Improving the Teaching of ICT Engineering using Flipped Learning: a personalized model and a case study

Rapid development in information and communication technology (ICT) is changing the instructional strategies in Higher Education. This study aimed to identify the level of self-efficacy of B.Ed. (IT) undergraduates of a local University in a flipped classroom. Further it also investigated gender difference among the undergraduates self-efficacy in the classroom. A group of 35 student selected using convenience sampling method. This group divided into Group 1 as control group and Group 2 as intervention. Group one consists of 17 students and two consist of 18 students. Initially the two classes answered pre-survey questionnaire of self-efficacy. Then control group was exposed to conventional teaching whereas intervention group intervened with Padlet. Data were analyzed with SPSS and revealed the intervention group has high Cohen effect (d) = .53, which is considered moderate size compared Cohen effect (d) = .17, considered small. This study clearly exhibits intervention group has better self-efficacy than control group. Further, the effect size of control group revealed decline in self-efficacy. In study exhibits there is no difference by gender in terms of self-efficacy. It is expected further study should be conducted by taking in to account sample size, duration of intervention, and method.

The study aimed to examine university students' level of access to the digital technologies needed for flipped learning and their perceptions of a flipped classroom instructional model in an educational technology-related course. A mixed methods study design was used which included a survey and a pre-post quasi-experiment. The use of the flipped classroom approach lasted for ten weeks. The participants were 27 female students enrolled in a 'Principles of Educational Computing' course in the first semester of the 2017/2018 academic year at a university in Kuwait. Data were collected using a questionnaire and interviews over two rounds. The results showed that the students had easy access to the needed digital technologies for flipped learning, including video technology. The study examined students' perceptions of flipped classroom learning before and after the use of the flipped classroom instructional model. The great majority had positive perceptions of the use of flipped classroom learning; the reasons for their positive perceptions were mainly related to the ease of use of the video technology and the pedagogical advantages of the flipped classroom model. Based on students' feedback, the study provided recommendations for higher education that are related to ways of implementing flipped classroom instructional approaches.

The purpose of this mixed-methods study was to investigate the influential factors of student satisfaction with online digital audio-visual flipped classroom learning. A total of 103 students enrolling in the two-credit compulsory code course participated in this flipped classroom research. Descriptive data analysis and grey relational analysis demonstrated that student respondents were most satisfied with repeated practice (1st), followed immediately by peer learning (2nd), and active learning (3rd). In terms of qualitative data, three themes emerged from the focus group analysis, including: improving independent learning, enhancing peer learning, and increasing teacher–student interaction. The flipped classroom model provided opportunities for students to strengthen their self-directed learning capabilities, improved students’ learning motivation, and to be a team player among third-year nursing students. The results were consistent with the actual circumstance. The results integrated descriptive data, the mathematic model, and interviews to validate the accuracy and rationality of the data. According to this study, an online digital audio-visual flipped classroom could improve student independent learning and enhance peer communication. The results provide an accurate assessment tool suitable for Taiwanese nursing students’ flipped classroom model learning experience.

The development of learning by involving technology is one of the impacts of the rapid development of technology. Currently educators are still determining the appropriate learning model for the teaching process, the lack of teaching time in schools is one of the problems that arise and understanding student concepts is also the reason student learning outcomes are not satisfactory. There are many challenges faced by teachers and students in learning mathematics today. Several alternative solutions to these challenges can be found in the literature, one of which is by implementing a flipped classroom. In the flipped classroom, learning activities that are usually carried out in the classroom are carried out outside the classroom. Thus, activities in the classroom can be focused on activities that can stimulate students to think at a higher level. Although it looks promising, this kind of learning does not always have a positive impact on student learning. Therefore, this flipped classroom needs to be designed in such a way that it has more value in terms of learning design. Providing flipped classroom learning design elements into this learning will have the potential to increase the quality of mathematics learning. Therefore, this article will review the literature related to the flipped classroom learning design in learning mathematics on vector material. Specifically, this article will examine the definition and design of the flipped classroom, along with the challenges of its implementation. Finally, this article will review studies that have designed and implemented flipped classrooms in mathematics learning, especially in vector material. From the results of the theoretical study, it can be concluded that the steps in the design of vector material flipped classrooms can support mathematics learning and have the opportunity to be developed in various units of education level.

Toward a set of design principles for mathematics flipped classrooms: A synthesis of research in mathematics education

The present requires new approaches to learning. Due to the martial law, many educational institutions provide distance or blended learning. The organization of the educational process is complicated because of technical problems: lack of electricity or the Internet, availability of technical equipment, etc. In order to motivate studentsbetter, actively engage them in cognitive activities and reduce educational losses due to martial law, it is appropriate to apply the «Flipped classroom» methodology to the educational process. The main purpose of this method is to form an active student involved in the educational process who is able to think, cooperate, ask questions, help, ask for help, discuss, argue, analyse and express their own opinions. The article discusses the theoretical foundations and methodological features of this method, as well as describes the practical experience of using the «Flipped classroom» or «Flipped learning» method. Advantages of the flipped classroom: children come to the class prepared; students have the opportunity to study video materials at a pace that suits them; students have the opportunity to stop at the most difficult for their perception places; students' motivation increases; it is easier for the teacher to monitor students' progress; advanced diagnostic tools appear. The key factors that led to the emergence of the Flipped learning technology are as follows: Passivity of students in the classroom. The role of the teacher (the role of the teacher still occupies a leading position in the learning situation, and consists mainly of the transfer of information, control of knowledge and maintenance of discipline in the classroom. Unfortunately, this is not enough in modern conditions); A lack of individual approach, focus on the «average» student; Use of technologies and ICT tools; The need to increase class time for practical consolidation of knowledge, activation of students' cognitive activity and focus on complex issues; Students who are absent due to illness or extracurricular activities need to catch up on their own. Hence, the flipped model requires a professional teacher to constantly monitor the activities of their students to determine who needs help, what they need help with, and why. Teachers need to be responsive and flexible, and they need to understand that this highly active teaching style requires great pedagogical skill. Although they are less visible, instructors need to be at the top of their game to educate students in a flipped classroom. Consequently, «flipped learning» is a new, modern pedagogical technology based on a different organization of teacher and student activities, unlike the conventional one. The role of students is changing – theoretical preparation for the class is carried out using electronic educational resources, and the process of practical consolidation of the acquired knowledge is going on directly in the classroom, enabling students to become active participants in learning activities, to be independently responsible for the knowledge gained, to seek practical application of the information received, which increases the interest of students in the process of mastering the material and the formation of key competencies. Key words: martial law, blended learning, distance learning, «Flipped Classroom» methodology, «Flipped Learning» methodology.

Flipped classroom (FC) is one of the learning approaches that are currently being implemented in various fields of study in higher education because it has several advantages over traditional methods. However, the implementation of FC in accounting courses is still limited. This review aimed to investigate the FC implementation in accounting courses in higher education, particularly the reasons for implementing FC, the strategy and its impacts. The 15 articles reviewed were selected using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses flow diagram. The results indicated that the application of FC is motivated by problems that occur in accounting courses, the weaknesses of the method used, the desire to increase student learning experiences, and the potential offered by FC to improve accounting learning. The strategies used in implementing FC varied. FC had a positive impact on accounting learning and most students prefer this approach. FC is a recommended approach for accounting as an application-oriented course. Keywords: Accounting courses, flipped classroom, flipped learning, higher education, systematic review;

Critical thinking skills are competencies that are expected to be possessed by every student in 21st century learning. One of the efforts that can be made to improve students' critical thinking skills is to apply the flipped classroom learning model. This study aims to determine the effect of students' critical thinking skills through the application of the blended learning model of the flipped classroom. The research approach used is quantitative with a quasi-experimental type of research, the research design used is pretest-posttest non-equivalent control group design. Sampling used a total sampling technique from the entire population of 102 students of class XI IPA at SMAN 1 Peulimbang. The instrument used to measure critical thinking skills is in the form of essay questions accompanied by an assessment rubric. Data on critical thinking skills were analyzed by parametric statistics using the independent sample t test. The results showed that the value of < 0.05, then there was an effect of students' critical thinking skills after the application of the blended learning model of the flipped classroom on the respiratory system material

This paper focuses on policy initiatives and strategies used to promote the use of information and communication technologies (ICTs) in higher education in South Africa. It explores a wider international outlook and current debates in South Africa to map out an emerging South African perspective concerning the integration of ICT in higher education. It also provides a brief survey of key policy developments on e-education in general to contextualize the use of ICTs. In doing so, the paper addresses the following questions: What general goals do policy makers in South Africa express in national policy documents for the integration of ICT in the education system? What is the role of government regarding the use of ICT in higher education? What policies and strategies for ICT do leaders of South African higher education institutions develop? How do South African national priorities and higher education institutional strategies match?

The emergence of open online courses and flipped classrooms has brought new opportunities to unbundle the traditional university. This study aimed to investigate a thermal physics classroom integrated with an open online learning mode to afford various learning strategies for students in Taiwan. Moreover, we examined students' preferred learning modes by adopting a quasi-experimental design with questionnaires, pre-test and post-test scores, self-reported journals and interviews. A total of 89 students participated in the study. The instructor allowed all students enrolled in the class to choose their own preferred learning modes. All students had full access to all course materials in both open online course and traditional face-to-face learning contexts throughout the whole semester. We examined the learners' academic performance in each learning mode and surveyed their perceptions of the course. The findings of this study indicate that information technology can transform teaching and learning in a thermal physics classroom and challenge the instructor to tailor the course to meet students' diverse needs. Significantly, students adopted five learning modes, consisting of face-to-face, web facilitated, alternative blended, online learning and flipped learning. This study provides a valuable reference on how traditional on-campus higher education institutions could be unbundled to create student-centred learning approaches.
 
 Implications for practice or policy:
 
 Educators could design a flexible delivery model, allowing students to choose five learning modes, consisting of face-to-face, web facilitated, alternative blended, online learning and flipped learning in terms of their learning style and time management.
 For students with sufficient background knowledge, the flipped learning mode provides the best learning performance.
 This study could provide administrators, educators and instructors with insights and new approaches in science, technology, engineering and mathematics education and improvements in their course policies.

The pandemic condition forced schools to carry out online learning.As a result, learning becomes ineffective. This study aims to determine the effectiveness of the learning model and the differences in learning outcomes in the subject of Basic Electromechanical Work using the blended learning model of the flipped classroom combined with the team game tournament with the lecture learning model. This study uses a quasi-experiment approach. The research subjects were 68 students of class X Electrical Engineering. The research design used a non-equivalent control group design. Data analysis used description analysis, prerequisite test, and hypothesis. Hypothesis testing using the Mann-Whitney and Wilcoxon tests. The results showed that the flipped classroom learning model was more effective than the lecture model, indicated by an increase in the pretest-posttest score of 3.74 and the control class of 2.24. The flipped classroom model has a significant difference in learning outcomes compared to the lecture model. For students, the use of flipped classroom learning makes it easier and increases interest in learning so that they become more creative and critical which has an impact on increasing students' cognitive, affective and psychomotor abilities. The application of the team game tournament as a learning medium is able to attract students' interest in the learning process.

This article analyses the field of research on information and communication technology (ICT) in education. It reviews the results of ICT researches carried out in the world. First, the article presents the retrospective of researches on ICT implementation into education. Summarizing them, it reviews main research findings in five areas of ICT implementation: 1) the impact of ICT use on students achievements and attitudes; 2) the impact of ICT use on teachers; 3) the effect of teachers' factors and instructional methods on ICT efficiency; 4) the influence of infrastructure and organizational factors on ICT efficiency; 5) the effect of specific software design features. Then, the paper reviews the main recent and future directions of researches on ICT in education, in the world. Finally, it shortly reviews the most important future directions of ICT research and development in Lithuania. The article concludes that in spite of numerous ICT studies worldwide the national research and experiments have to be carried out in order to implement ICT in an appropriate for Lithuania and efficient way.

Nowadays, Information and Communication Technologies (ICT) make great strides in computer assisted education. They enable development of new, Self-Directed Learning (SDL) driven, models of teaching and learning, and among them, Flip Teaching (FT) seems to be the most promising one. The flipped classroom is based on e-materials, then, the associated assessments have to be fully based on e-tests, FT-Computer-Assisted Assessment (CAA) program. Design of such program is the main motivation of the described research. Matching of this program to FT characteristics, taking into account both specific structure of the learning content and students behavior is the main objective. After a short introduction to FT, the e-test organization in the flipped classroom is briefly discussed. Then, Electric Circuit Analysis course case study is presented: organization of Moodle-quizzes based assessment program, taking into account common students behavior, their good and bad habits, is shown, conclusions are drawn and some guidelines are given.

Promoting English as a Foreign Language (EEL) learners’ willingness to communicate and self-efficacy in different contexts has drawn the attention of many investigators. This review explored the effect of digital-based flipped learning classrooms on enhancing learners’ willingness to communicate and self-efficacy. The related literature indicated that learners’ intention to communicate is affected by social media and digitalized materials used in flipped classrooms. Compared to the traditional educational contexts, this review showed higher levels of self-efficacy in flipped classrooms among EFL learners. Furthermore, the review expounded on the implications and future directions for EFL teachers, teacher educators, educational policy-makers, and advisors. The ideas can improve their awareness of learner self-efficacy, willingness to communicate, and the use of flipped learning approach in educational contexts.

The objectives of the study are to describe (1) the application of Ki Hadjar Dewantara's Leadership Trilogy as the foundation for creating the flipped classroom model in elementary schools and (2) as the foundation for character education as the results of the analysis regarding the efficacy of the flipped classroom learning model based on Ki Hadjar Dewantara's Leadership Trilogy in building the character profile of Pancasila students. The study method was qualitative research with a descriptive approach to analyzing the implementation process of Ki Hadjar Dewantara's Leadership Trilogy as the foundation for constructing the flipped classroom model in primary schools. The success of the flipped classroom learning model based on Ki Hadjar Dewantara's Leadership Trilogy in Elementary Schools as a foundation for character education builds up the profile characters of Pancasila students. In this study, the stages of implementation were planning, implementation, reflection, and evaluation. During the planning stage, the researcher designed learning tools implemented for the application of Civics learning, which involved participatory students in understanding and discussing teaching materials that were thoroughly explored. The findings of this study show that: (1) Using the teaching pillars of Ki Hadjar Dewantara's leadership trilogy as a foundation for constructing the flipped classroom model in primary schools can strengthen the fundamentals of character education, which affect learning achievement. (2) The flipped classroom learning model in elementary schools based on Ki Hadjar Dewantara's Leadership Trilogy in developing the character of Pancasila student profiles is very beneficial to adopt and develop into future research activities