, cognitive, and emotional engagement by adopting a social constructivist perspective to examine a secondary mathematics classroom. The participants were 33 high school students and their mathematics teacher, from whom data were gathered using multiple empirical methods. The results indicate that a flipped learning pedagogy has the potential to play a positive role in behavioral, cognitive, and emotional engagement as it provides learners with many possibilities for the learning of mathematics. However, to successfully flip learning, it is important to have a well-developed interactive design and to encourage social interaction in mathematics teaching and learning. Engagement was found to be negatively affected when the students had a negative perception of flipped learning and failed to complete the pre-class tasks. Overall, our results indicate that mathematics education can benefit from a flipped learning pedagogy as it has the potential to strengthen students' engagement and mathematics learning in a social environment.

This educational research-based chapter describes, analyses and evaluates the implementation of the Class Preparation Session (The CPS) as a Flipped Learning strategy in an undergraduate English as a Foreign Language (EFL) program in Colombia. About 3000 students are enrolled in the EFL program each semester and an average of 40 teachers are in charge of teaching the courses. The chapter describes the process of implementing the CPS strategy and evaluates its efficacy from students and teachers' perspectives. Participants were requested to take online surveys with the purpose of collecting qualitative and quantitative data about the strengths of the CPS and the challenges of improving its resources. The processes described in this chapter could be adjusted to be used in other institutions. The issues discussed might provide several teaching prospects for teachers and for programs' stakeholders interested in implementing the Flipped Learning approach.

Duran-Bautista, D.C. (2019). The CPS Strategy: Challenges and Perspectives - A Flipped Learning Format in Foreign Language Courses. In María Sein-Echaluce, L.,  Fidalgo-Blanco, A. & García-Peñalvo, F. J. In Innovative Trends in Flipped Teaching and Adaptive Learning. (110-137). Hershey, PA, USA: IGI Global. DOI: 10.4018/978-1-5225-8142-0.ch006

This article outlines the author’s experience with achieving flipped learning in Beginning German college courses. Flipped learning occurs when the quality of students’ interactions with course content scales the top of Bloom’s taxonomy, breaking away from mere memorization and application to the more demanding steps of analysis, evaluation, and creation, the cornerstones of higher thought. The article introduces the term “flipped classroom;” describes the pitfalls encountered during the early stages of flipping; and enumerates the benefits accrued by employing this instructional strategy. It highlights the potential for increased transformative interculturation as the most rewarding feature of flipped L2 learning. Moving routine grammar explanations and introductory intercultural readings out of the classroom frees up valuable time, for instance to explore Germany’s political landscape, concepts of social justice, effects of multiculturalism, and environmental commitment. Such deeper inquiries promote the development of critical thinking, a skill that in turn enhances the quality and learners’ enjoyment of foreign-language learning. To small or endangered German programs, this can mean the return to institutional relevance due to increased student interest and thus rising enrollments.

Flipped Classroom (FC) has become an increasingly popular model in many disciplines in today's educational system. In order for the FC model to be effective, it is important for the student to have self-regulation skills. It is especially important that students have advanced self-regulatory skills so that the online learning process of the FC model can be successfully completed. It is believed that the metacognitive support (MS) provided by the pedagogical agent during the online process of the FC model will contribute to the development of self-regulation skills of the students. The purpose of this research is to examine the impact of MS via pedagogical agent in the FC model on students' self-regulation skills.The research was carried out according to experimental design, and the participants of the research consist of 102 university students. The data of the study were collected using self-regulated learning scale. As a result of the research, it was seen that the students of the experimental group who were provided MS with the pedagogic agent were found to have a statistically significant higher level of self-regulation skills than the control group students who were not provided with MS. Several suggestions have been made for the use of pedagogical agent-assisted MS in the design of FC courses.

Immunology teachers form Alcala’s University implementes flipped classroom model in the last five years into three
immunology courses in sanitary biology university degree. The percentage of students that studied the instructive
materials (documents and videos) before class has increased from minority values in the first years to percentages close
to 100 % in the last years. The mean grade obtained by the classes in the learning assessment exams has increased
in the three courses in more than one standard deviation with respect to the original mean obtained in each course
with traditional expositive methods before the implementation of the flipped learning model. The percentages of failed
students have decreased and those of students that attain mastery levels (grades ¿80 % of the maximum grade) have
increased. The students recognize that the flipped model helps them to develop competencies in the activities developed
in the seminars. The degree of satisfaction with the teaching has also increased We can conclude that university students
thanks to the flipped model devote more time of work to the study of flipped courses and as a consequence of this
increase in study they learn more and obtain increased grades in the learning assessment exams.

The educational potentials and challenges of “flipping” a classroom are today well-documented. However, taking into account the contradictory results, literature on the benefits of using the flipped model as a socially inclusive technology-supported instructional design model is still scanty. This study seeks to investigate the perceptions of twenty-six (n=26) trainee instructional media designers based on the access and use of a flipped instructional model, following an exploratory mixed method research with quantitative and qualitative data that was framed by learning concepts. Findings indicate that the flipped model supported really well exercises facilitating trainees’ participation, particularly those with specific reference to gender, age and web-based open educational resources (OER) level of frequency use. Regular recordings of difficulty with long-time content lectures were perceived as the most effective for flipped instructional model use showing that course design in video lecturing matters for knowledge gain. The study results also confirmed the view of flipped classroom as facilitating for learning activities with trainees to be actively participated and not being passive receivers of the main instructor’s information or observers of other colleagues’ practices and experiments. In this context, which is defined by severe resource constraints and fear of using web-based transactions or sources among lecturers and trainees, the simplicity and accessibility of a flipped model promises a successful adoption for instructional media technology in Higher education.

The advent of new technologies open infinite opportunities for educational endeavors. One such opportunity can be seen in the so-called flipped classroom, also known as reverse teaching. This paper examines the potential of flipped classroom in the realm of higher education by scrutinizing its potential benefits along with challenges that need to be attended to. In particular, this paper argues that flipped classrooms can potentially address a number of classical predicaments associated with conventional lectures. Additionally, it is argued that flipped classroom can potentially make face-to-face time with the teacher more efficient and well-spent while, at the same time, allow for more flexibility, more convenience, and more time for learning outside of the brick and wall classroom’. However, in order for a reverse classroom to work, teachers need to appropriately decide on the types of learning activities that need to be flipped (what activities are conducted outside the class mee...

This study aimed to investigate the impact of the flipped classroom on the promotion of students' creative thinking. Students were recruited from the Faculty of Education at King Abdulaziz University in Saudi Arabia during the first semester of 2014. A multiple method research design was used to address the research questions. First, a two-group quasi-experimental design was implemented. The first group utilised the lecture-based strategy ( n = 28), while the second group utilised the flipped classroom ( n = 27). Second, a survey questionnaire was distributed to assess the students' views about the flipped classroom, its role in the promotion of creativity and the difficulties students experienced with this strategy. The findings suggest that the flipped classroom may promote students' creativity, especially with regard to fluency, flexibility and novelty. Furthermore, the students viewed the flipped classroom as an approach that may significantly facilitate their creativity. However, several difficulties were associated with the flipped classroom, especially the students' limited preparation for this strategy. Accordingly, students must be prepared to utilise the flipped classroom and be provided with adequate e-learning tools. In addition, it is important to consider students' study load and to provide meaningful in-class activities. [ABSTRACT FROM AUTHOR]

This paper discusses preliminary results of a study with twenty teaching academics who use the elements of flipped classroom in their teaching. Grounded in recent literature on blended learning, flipped classroom and innovative teaching, this paper draws on the thematic analysis of rich qualitative interview data to offer new insights into teaching tactics academics devise to boost student engagement, motivation and creativity. The flipped classroom elements taken up by the academics in this study range from the ‘traditional’ flip concept where lectures or segments of lectures are replaced by independent study components (both technology-enabled or not) to a more hybridised teaching tactics allowing for greater personalisation of learning, to a holistic re-think and re-design of students’ learning experiences achieved by introducing multiple elements of the flipped pedagogy. Based on this data, recommendations are offered on how to achieve an impactful flipped design.

Flipped teaching is the process of moving lecture content from face-to-face class time to before class. The potential values of flipped teaching in which learners are actively engaged in the learning process have been emphasized during the past years; however, there is still little research evidence about the attitudes of the learners towards flipped teaching and the use of technology. The present investigation aimed to explore Iranian EFL learners' attitudes towards flipped teaching. To this end, 40 female intermediate EFL learners with the age range of 19 to 29 from the training department of the National Iranian Oil Company (NIOC) in Khuzestan, Iran, based on the Oxford Quick Placement Test (OQPT) were selected through convenience sampling and assigned into two groups with the same instructional strategies since having 40 students in a single class was not possible. An attitude questionnaire was examined in terms of frequencies and percentages. The results of frequency analyses indicated that EFL learners in the study had a positive attitude towards flipped teaching and agreed that it was helpful to them in many ways. The findings can be of significance for EFL learners, instructors, and syllabus designers.

Decrease in student satisfaction and motivation in flipped classroom (FC) model of instruction is among frequently observed problems. And these problems could reduce the efficiency of FC model. It is believed that the problems related to student satisfaction and motivation in FC model of instruction are related to the e-learning readiness of the students. The purpose of the current study was to explore the impact of the e-learning readiness of the students on student satisfaction and motivation in FC model of instruction. The study was carried out with 236 undergraduate students taking Computing I class taught using FC model of instruction. Data were collected from three self-report instruments: E-learning Readiness Scale (subscales: 'computer self-efficacy', 'internet self-efficacy', 'online communication self-efficacy', 'self-directed learning', 'learner control' and 'motivation towards e-learning'), Satisfaction Scale and Motivated Strategies for Learning Questionnaire. The path analyses with structural equation modelling (SEM) further verified that students' e-learning readiness were related to their satisfaction and motivation while undertaking academic tasks in FC model of instruction. The results of the study indicated that students' e-learning readiness was a significant predictor of their satisfaction and motivation in FC model of instruction. Findings were presented and discussed for future studies and applications.

Many online programs at the university level are implemented through trial and error, replicating the same kinds of “traditional methods” used in face-to-face or on-campus courses. Thus, there is a need to consider how contemporary learning objectives can be best achieved through online courses. This presentation reports on a study examining the effects of a course redesign of a course in an online graduate program at a Colombian university. Chosen for redesign was a pre-existing course that largely reproduced traditional lecture-based teaching approaches with a lack of supporting audio-visual materials and a severely limited amount of student-professor contact time. The course was completely refashioned to produce “outside-in” learning, replacing lecture-oriented classroom approaches with a with the objective of producing an inclusive, student-driven, multi-modal model appropriate to 21st-century learning needs, better supported with audio-visual materials for input and feedback to maximize student-professor contact time. The redesigned course was tested over a period of one semester with 10 participants: 8 students and two instructors. Data were collected from student artifacts, surveys, and interviews and analyzed to assess the effects on student performance as well as both student and instructor perceptions. Results suggest appropriate online course design can have a positive effect on learning outcomes. At the same time, genuinely student-driven pedagogical approaches that both promote and expect agency can discomfit students who are themselves long-accustomed to “traditional” models that place fewer demands on them. This suggests a need for further research on ways to adjust attitudes and expectations amongst adult online learners.

Demotivation has been an issue in many EFL countries as revealed by many prior studies. However, limited studies were conducted to investigate it in Indonesian context, particularly in Indonesian higher education level. This qualitative study was done to investigate demotivators perceived by EFL teachers in Indonesia. To collect the data, three Non-English Department teachers were involved in a semi-structured interview. They were asked to share their perceptions and experiences on what demotivated them as teachers. The results showed nine factors causing demotivation among Indonesian college teachers. Teachers' poor physical tness, students' negative attitudes, responses and behaviors, unxed curriculum and school systems, poor salary, poor quality of school facilities, abundant administrative tasks, poor relationship among colleagues, inappropriate teaching materials, and lack of opportunity for professional development were reported as demotivators undergone by the teachers. The study was concluded by offering some implications to cope with demotivators.

Despite the popularity of the flipped classroom, its effectiveness in achieving greater engagement and learning outcomes is currently lacking substantial empirical evidence. This study surveyed 563 undergraduate and postgraduate students (61% female) participating in flipped teaching environments and 10 convenors of the flipped courses in which the student sample was enrolled. Results suggest that higher education students can be differentiated based on their preferences for elements of a flipped classroom, resulting in two clusters of students: those who embrace most aspects of a flipped classroom environment as well as prefer it (labelled ''Flip endorsers'') and those who are close to neutral on some elements of a flipped classroom environment but who especially do not endorse the pre-learning aspects (labelled ''Flip resisters "). Flip endorsers were found to have more positive attitudes towards the course activities (both pre-class and in-class) and to have felt more involved and engaged in the content. These findings shed some light on the types of students who might prefer flipped classrooms, but more importantly identify those who are likely to resist a change to a flipped classroom environment. The findings also suggest that although students may find the flipped classroom more difficult, student outcomes and active participation in class activities do improve when course convenors: a) use a theoretical perspective to inform their flipped teaching strategy, b) integrate assessment into the design of their flipped classroom, and c) flip the entire course.

Flipped Classroom (FC) has become an increasingly popular model in many disciplines in today's educational system. In order for the FC model to be effective, it is important for the student to have self-regulation skills. It is especially important that students have advanced self-regulatory skills so that the online learning process of the FC model can be successfully completed. It is believed that the metacognitive support (MS) provided by the pedagogical agent during the online process of the FC model will contribute to the development of self-regulation skills of the students. The purpose of this research is to examine the impact of MS via pedagogical agent in the FC model on students' self-regulation skills.The research was carried out according to experimental design, and the participants of the research consist of 102 university students. The data of the study were collected using self-regulated learning scale. As a result of the research, it was seen that the students of the experimental group who were provided MS with the pedagogic agent were found to have a statistically significant higher level of self-regulation skills than the control group students who were not provided with MS. Several suggestions have been made for the use of pedagogical agent-assisted MS in the design of FC courses.

This study aimed to investigate the impact of the flipped classroom on the promotion of students' creative thinking. Students were recruited from the Faculty of Education at King Abdulaziz University in Saudi Arabia during the first semester of 2014. A multiple method research design was used to address the research questions. First, a two-group quasi-experimental design was implemented. The first group utilised the lecture-based strategy (n = 28), while the second group utilised the flipped classroom (n = 27). Second, a survey questionnaire was distributed to assess the students' views about the flipped classroom, its role in the promotion of creativity and the difficulties students experienced with this strategy. The findings suggest that the flipped classroom may promote students' creativity, especially with regard to fluency, flexibility and novelty. Furthermore, the students viewed the flipped classroom as an approach that may significantly facilitate their creativity. However, several difficulties were associated with the flipped classroom, especially the students' limited preparation for this strategy. Accordingly, students must be prepared to utilise the flipped classroom and be provided with adequate e-learning tools. In addition, it is important to consider students' study load and to provide meaningful in-class activities.