Research Article
Alaa Alahmadi, Mohammad Saleem
CONT ED TECHNOLOGY, Volume 14, Issue 4, Article No: ep394
ABSTRACT
FCM is a new approach to lesson delivery in most of the developing world, and neither the (higher education) system, nor the teachers and learners are prepared and well-equipped to handle the demands of the approach. The present study was conducted to document the challenges before teachers implementing FCM in EFL/ESL classrooms. The study was conducted as an end-of-term survey using questionnaires and interview techniques for data collection. The questionnaire was comprised of statements on methods, materials, mode of delivery, and feedback to learners, while the semi-unstructured interviews were meant to gather a narrative account of teachers’ experiences in implementing FCM approach to language teaching. 50 university teachers from Saudi Arabia were surveyed for the study. The obtained results present a picture of difficulties before ESL teachers in implementing FCM. The majority of the participants (mean=49.8) opine that they face one or the other challenge when they use FCM approach in ESL classrooms. Roughly one third (mean=31.6) of the participants expressed that they do not face any challenges in implementing FCM. In the semi-structured interview sessions, the teachers expressed their dissatisfaction with the approach, and said they are generally ill-equipped to deliver lessons and address feedback issues effectively.
Keywords: flipped classroom, teaching challenges, survey study, learner achievement, in-class activities, out-of-class activities
Research Article
Benjamin Aidoo, Veli-Matti Vesterinen, Marey Allyson Macdonald, Berglind Gísladóttir, Svava Pétursdóttir
CONT ED TECHNOLOGY, Volume 14, Issue 4, Article No: ep377
ABSTRACT
The views of student teachers on using the flipped classroom approach were investigated in three Ghanaian colleges of education during the 2020/2021 academic year. A questionnaire with open-ended questions was used to collect data from 143 student teachers. Responses were analyzed using qualitative content analysis. In addition, a focus group interview was taken to examine some of the issues in more depth The flipped classroom approach allowed the students to feel that they were in control of their own learning by using self-paced and collaborative learning. The approach also deepened their conceptual understanding as well as their learning skills. The student teachers also experienced three interconnected challenges, including inadequate ICT infrastructures, such as poor internet connectivity, lack of skills to use ICT, and increased workload. The flipped classroom approach can positively impact students’ learning, but educators planning to use the approach should consider the adequacy of the ICT infrastructure available.
Keywords: flipped classroom, ICT infrastructure, students, collaborative learning
Research Article
Usman Durrani, Omar Hujran, Ahmad Samed Al-Adwan
CONT ED TECHNOLOGY, Volume 14, Issue 2, Article No: ep355
ABSTRACT
The importance of formal online education has been felt like never before because of the ongoing nature of the COVID-19 pandemic. Researchers and academics are continuously experimenting with combinations of established pedagogies, tools, and technologies to enhance or sustain the student learning process and motivation. For this study, we have designed and developed a multi-player game called CrossQuestion to explore the combined effect of applying gamification and flipped classroom pedagogies using the ARCS (Attention, Relevance, Confidence, and Satisfaction) model guidelines and its application in the obligatory IT foundation online course during the pandemic. We delivered this course to 79 undergraduate (mostly) non-IT students in Ajman University, UAE. Students were randomly divided into a non-gamified cohort (35 students gone through lecture-based instructions and paper-based assessments–Spring 2019-20–pre-COVID-19 face to face environment) and a gamified flipped classroom cohort (44 students, played the CrossQuestion game–Spring 2020-21–during COVID-19 online environment). We collected the survey data anonymously through our customized Instructional Materials Motivation Survey (IMMS) tool and then performed descriptive analysis, t-test, and regression analysis to address the research hypothesis. We found a significant relationship between learning motivational factors and learning effectiveness. We also found the positive influence of our game on students’ motivation.
Keywords: flipped classroom, gamification, motivation, ARCS motivation model, instructional materials motivation survey (IMMS), educational game
Research Article
Julio Cabero-Almenara, Rosalía Romero-Tena, Carmen Llorente-Cejudo, Antonio Palacios-Rodríguez
CONT ED TECHNOLOGY, Volume 13, Issue 3, Article No: ep305
ABSTRACT
In recent years, studies carried out in the educational field have concluded that the Flipped Classroom methodology offers numerous advantages for both teachers and students. In this sense, this approach is worked on at the university to develop skills necessary for the future professional of students, as well as increase their commitment to the subjects. The general objective of this research is to verify if the learning acquired through the Flipped methodology, as well as the perception of it, are useful for university students of the Degree in Primary Education. For this, two types of designs are used: pretest-posttest and validation through structural equations (PLS) of the scale to evaluate the degree of acceptance of the Flipped methodology based on the TAM model. The results show the adequacy of the training proposal based on Flipped methodology for university students. The students perceive the incorporation of the inverted methodology as an adequate strategy, highlighting the ease of use in the classroom, the acceptance of its integration, the transformation of interest in learning and showing a positive attitude towards its use in the future. Together, the level of acceptance as regards the validation of the TAM model is high. Finally, the possibility of replicating the model in similar investigations or through the so-called emerging technologies is evaluated.
Keywords: flipped classroom, digital competence, primary education, teacher training, TAM, CFA
Research Article
Emeka Joshua Chukwuemeka, Samaila Dominic, Mary Ayanjoke Kareem, Ibrahim Ango Mailafia
CONT ED TECHNOLOGY, Volume 13, Issue 1, Article No: ep292
ABSTRACT
Education has been one of the worst-hit sectors of the economy since the detection of the first index case of Covid-19 in Nigeria on February 27, 2020. Like many affected countries of the world, the Federal government of Nigeria has taken several necessary precautionary measures to curtail the spread of the disease. This has led to the suspension of all educational activities especially in-class teaching and learning processes. This paper studied the state of education in Nigeria and the effort of government towards continuous education in comparison to the measures put in place by other developing countries during the COVID-19 pandemic. The paper equally reviewed five different available and popular online learning platforms that can be implemented by the government to provide start-up educational programs that would help to keep students on course by learning remotely from home throughout the period of Covid-19 pandemic. These include Distance Learning, Social media, Virtual Classroom, M-Learning, and Flipped classroom. Implementation of these online forms of education will successfully offer alternatives and ensure continuous education presently and in the future. The recommendations of this study would be useful even for other developing countries that are yet to discover any alternative to the disrupted in-class learning activities so that their students will start to learn from home.
Keywords: COVID-19, Coronavirus, open and distance learning, social media, virtual classroom, mobile learning, flipped classroom
Research Article
Albina R. Drozdikova-Zaripova, Elvira G. Sabirova
CONT ED TECHNOLOGY, Volume 12, Issue 2, Article No: ep278
ABSTRACT
Modern educational process has to take into account the tendencies in science and tech advancement and also demands of society to quality of education services. As one of the most effective ways, there is reasonably considered purposeful usage of digital educational resources. In this study, there has been considered modern educational technology of “Blended learning” by model of the “Flipped classroom”, that is based on the concept of unifying the technology of “class-lesson system” and technology of digital teaching on the grounds of new didactic possibilities given by ICT (informational and communicational technologies) and modern teaching means. Theoretical methods among which there are analyzing, comparing and summarizing the research subject on the base of psychological and pedagogical literature; query-diagnostic method that help to evaluate effectiveness of digital educational resources usage in teaching students with application of “Flipped classroom” technology. In the carried study, there are shown different variants and technological means in realization of “Flipped classroom” when making digital educational resources on subjects of “Methodology and methods in organizing scientific research” and “Method of teaching mathematics”. According to survey results it can be stated that students sufficiently highly evaluate the level in organization of teaching, the content of digital educational resources and also qualification and responsiveness of teachers. Study results can be used at development of teaching courses, digital educational resources that are introduced within scope of higher education, when making comparative studies for working out design methodology for digital educational resources. Pilot project on introduction of new educational technology on within realization scope of digital education resources at various levels of higher professional education, was held on the base of Kazan (Volga region) federal university institute and proved its trustworthiness.
Keywords: flipped classroom technology, blended learning, digital educational resource, informational and educational environment of higher education institution
Research Article
Duygu Umutlu, Yavuz Akpinar
CONT ED TECHNOLOGY, Volume 12, Issue 2, Article No: ep270
ABSTRACT
This study investigated different modalities of videos in a flipped classroom for English writing classes in an intensive English program at a state university in Turkey. This quasi-experimental study was conducted with six experimental groups (n= 109) and one control group (n = 18). The dataset included the participants’ scores of an essay pretest and two posttests, namely, recall and essay posttests. The data analysis showed that the experimental group viewing the video lecture which includes simultaneous presentation of animation and on-screen text followed by a narration in a user-paced environment outperformed the control group on the recall posttest. The groups studying the video lecture including animation with simultaneous narration and sequential on-screen text in a whole presentation and in a part-by-part presentation outperformed the control group on the essay writing posttest. In the whole presentation, participants studied all the parts of a video in a system-paced design and answered the related questions whereas participants studied each part of a video and answered the related questions in a part-by-part presentation. The paper provides a discussion and a set of recommendations on how to design flipped classrooms.
Keywords: flipped learning, flipped classroom, multimedia learning, video modalities, English as a foreign language, academic essay writing
Research Article
Erin Stratton, George Chitiyo, Allen M. Mathende, Krista M. Davis
CONT ED TECHNOLOGY, Volume 11, Issue 1, pp. 131-142
ABSTRACT
The purpose of this study was to compare how face-to-face instruction and flipped learning differed in terms of student achievement in seventh grade science classes, as well as to assess how students who were in the flipped classroom felt about their experiences. A total of 81 students received face-to-face instruction, and 73 received flipped instruction. All students completed pre- and post-assessments. Additionally, students in the flipped classroom completed a survey to assess perceptions of their experiences with the flipped model. Analysis of variance results showed no differences in performance between the two groups of students. There were also no interactions between instructional method with both gender and ability. The student survey data showed that the majority of students enjoyed the flipped model. Large percentages of students reported increased engagement and motivation under the flipped model. In conclusion, we found that flipped instruction was as effective as face-to-face instruction.
Keywords: flipped classroom, seventh grade, perceptions, face-to-face instruction