Flipped Classroom: As Academic Support for Basic Calculus

Validation of Use of Flipped Classroom for Surgery Core Clerkships

The rapid growth of technology has sparked a revolution in the world of education. The use of technology plays an important role in learning and teaching nowadays. However, the use of technology without applying proper pedagogy will not have a big impact. Flipped classroom is one form of pedagogy that stems from the proliferation of technology. Flipped classroom, which is formed from one of the blended learning models, emphasizes student-centered learning activities. Learning process in the flipped classroom provides students with self paced learning environment. Through self paced learning, students can learn according to their learning ability by using technology as an intermediary. Learning in the classroom also emphasizes active learning activities in which the opportunity for interaction and collaboration is high. Flipped classroom through the use of technology has been proven empirically in improving student achievement. However, the use of technology is not to replace the role of the teachers. This paper will discuss the use of technology in the flipped classroom based on previous studies and implementation challenges in the flipped classroom methods. This paper will also make a comparative study of the use of technology in the flipped classroom to unravel the question of the form of technology applications that have the potential to be implemented.

Flipped classroom is a student-centered method which provides instructional material prior to the class, while during class time, students involve in active learning. This study aimed at investigating the effectiveness of the implementation of flipped classroom, among undergraduate students in a first year mathematic subject in a Peruvian university. The structure of this implementation included videos and lecture notes related to calculus concepts such as limits and derivatives of functions of a real variable, in addition, there were supplied calculus solved problems and questionnaires online. A quasiexperimental study was carried out with an experimental group with the flipped classroom strategy and a control group with a traditional class model (25 experimental, 27 control). The findings revealed a statistically significant difference in calculus concepts skills grades between these two groups of students. Students from flipped classroom achieved significantly higher calculus assessments scores in comparison to traditional class.

ABSTRACTThe Flipped Classroom (FC) method is used widely in higher education, with studies claiming various benefits. However, to date, little work has focused on what makes FCs effective for student learning. This study presents data collected from interviews with 14 UK-based undergraduate students, investigating their perceptions of participating in a series of FC sessions. Findings indicate that the FC format discouraged a significant number of students from attending. However, students who did attend the flipped classes reported valuing the resultant learning opportunities and enjoying the experience. This study sheds light on the learning process within the FC. Challenges in implementing the FC were highlighted both by students who attended and by those who did not. We conclude that implementing the FC should not be undertaken lightly or be seen as a quick fix; at minimum, it requires staff willingness and opportunities for engagement and peer learning.

This study examines the effects of using WhatsApp in a flipped classroom on the writing skills of high school pupils. The study highlights critical thinking, enhanced foundational comprehension, higher engagement, and collaborative learning opportunities. It does this by integrating quantitative surveys and qualitative interviews. The results are overwhelmingly good for students. One notable example of the potential advantages of technology integration is the flipped model through WhatsApp, which promotes self-paced learning and reduces reliance on teachers. Qualitative investigation reveals themes of involvement, ongoing practice, and adaptable and tailored learning, which enhance the quantitative results. The study emphasizes the need of taking into account students' viewpoints in technology-enhanced pedagogy and offers educators insightful information for developing engaging and productive learning environments.

With the development of pedagogical innovation, the flipped classroom is one of the most effective, innovative, and student-centered teaching strategies of our time that reduce the limitations of traditional transmission strategies of education. In the flipped classroom, students accessed instructional content and course reading at home via videos, whereas class time was dedicated to interactive learning activities, problem-solving exercises, and discussions guided by the teacher. This approach shifts the typical lecture-to-homework sequence, allowing for more interactive and engaged learning in class. Our study aims to evaluate the impact of the flipped classroom on improving the comprehension of genetics and student performance. To this end, we conducted a descriptive experiment from a quantitative perspective. Two different study groups were formed: a control group following a traditional teaching approach which involved in-class lectures followed by homework assignments, and an experimental group using the flipped classroom strategy. This approach allowed us to compare the impact of the flipped classroom methodology against traditional teaching methods. The study collected pre-test and post-test data to evaluate comprehension and performance improvements. The data from this study were analyzed using descriptive statistics and t tests to compare the results of the control and experimental groups and to draw conclusions based on numerical evidence. The results show that students in the experimental group achieved better posttest scores and developed their cognitive abilities than those in the control group. The difference between the standardized learning gains of the two groups was statistically highly significant. This research demonstrates the positive effects of the flipped classroom on the development of learners' cognitive abilities, a strategy centered on learners' needs, and an appropriate integration of technologies.

COVID-19 inspired universities worldwide to re-evaluate and adjust the ways in which they teach. This article describes how a ten week research course was taught during the pandemic. Since the course already utilized a flipped classroom format, it was possible to give the course entirely online with minimal adjustments. Student grades, questionnaires and video viewing statistics were used to evaluate the new approach. Results show that the course performed similarly to how it did before the pandemic. Students even reported a higher level of satisfaction with the course when given remotely. The new approach has not resulted in a significant difference in grades.

This study examines in depth the dynamics of classroom interactions in the Flipped Classroom learning model in the Elementary School Teaching and Learning Strategy course at the Elementary School Teacher Education Study Program, HKBP Nommensen University, Pematangsiantar during the even semester of the 2023/2024 academic year. With a qualitative approach and case study design, data were collected through observation, interviews, and documentation studies. The results showed that providing pre-class materials significantly improved students' readiness and understanding before class discussions. Class discussions became more in-depth and interactive thanks to this preparation, while the use of learning videos made it easier to understand complex concepts. Formative assessments provided immediate and useful feedback for students to improve their weaknesses, while focusing on metacognitive skills such as reflection and planning helped in the development of more effective learning strategies. Flipped Classroom has also been shown to improve students' time management and productivity, as well as enrich social interactions in the classroom through active involvement in both in-class and out-of-class discussions. This model is flexible in assignments, which significantly increases student motivation and engagement. In conclusion, Flipped Classroom not only improves academic understanding but also plays an important role in developing students' social and metacognitive skills, making it an effective learning model in the era of the industrial revolution 4.0.

The flipped classroom is one of many technology-enhanced teaching strategies. In this approach, students are responsible for initial learning at home (often via instructional videos) and class time is used for problem-solving and activities to deepen understanding. Although research on and use of the flipped classroom in language education is growing, little work has examined its use in teacher education, particularly for language teachers. To address this gap, this study examined the flipped classroom through the eyes of pre-service language teachers to reveal what hinders them from or encourages them to adopt this approach. Data were collected from students in a Computer-Assisted Language Learning (CALL) course; they experienced two flipped class sessions (complementing the traditional instructor-led sessions) and completed a survey about their experiences. Semi-structured interviews were also conducted with a sub-set of students to examine their perceptions in greater depth. Three major themes emerged regarding benefits of the flipped classroom: learner autonomy, learning by doing with support, and preventing cognitive overload. Four challenges emerged: learners’ technology access and technical ability, technical support for instructors, ambiguous student responsibility, and an inability to provide immediate clarification. Three additional notable themes emerged: heightened awareness of peers in the classroom, different reactions to content-oriented versus technically-oriented instructional videos, and student workload. These themes are discussed in detail, along with suggestions for teacher training and professional development. Also considered is the need to establish guidelines for best practices in flipped classrooms and to develop high-quality approaches to flipping without a dependence on instructional videos.

The COVID-19 pandemic accelerated the adoption of innovative pedagogies globally, including in Bhutan, where the flipped classroom approach has emerged as a promising model for technology-enhanced learning. This mixed-methods study examined students’ perceptions, engagement, and challenges related to the flipped classroom among Grades VIII to X students at Punakha Central School. Data were collected through surveys (n = 170) and follow-up interviews with 10 purposively selected students. Findings revealed moderate acceptance and high neutrality, indicating that while students valued the flexibility, visual support, and collaborative opportunities offered by the flipped classroom (FC), they continued to prefer traditional face-to-face instruction for clearer understanding and teacher interaction. Challenges included limited teacher readiness, inconsistent digital resource quality, unequal access to technology, and distractions from mobile use. Despite these barriers, the flipped classroom was found to enhance students’ technological skills, self-directed learning, and participation when effectively implemented. The study concludes that the flipped classroom remains a developing yet viable pedagogical model within the Bhutanese context. To optimise its potential, systematic teacher training, structured digital content, and blended learning integration are essential. These findings offer practical implications for advancing digital pedagogy and fostering learner-centred approaches in Bhutanese secondary education.

Flipped classroom in mathematics is gaining momentum even in post-pandemic. This innovative pedagogy is beneficial in delivering mathematics content even when the number of learning sessions is reduced due to the restrictions of holding in-person classes. This study explores the effect of flipping mathematics classroom on the achievement of high school students and if a gender divide exists. One-Group Pre-test and Post-test Design was employed. Fifty-seven (57) Grade 10 students were the respondents of this study of which there were twenty-five (25) male and thirty-two (32) female students. Findings revealed that students improved their scores in the given mathematics assessment after being exposed to the flipped classroom. Consequently, the Mean Percentage Scores increased significantly from Low Mastery to Average Near Mastery. However, no gender divide was found in a flipped classroom. Overall, the flipped classroom can potentially increase students’ achievement in mathematics.

Flipped classrooms serve as a new pedagogical approach for teaching and learning, which involves switching from the traditional teacher-centred academic agenda. Unlike the traditional classroom model, the flipped classroom enables students to understand the lesson better while learning at their own pace and enhancing their communication skills among peers. At the same time, lecturers are provided with an opportunity to extend the discussion time in class through a more interactive session between students. While research works regarding the success of implementing flipped classrooms have been widely undertaken in the literature, only a few of these works considered exposing such models to secondary students. Engaging secondary students in the flipped classroom and investigating its impact on students paves the way for preparing an academic environment for students’ advanced courses in the future. In this work, a case study was conducted at Barstow High School (Barstow, California) to evaluate the implementation of flipped classrooms in Mathematics education from an interplay of factors such as gender, ethnicity, and students’ attitude. The students showed positive usability of the model from the end-activity evaluation and further noted an improved communication channel inside the classroom, allowing them to pace their own learning.

In the educational setting of the 21st Century and with requirements imposed on schools through state and federal mandates such as the Every Student Succeeds Act, teachers are looking for ways bring additional higher level activities and collaboration into their classrooms. These requirements along with increased educational technologies in schools have many teachers exploring the flipped classroom model of instruction. In a flipped classroom, educators flip direct classroom instruction and traditional homework or practice. Students might watch a lecture video at home covering a concept at home and then apply the concept to problems in class with the aid of the teacher or engage in collaborative application with their classmates. After almost two decades of teachers implementing this model and research, little of that research exists at grade levels 6-12, the grade range in which the majority of flipped classroom instructors report that they teach. Additionally, much of the research conducted at those levels involves either student perceptions of the model or the impact course grades. This study looked inside the flipped classrooms of seven middle and high school teachers from a variety of subject areas including mathematics, science, Spanish, and social studies. Data for the study were collected through interviews, lesson plans and materials, as well as through a classroom observation of each teacher in order to gain a rounded picture of what educational activities were taking place inside of flipped classrooms. Furthermore, this study sought to look at the teachers’ motivations for using the model and to see if more activities were taking place in their classrooms.

The study explores the integration of Kahoot! within a flipped classroom approach at Junior High School in Samarinda, focusing on its impact on student involvement, motivation, and educational achievements in English language learning. The research employs a qualitative case study design involving first-grade students. Data collection methods include pre- and post-implementation surveys, semi-structured interviews, and observation. Thematic analysis analyzes the data, revealing insights into students’ experiences and perceptions. The study aims to contribute to both theoretical understanding and practical application of Kahoot! in language learning within a flipped classroom context. This study examines how Junior High School Samarinda uses Kahoot! in flipped classrooms, with an emphasis on how it affects student motivation, engagement, and academic performance when learning English. Data was gathered via surveys, interviews, and observations using a qualitative case study approach with students in first-grade students. The results showed that Kahoot! greatly raises student achievement and motivation, and average scores show a strong desire to use it. Although there are some technical difficulties and a learning curve, Kahoot! creates an engaging and dynamic learning environment that improves comprehension and retention of the content. The present study highlights the potential of Kahoot! to enhance academic results and suggests further investigation into creative pedagogical approaches that incorporate technology, like Kahoot!, to augment student involvement and the efficacy of instruction.

The transition to hybrid learning brought about by the new normal education introduced various discussions and changes in the physical classroom, which require teachers to upskill their teaching strategies in order to upscale student performance. Lately, flipped instruction (FI) has been suggested to support this transition. According to Dr. Bada (2015), an important restriction of education is that teachers cannot simply spoon-feed students with knowledge; instead, students need to actively construct knowledge in their own minds. FI basically inverts the learning process by reversing the order of typical activities of common teaching practice (Ekmekci, 2017; Tucker, 2012). It is an educational approach that combines engaging exercises with asynchronous preclass materials that are provided to cater to students' needs depending on their learning styles. Though it is observed to be effective in the classroom in general, the researchers specifically aimed to assess if FI could better assist EFL teachers in upscaling their writing skills. It sought to help the Grade 7 students of Bajet-Castillo High School as respondents of this study to improve their sentence structures through FI. Findings revealed that FI has been effective in developing the writing skills of the respondents and should have enough task-based asynchronous activities to help with their sentence structures. Aside from this, this study recommends that educators and administration allocate time and programs that support this particular learning setting to achieve continuous and total development of each and individual learner.