Research Article
Albina R. Drozdikova-Zaripova, Elvira G. Sabirova
CONTEMP EDUC TECHNOL, 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
CONTEMP EDUC TECHNOL, 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
CONTEMP EDUC TECHNOL, 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