Flipped classroom - Knowledge (XXG)

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had already failed the class—some multiple times. After 20 weeks, students in the flipped classroom were outperforming students in the traditional classrooms. Further, no students in the flipped classrooms scored lower than a C+, while the previous semester 13 percent had failed. The traditional classroom showed no change. Before this, Clintondale had been designated as among the state's worst 5 percent. The next year when teachers used a flipped model in the 9th grade, the failure rates in English, math, science, and social studies dropped significantly, with the now-flipped school's failure rate dropping from 30 to 10 percent in 2011. Results on standardized tests went up in 2012, but then dropped.

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with any difficulties they may come across. Based on how students are responding, the instructor discusses some of the problems. The instructor also gives mini-lectures on some topics that may be difficult to process by students on their own. During the lecture session, the instructor wraps up the topic of the week and introduces students to the topic of the upcoming week. To enhance the benefits and reduce the workload associated with a flipped classroom, the pre-class preparation is now done through adaptive lessons for half of the course (limited funding). A commercial adaptive platform,

606:. Schoolwork, also commonly known as "homework", is done jointly and in cooperation with the group as the teacher moves the time spent explaining the subject to the flipped classroom method. In this way, the student has to assimilate and understand the content of more theoretical weight at home, through the recordings made by the teacher, and the time in class is dedicated to the development of tasks and problem solving and / or doubts through cooperative learning (Fortanet, González, Mira Pastor and López Ramón, 2013). 498:. In class, students independently completed problems while the professor acted as a guide in case anyone needed assistance. Along with practice problems, labs were also completed during regular class time, and workshops about choosing the appropriate approach, order and technique were implemented. Study materials for tests were administered through the videos to prepare students for assessments. In the chemistry setting, only certain topics were flipped. For example, the flipped classroom technique was implemented for 516:: The flipped classroom is used for a numerical methods course in University of South Florida. The class of 100 is broken into two sections that meet separately twice a week for 75 minutes each for recitation sessions and once a week for 50 minutes together for a lecture session. Pre-lecture materials include YouTube videos and textbook materials. The materials for the week are laid out categorically for the student and suggested blogs and extra homework are also mentioned. The students complete an online quiz via the 473:

supplemented the readings and allowed for more analysis and participation in class, and they included background knowledge of the subject and analytical questions to be discussed in class. A study-guide was provided for each video so that students could come prepared to class. Some classes included software that combined all of the resources accessible by students for the material that was assigned outside of the class period. The software also included small tests to assess a student's understanding of video material.

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rigorous practical guidelines for all teachers to use. Therefore, some teachers may conduct the flipped classroom more effectively than others. In addition, the level of intensity of the course may also play a crucial role in the efficacy of the flipped model. Researchers often witness a more defined performance increase in K-12 education as opposed to college or graduate education. In foreign language education, flipped classrooms seem less effective for students with lower proficiency in the target language.

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traditional instructional models rely on lecture-style presentations of individual lessons, limiting student engagement to activities in which they work independently or in small groups on application tasks, devised by the teacher. The teacher typically takes a central role in class discussions, controlling the conversation's flow. Typically, this style of teaching also involves giving students the at-home tasks of reading from textbooks or practicing concepts by working, for example, on problem sets.

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rewatching videos. Students subsequently rated (on a scale of 1=none to 6=nearly all) how often they used these materials. The majority of students (68.1%) relied on watching the podcasts but had low attendance rates compared to their podcast usage. The remainder of the students either rarely watched podcasts (19.6%) or somewhat used the podcasts (12.3%), but both had similar lecture attendance. Students that watched the videos more than their peers performed better than those who chose otherwise.

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all of the students had participated in the Pharmaceutical Flipped Classroom course, the number of those favoring this method of learning increased significantly, reaching a total of 89.5%. Individuals interested in a more problem-solving, hands-on form of learning are more likely to benefit from the flipped classroom, as it strays from a traditional lecture learning style. Students may initially have certain doubts or fears regarding the use of flipped classroom, including:

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and so on (Bergmann and Sams, 2013). Students can show evidence of their learning through videos, worksheets, experimental stories, programs, projects, examples, among others. There are two challenges in the flipped-mastery model: the first is to deliver instruction to students when they have different levels of learning and understanding of the subjects. The second challenge is to carry out summative assessment when the student has to be evaluated more than once.

541:: The flipped classroom was successfully used in 2013 to teach a programming class at a university. Students watched video lectures and attempted self-check quizzes before classroom contact time. During class time, students worked on programming problems and other active learning activities instead of traditional lectures. Student feedback on this pedagogy was generally very positive with many respondents considering it effective and helpful for learning. 158:, a member of the USSR Academy of Pedagogical Sciences, first proposed the flipped classroom model in 1984. In the 1980s and 1990s, teachers in Russia tried this instructional strategy. “...let pupils extract new things from autonomous reading of a textbook, which has been created accordingly. Allow them to consider it, then discuss it with their teacher at school and come to a united conclusion.” Nechkina wrote of the flipped classroom. 36: 261:, one of the originators of flipped learning, launched the Flipped Learning Global Initiative, led by Errol St.Clair Smith. On January 26, 2018 the Flipped Learning Global Initiative introduced its International Faculty, created to deliver a consistent standard of training and ongoing support to schools and school systems around the world. 422:'. Not all families are from the same socio-economic background, and thus access to computers or video-viewing technology outside of the school environment is not possible for all students. This model of instruction may put undue pressure on some families as they attempt to gain access to videos outside of school hours. 122:. It aims to increase student engagement and learning by having pupils complete readings at home, and work on live problem-solving during class time. This pedagogical style moves activities, including those that may have traditionally been considered homework, into the classroom. With a flipped classroom, students watch 134:

classroom, 'content delivery' may take a variety of forms, often featuring video lessons prepared by the teacher or third parties, although online collaborative discussions, digital research, and text readings may alternatively be used. The ideal length for a video lesson is widely cited as eight to twelve minutes.

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elements in the learning process. Gamification is the application of game mechanisms in situations not directly related to games. The basic idea is to identify what motivates a game and see how it can be applied in the teaching-learning model (in this case it would be Flipped-Mastery). The results of

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Interactive method based on collaborative work that has proven effective in areas such as science, technology, engineering and mathematics (Dumont, 2014). Specifically consists of sharing with other students a different response to their own and explain the reasons that support the same to learn from

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In 2022, a review of meta-analyses and a follow-up meta-analysis was done on flipped classrooms. They claim that they found that most were simply flipping and adding more traditional class work as opposed to using active learning. They propose a more specific model for flipping, “Fail, Flip, Fix, and

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Students may be more likely to favor the flipped classroom approach once they have taken the time to personally participate in this specific type of learning course. In a prior pharmaceutics course, for instance, a mere 34.6% of the 19 students initially preferred the flipped classroom setting. After

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Tim Kelly, winner of the Presidential Award for Mathematics and Science Teaching, adopted flipped mastery with his colleagues Corey Sullivan and Mike Brust. Sullivan estimated that 40 to 60 hours of work outside school for each of 12 units per course were required the first year. Another Presidential

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flipped every classroom. Principal Greg Green led an effort to help teachers develop plans for flipped classrooms, and worked with social studies teacher, Andy Scheel, to run two classes with identical material and assignments, one flipped and one conventional. The flipped class had many students who

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The qualities of a flipped classroom that are valuable for typical students can also benefit students with disabilities. Inclusive classrooms can be used to change perceptions and reduce the stigma students with disabilities experience. For example, a teacher can develop a lesson about social skills

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It has been determined, through several conducted experiments, that certain aspects of the flipped classroom approach are more beneficial to students than others. For instance, in a study conducted on the feedback received from students who had participated in a flipped classroom teaching module for

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When the invested learning model is applied in a more advanced way. Educators begin by organizing content around specific goals. Students work on course content at their own pace and upon reaching the end of each unit, they must show mastery of learning objectives before moving on to the next topic

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by a professor (Vesal Dini) who studied the method. The pre-lecture videos were not made specifically by the teacher, but instead they were watched on an online learning platform (in this case, Sapling Learning). Before class, students were supposed to watch the pre-lecture videos, take a quiz, and

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Other educators, such as Lisa Nielsen, argue that the flipped classroom leads to increased computer time in an era where adolescents already spend too much time in front of computer screens. Inverted models that rely on computerized videos do contribute to this challenge, particularly if videos are

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at home before coming to class. During the recitation session, concept questions and in-class exercises are distributed. These questions are solved by students individually and then answers are shared in a group of four. During this time, the instructor and two teaching assistants help students

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write down any questions they had. During class, the information in the videos was applied to questions through group discussion activities and hands-on simulations. In other classrooms, students have also been encouraged by their professors to attend other public lectures to gain more information.

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Additionally, flipped classrooms that rely on videos to deliver instruction suffer some of the same challenges as traditional classrooms. Students may not learn best by listening to a lecture, and watching instructional videos at home is still representative of a more traditional form of teaching.

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Woodland Park High School chemistry teachers Jonathan Bergmann and Aaron Sams began practicing flipped teaching at the high school level when, in 2007, they recorded their lectures and posted them online to accommodate students who missed their classes. They note that one person cannot be credited

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The flipped classroom intentionally shifts instruction to a learner-centered model, in which students are often initially introduced to new topics outside of school, freeing up classroom time for the exploration of topics in greater depth, creating meaningful learning opportunities. With a flipped

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The potential performance increase from flipped classrooms varies greatly on classroom by classroom basis. The potential benefits may be affected by the method of conducting the classroom and the level of intensity of the course. Currently, the amount of research available is not enough to create

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Teachers may find challenges with this model as well. Increased preparation time is initially likely needed, as creating high quality videos requires teachers to contribute significant time and effort outside of regular teaching responsibilities. Additional funding may also be required to procure

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From these specific statistics, it can be determined that students felt that their experience within the flipped classroom was greatly benefited by certain aspects of the course (such as the learning guide provided), while other portions of the module may have been unnecessary or insignificant to

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To decrease student resistance, Clark, Kaw and Braga Gomes have used adaptive learning in the pre-class preparation for flipped classrooms. Because adaptive learning reduces student time and ensures required mastery learning, the flipped classroom became more favorable and decreased perception of

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In 1993, Alison King published "From Sage on the Stage to Guide on the Side," in which she focuses on the importance of the use of class time for the construction of meaning rather than information transmission. While not directly illustrating the concept of "flipping" a classroom, King's work is

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and emerging mathematical technologies, in-depth laboratory experiments, original document analysis, debate or speech presentation, current event discussions, peer reviewing, project-based learning, and skill development or concept practice Because these types of active learning allow for highly

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Kaw and Hess published a paper in 2007 to compare the effectiveness of four (4) instructional modalities for a single topic of a ATEM course -(i) traditional lecture, (ii) blended (what they called "Web-enhanced lecture"), (iii) Web-based self-study and (iv) flipped (what they called "Web-based

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conducted a study in which lectures were video recorded in a manner in which students could have access to them throughout the semester of a lecture-based course on educational psychology. The professors surveyed how the students used their educational tools: attending lectures and watching or

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Lage, Platt and Treglia published a paper entitled "Inverting the Classroom: A Gateway to Creating an Inclusive Learning Environment" (2000), which discusses their research on flipped classrooms at the college level. In their research focusing on two college economics courses, Lage, Platt, and

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can be recorded from the students for continuous monitoring/dashboarding. In planned flipped teaching lessons, the teacher hands out lesson teaching material one week before the lesson is scheduled for the students to prepare talks. Small student groups work on the lecture chapters instead of

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Flipped mastery eliminates two other out-of-class routines: daily lesson planning and grading papers. The latter happens in class and in person. Replacing lectures with group and individual activities increases in-class activity. Every student has something to do throughout the class. In some

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Mastery rewards students for displaying competence. Students who initially turn in shoddy work must correct it before moving on. Before flipping, mastery learning was impractical in most schools. It was not possible to give different lectures for different groups of students. Testing was also

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Although there is a lack of support in the pre-class section, the questions aroused during watching the video could serve as the raw materials for subsequent class activities, such as discussion. As a result, students are more focused in the in-class session and thus the use of video could

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Recently, A group of researchers has also stated the importance of hybrid flipped classroom strategy in Covid-19 times in imparting online education, particularly in context of developing economies. Authors describe that the hybrid-flipped classroom strategy is expected to benefit a larger

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In traditional classroom instruction, the teacher is typically the leader of a lesson, the focus of attention, and the primary disseminator of information during the class period. The teacher responds to questions while students refer directly to the teacher for guidance and feedback. Many

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College English reading: The flipped classroom method of teaching was implemented in an English reading course for 16 weeks per semester. Teaching through audio outside of the classroom was used through videos paired with information slides. Online resources were also supplied. The videos

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provide ways to manage the testing process. They create a different test for each student from a pool of questions. Advocates claim that its efficiency allows most students to do a year's work in much less time. Advanced students work on independent projects while slower learners get more

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differentiated instruction, more time can be spent in class on higher-order thinking skills such as problem-finding, collaboration, design and problem solving as students tackle difficult problems, work in groups, research, and construct knowledge with the help of their teacher and peers.

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with having invented the inverted or flipped classroom, and assert that there is no one 'right' way to flip a classroom as approaches and teaching styles are diverse, as are needs of schools. They went on to develop the "Flipped-Mastery" model and wrote extensively about it in their book

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can help educators obtain information from the areas of learning where their students show mastery and those in which they still have deficiencies or need to improve. This knowledge can support the teacher in determining how to organize and manage class time to maximize student learning

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Students must account for their responsibility to learn the foundational information provided, as their personal work and contribution will be reflected in the grade that they receive at the end of the course. This will, in turn, make them better prepared for future, more difficult

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self-study and classroom discussion"). Statistical analysis of the assessment data indicated that the second modality, in which Web-based modules for instruction were used during face-to-face lecture delivery mode, resulted in higher levels of student performance and satisfaction.

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Baker, J.W. "The 'Classroom Flip": Using Web course management tools to become the Guide by the Side." In J. A. Chambers (Ed.), Selected papers from the 11th International Conference on College Teaching and Learning (2000), pp. 9–17. Jacksonville, FL: Florida Community College at

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in 1968. While it is difficult to implement in large, traditional classrooms, it has shown dramatic success in improving student learning. The mastery model allows teachers to provide the materials, tools and support for learning while students set goals and manage their time.

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Flipped classrooms also redefine in-class activities. In-class lessons accompanying flipped classroom may include activity learning or more traditional homework problems, among other practices, to engage students in the content. Class activities vary but may include: using

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Additionally, some students may struggle due to their developing personal responsibility. In a self-directed, home learning environment students who are not at the developmental stage required to keep on-task with independent learning may fall rapidly behind their peers.

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Treglia assert that one can leverage the class time that becomes available from the inversion of the classroom (moving information presentation via lecture out of the classroom to media such as computers or VCRs) to meet the needs of students with a wide variety of

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homework, and hold the lecture in front of their peers. The professional lecturer then discusses, complements and provides feedback at the end of the group talks. Here, the professional lecturer acts as a coach to help students preparation and live performance.

185:. The University of Wisconsin-Madison deployed software to replace lectures in large lecture-based computer science course with streaming video of the lecturer and coordinated slides. In the late 1990s, J. Wesley Baker was experimenting with these same ideas at 200:. In 2004, Khan began recording videos at the request of a younger cousin he was tutoring because she felt that recorded lessons would let her skip segments she had mastered and replay parts that were troubling her. Based on this model, Salman Khan founded 146:

A teacher's interaction with students in a flipped classroom can be more personalized and less didactic. And students are actively involved in knowledge acquisition and construction as they participate in and evaluate their learning.

189:. He presented a paper discussing what he termed the "classroom flip" at an education conference in the year 2000 in what may be the first published mention of the word "flip" associated with this model of teaching and learning. 468:

and activities to give students a more interactive type of learning in the classroom. To enforce the use of videos for pre-lecture, students were asked to take a quiz or complete a homework assignment and turn it in before

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It avoids the overarching idea of "cramming" for exams and forgetting the information post-examination, as it encourages students to understand the underlying rationale behind the information provided being provided to

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The fear of having to "teach oneself", as in, having a lack of proper guidance from a designated instructor, leading to greater pressure on the student to study the content rigorously in order to perform well in the

102: 98: 510:. The lecture videos went over the theory, instrumentation and explanation of the flipped topics. Administered exams for the flipped topics were then based more on what was done in class than the lecture videos. 463:

or emailed to students for a medical class. The students were to watch the videos before attending lecture. The lecture class was then used to focus on application of the material learned in the videos through

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The flipped classroom is extremely convenient, especially for students that face difficulties in traveling to the physical classroom. Such students still have the foundational information of the course at hand

100: 177:. He found that his approach, which moved information transfer out of the classroom and information assimilation into the classroom, allowed him to coach students in their learning instead of lecture. 391:

The flipped classroom uses a student-centered teaching modeled to ensure that the course is primarily aimed at contributing to the student's overall success in obtaining a proper, effective education.

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The fear of obtaining a greater sense of confusion on topics discussed, which may correlate to the heavy focus on group discussion and problem-solving activities that a flipped classroom encourages

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Feed" model which is intended to address some criticisms of flipped learning they identified, such as the lack of active learning. Resistance from students to active learning still exists.

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Traditional instructor teaching style classes can be mixed with or transformed to flipped teaching. Before and after each (traditional/flipped) lecture, anonymized evaluation items on the

873: 246:, a non-profit private university located in Istanbul, Turkey, claims to be the first university in the world that has adopted the "flipped classroom" educational model university-wide. 594:

the Fun Theory research showed that fun can significantly change people's behavior in a positive sense, in the same way that it has a positive effect on education (Volkswagen, 2009).

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The Wisconsin Collaboratory for Enhanced Learning has built two centers to focus on flipped and blended learning. The classroom structure houses technology and collaboration-friendly

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Rather than learning in a traditional classroom setting, the flipped classroom uses a more application-based approach for students (i.e. hands on and problem solving activities).

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A college reading empirical study identified the flipped classroom's approach as including all forms of learning (i.e. oral, visual, listening, hands on, problem solving, etc.).

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McLaughlin, Jacqueline; Griffin, LaToya; Esserman, Denise; Davidson, Christopher; Glatt, Dylan; Roth, Mary; Gharkholonarehe, Nastaran; Mumper, Russell (12 November 2013).

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Bergmann, J., & Sams, A. (2012). Flip your classroom: reach every student in every class every day. Washington, DC: International Society for Technology in Education.

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Recent applications have demonstrated that students are more determined about accomplishing an exercise. They are also more engaged about their progression and output.

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Maureen Lage, Glenn Platt, Michael Treglia (2000), Inverting the Classroom: A gateway to Creating an Inclusive Learning Environment, Journal of Economic Education

1976: 211:, and emphasis for those involved in the program is placed on individualized learning through non-traditional teaching strategies such as flipped classroom. 2689:

Mastmeyer, A. (2020). "Quantitative and Qualitative Evaluation of Transforming to Flipped-Classroom from Instruction Teaching using Micro Feedback Loops".

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approximately equal to 0.40 for the free-response questions of the course final examination and 0.6 standard deviations improvement in personalization.

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Proponents of flipped classrooms in higher education have had an interest in seeing this put into practice in university classrooms. Professors at the

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Abeysekera, Lakmal; Dawson, Phillip (2015). "Motivation and cognitive load in the flipped classroom: definition, rationale and a call for research".

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played a significant role in the development of concepts influencing flipped teaching through the development of an instructional strategy he called

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Chen, Fei; Lui, Angela M.; Martinelli, Susan M. (June 2017). "A systematic review of the effectiveness of flipped classrooms in medical education".

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Lents, N.; Cifuentes, O. (2009). "Web-based learning enhancements: Video lectures through voice-over PowerPoint in a Majors-level Biology course".

1229: 1199: 2622: 852: 126:, collaborate in online discussions, or carry out research at home, while actively engaging concepts in the classroom with a mentor's guidance. 1512:"Different patterns of university students' integration of lecture podcasts, learning materials, and lecture attendance in a psychology course" 870: 388:

Communication is greatly emphasized in a flipped classroom setting, essentially referring to: student-student and student-teacher interactions.

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100.00% of the students believed that the "learning guide" link provided in the teaching module was necessary for performing well in the course

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personalized instruction. Some students might not get through the year's material, but demonstrated competence on the parts they did complete.

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In a flipped mastery classroom, students view each lecture and work on each exercise or project when they have mastered the precursors.

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Obtaining a greater amount of academic work to achieve success within the course, as a result of minimal guidance from an instructor

83: 2132:"A critical review of flipped classroom challenges in K-12 education: possible solutions and recommendations for future research" 1117:

Foertsch, Julie; et al. (2002). "Reversing the Lecture/Homework Paradigm Using eTEACH® Web-based Streaming Video Software".

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In traditional schools, each topic in class receives a fixed amount of time for all students. Flipped mastery classrooms apply a

1218:"Home | Wisconsin Collaboratory for Enhanced Learning | University of Wisconsin–Madison". Wiscel.wisc.edu. Retrieved 2015-04-07. 986: 204:, which some associate with the flipped classroom; however, these videos are only one form of the flipped classroom strategy. 1816: 1586: 2034:

Strayer, Jeremy F. (2012). "How learning in an inverted classroom influences cooperation, innovation and task orientation".

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classes, students choose how to demonstrate mastery—testing, writing, speaking, debating and even designing a related game.

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59.26% of the students accepted the "video form" of the teaching module, essentially provided as a resource for the course

1805:"An Empirical Study on the Effectiveness of College English Reading Classroom Teaching in the Flipped Classroom Paradigm" 1510:

Luttenberger, Silke; Macher, Daniel; Maidl, Verena; Rominger, Christian; Aydin, Nilüfer; Paechter, Manuela (2018-01-01).

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training for teachers to navigate computer technologies involved in the successful implementation of the inverted model.

1326:"A hybrid flipped-classroom approach for online teaching of biochemistry in developing countries during Covid-19 crisis" 1999:

The Effects of Background Music in the Classroom on the Productivity, Motivation, and Behavior of Fourth Grade Students

1428: 1374: 642: 297: 61: 2234:"Fail, flip, fix, and feed – Rethinking flipped learning: A review of meta-analyses and a subsequent meta-analysis" 1162:

Kaw, A.; Hess, M. (2007). "Comparing Effectiveness of Instructional Delivery Modalities in an Engineering Course".

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Bennett, B., Spencer, D., Bergmann, J., Cockrum, T., Musallam, R., Sams, A., Fisch, K., & Overmyer, J. (2013).

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C. Crouch & E. Mazur (2001). Peer Instruction: Ten Years of Experience and Results, Am. J. Phys., v69, 970–977

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Vitta, Joseph P.; Al-Hoorie, Ali H. (2020). "The flipped classroom in second language learning: A meta-analysis".

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Sharma, Neel, Lau, C.S, Doherty, Iain, Harbutt, Darren (April 2015). "How we flipped the medical classroom".

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Ryback, D.; Sanders, J. (1980). "Humanistic versus traditional teaching styles and student satisfaction".

197: 2444: 2413:"Using Khan Academy Videos in Flipped Classroom Mode to Bolster Calculus Skills in Soil Physics Courses" 2391: 1870: 1774: 186: 506:, but the traditional classroom teaching method was used for the topics of absorbance and emission and 1604: 333:

A flipped classroom is composed of various components, such as (this only represents a few examples):

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often cited as an impetus for an inversion to allow for the educational space for active learning.

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Critics argue the flipped classroom model has some consequences for both students and teachers.

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Altemueller, L.; Lindquist, C. (2017). "Flipped classroom instruction for inclusive learning".

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The Effects of a Flipped Classroom on Achievement and Student Attitudes in Secondary Chemistry

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Clark, Renee; Kaw, Autar; Lou, Yingyan; Scott, Andrew; Besterfield-Sacre, Mary (2018-01-31).

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There may also be a symbiosis or complementation between the flipped classroom technique and

479:: In one instance, the flipped classroom technique was implemented in a physics classroom at 57: 2694: 2671: 2477: 2432: 2376:"Research on the Construction of Flipped Classroom Model for English Teaching Based on SPOC" 2346: 2338: 2299: 2255: 2245: 2190: 2153: 2143: 2104: 2043: 1946: 1842: 1752: 1744: 1698: 1690: 1523: 1345: 1337: 1296: 1280: 1126: 1068: 1018: 934: 790: 782: 725: 480: 270: 170: 155: 119: 1977:"Flipped Classroom adapted to the ARCS Model of Motivation and applied to a Physics Course" 1679:"Pharmacy Student Engagement, Performance, and Perception in a Flipped Satellite Classroom" 1189:

Sarah D. Sparks (28 Sep 2011), Lectures Are Homework in Schools Following Khan Academy Lead

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92.59% of the students ultimately accepted the flipped classroom teaching module in general

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Clive Thompson (15 Jul 2011), "How Khan Academy is Changing the Rules of Education", Wired

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Medical classroom: In multiple classrooms, short videos about the current medical topic,

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impractical, because fast-learning students could reveal the test to those who followed.

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Higher Education at the Crossroads of Disruption - The University of the 21st Century

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Award winner, Spencer Bean, converted after his daughter went through Kelly's class.

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There are various benefits attributed to the flipped classroom approach, including:

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if it is an area of concern for a student diagnosed with Autism Spectrum Disorder.

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model that requires each student to master a topic before moving to the next one.

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Radcliffe, David, Knappenberger, Thorsten, Daigh, Aaron L. M., David (Oct 2016).

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Alvarez, B (2011). "Flipping the classroom: Homework in class, lessons at home".

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The combination of inverted learning and other pedagogical approaches such as

465: 166: 2491: 2327:"Flipped classroom instructional approach in undergraduate medical education" 2311: 2269: 2202: 2108: 1537: 1490: 1292: 1022: 922: 2675: 2436: 2342: 2288:"Reducing Student Resistance to Active Learning: Strategies for Instructors" 487: 2698: 2360: 2210: 2167: 2001:(unpublished Master's Thesis). Columbia College, Columbia, South Carolina. 1854: 1766: 1712: 1359: 1310: 817:

Greg Topp (6 Oct 2011), "Flipped classrooms take advantage of technology",

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each other. In this process the reasoning beyond the answers is analyzed.

1200:"The Flipped Class: Shedding Light on the Confusion, Critique, and Hype" 2194: 1694: 495: 476: 460: 1748: 1341: 1284: 1044:

Nechkina, Militsa (1984). "Increasing the effectiveness of a lesson".

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Mastery learning was briefly popular in the 1920s, and was revived by

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King, Alison (1993). "From sage on the stage to guide on the side".

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Critics argue a constructivist approach would be more beneficial.

2527:"Free Numerical Methods with Applications Textbook by Autar K Kaw" 2470:

International Journal for the Scholarship of Teaching and Learning

2232:

Kapur, Manu; Hattie, John; Grossman, Irina; Sinha, Tanmay (2022).

1087:

Peer Instruction: A User's Manual Series in Educational Innovation

459:, that was being taught in the class were created and uploaded to 305: 173:. Mazur published a book in 1997 outlining the strategy, entitled 95: 1653:

Flip Your Classroom: Reach Every Student in Every Class Every Day

589:

A step forward in the flipped-mastery model would be to include

2090:"Flipped Classroom and Psycholinguistic Factors: An Evaluation" 962:

Education Digest: Essential Readings Condensed for Quick Review

882:

Education Digest: Essential Readings Condensed For Quick Review

1008: 1006: 853:"Lectures Are Homework in Schools Following Khan Academy Lead" 219:

learner-instructor community in the times of pandemic crisis.

29: 1731:

Rotellar PharmD, Cristina, Cain EdD, MS, Jeff (25 Mar 2016).

1551: 351:

college English reading, the following results were derived:

1267:

Clark, Renee M.; Kaw, Autar K.; Braga Gomes, Rafael (2022).

1228:

PhD, Michael Prince, PhD and Maryellen Weimer (2017-11-02).

871:"Flipping the classroom: Homework in class, lessons at home" 1452: 2022:"Five reasons I'm not flipping over the flipped classroom" 768: 766: 403:

potentially boost the effect of the in-class activities.

366:

their learning (such as the video form of the module).

196:

A recognizable contributor to the flipped classroom is

53: 2550: 2136:

Research and Practice in Technology Enhanced Learning

1656:. International Society for Technology in Education. 1230:"Understanding Student Resistance to Active Learning" 27:

Instructional strategy and a type of blended learning

64:, and by adding encyclopedic content written from a 834: 832: 830: 828: 826: 1970: 1968: 1726: 1724: 1722: 2003:https://files.eric.ed.gov/fulltext/ED522618.pdf 1587:"In 'Flipped' Classrooms, a Method for Mastery" 1924: 1922: 1828: 1826: 1273:Computer Applications in Engineering Education 1164:International Journal of Engineering Education 1888: 1886: 1017:. Advance online publication (5): 1268–1292. 8: 2449:: CS1 maint: multiple names: authors list ( 2396:: CS1 maint: multiple names: authors list ( 1875:: CS1 maint: multiple names: authors list ( 1779:: CS1 maint: multiple names: authors list ( 1737:American Journal of Pharmaceutical Education 1683:American Journal of Pharmaceutical Education 1580: 1578: 1576: 1574: 1572: 1330:Biochemistry and Molecular Biology Education 1252:: CS1 maint: multiple names: authors list ( 916: 914: 846: 844: 2088:Alfaifi, Abdullah A.M.; Saleem, M. (2022). 775:Higher Education Research & Development 753:"The flip: Turning a classroom upside down" 118:is an instructional strategy and a type of 2380:Revista de la Facultad de Ingeniería U.C.V 1902:, Montana State University, archived from 1809:Revista de la Facultad de Ingeniería U.C.V 1798: 1796: 1794: 1792: 1790: 2481: 2350: 2259: 2249: 2157: 2147: 1929:Kettle, Maria (2013). "Flipped Physics". 1756: 1702: 1527: 1349: 1300: 1209:. The Daily Riff. Retrieved 7 April 2015. 794: 84:Learn how and when to remove this message 2604:Journal of Information Systems Education 1552:"The Flipped Learning Global Initiative" 1422: 1420: 1089:. Prentice Hall, Upper Saddle River, NJ 683: 598:Flipped learning + cooperative learning 2442: 2389: 1868: 1772: 1556:The Flipped Learning Global Initiative 1516:Education and Information Technologies 1245: 851:Sparks, Sarah D. (27 September 2011). 610:Flipped learning + Inclusive classroom 45:contains content that is written like 2600:"Teaching Tip: The Flipped Classroom" 2325:Fatima, Syeda Sadia (December 2017). 2097:3L: Language, Linguistics, Literature 7: 2664:British Journal of Special Education 2649:"5 Benefits of Inclusion Classrooms" 2331:Pakistan Journal of Medical Sciences 1975:Aşıksoy G., Özdamlı F. (June 2016). 1585:Rosenberg, Tina (October 23, 2013). 346:teacher/student online communication 340:digital slideshows (e.g. PowerPoint) 2292:Journal of College Science Teaching 2071:Journal of College Science Teaching 1650:Bergmann, Jon; Sams, Aaron (2012). 1324:Singh, Sneha; Arya, Aditya (2020). 554:Flipped learning + peer instruction 1373:Rosenberg, Tina (9 October 2013). 1131:10.1002/j.2168-9830.2002.tb00703.x 927:Technology, Knowledge and Learning 25: 2374:Zhou, Shutao, Zhang, Tao (2017). 549:With other educational approaches 175:Peer Instruction: A User's Manual 2621:Kaplan, Andreas (6 April 2021). 2598:Mok, Heng Ngee (February 2014). 1198:Sams, Aaron (11 November 2011). 1119:Journal of Engineering Education 899:"The flipped classroom manifest" 751:Strauss, Valerie (3 June 2012). 718:Journal of Humanistic Psychology 235:In 2011 educators in Michigan's 34: 1987:: 1589–1603 – via EJMSTE. 1477:Schuman, Rebecca (2014-02-19). 1429:"Turning Education Upside Down" 1375:"Turning Education Upside Down" 585:Flipped learning + gamification 2627:. Emerald Publishing Limited. 2036:Learning Environments Research 1981:Eurasia Journal of Mathematics 1803:Mo, Jun; Mao, Chunmei (2017). 1427:Rosenberg, Tina (2013-10-09). 418:For students, there exists a ' 106:Flipped classroom teaching at 1: 1815:(10): 632–639. Archived from 1073:10.1080/87567555.1993.9926781 1847:10.3109/0142159x.2014.923821 787:10.1080/07294360.2014.934336 2691:Manuscript Work in Progress 2551:"The Numerical Methods Guy" 2483:10.20429/ijsotl.2018.120111 643:Jigsaw (teaching technique) 619:Flipped learning + teaching 298:Learning Management Systems 2744: 2417:Natural Sciences Education 2304:10.2505/4/jcst18_047_05_80 1951:10.1088/0031-9120/48/5/593 1893:Glynn, James (July 2013), 1015:Language Teaching Research 980:"Flipped Learning Network" 939:10.1007/s10758-020-09443-9 730:10.1177/002216788002000106 668:Rotation model of learning 663:Massive open online course 411:Limitations and criticisms 110:in Michigan, United States 2555:The Numerical Methods Guy 2525:Kaw, Autar (2007-04-24). 2251:10.3389/feduc.2022.956416 2149:10.1186/s41039-016-0044-2 2048:10.1007/s10984-012-9108-4 1529:10.1007/s10639-017-9592-3 572:Flipped adaptive learning 2109:10.17576/3L-2022-2801-10 1023:10.1177/1362168820981403 697:Europass Teacher Academy 691:Iacopo Falciani (2020). 648:Evidence-based education 563:Flipped mastery learning 2676:10.1111/1467-8578.12177 2437:10.4195/nse2016.04.0008 2343:10.12669/pjms.336.13699 1479:"The Flipped Classroom" 237:Clintondale High School 108:Clintondale High School 2699:10.5281/zenodo.4000357 2423:(1): nse2016.04.0008. 2238:Frontiers in Education 1234:The Teaching Professor 581:(Yilmaz-tuzun, 2008). 111: 2531:nm.mathforcollege.com 2506:"numericalmethodsguy" 796:10536/DRO/DU:30070647 187:Cedarville University 105: 66:neutral point of view 2514:– via YouTube. 2020:Nielsen, L. (2012). 1819:on 23 November 2018. 921:Fung., C.H. (2020). 869:Alvarez, B. (2011). 859:. Lawrenceville, GA. 658:Learning by teaching 604:cooperative learning 2575:"Numerical Methods" 2429:2016NScEd..45....8R 2284:Finelli, Cynthia J. 2261:20.500.11850/572828 1943:2013PhyEd..48..593K 1085:Eric Mazur (1997). 757:The Washington Post 693:"Flipped classroom" 313:Student perceptions 230:Flip Your Classroom 58:promotional content 2195:10.1111/medu.13272 2130:Lo, Chung (2017). 1695:10.5688/ajpe779196 1591:The New York Times 1433:The New York Times 1379:The New York Times 1205:2015-09-21 at the 904:2019-05-26 at the 876:2011-12-22 at the 673:Education software 343:student discussion 257:On June 27, 2016, 251:University of Graz 165:Harvard professor 140:math manipulatives 112: 60:and inappropriate 2183:Medical Education 1931:Physics Education 1749:10.5688/ajpe80234 1342:10.1002/bmb.21418 1285:10.1002/cae.22470 578:adaptive learning 514:Numerical methods 337:video collections 259:Jonathan Bergmann 116:flipped classroom 103: 94: 93: 86: 18:Flipped Classroom 16:(Redirected from 2735: 2718:Learning methods 2703: 2702: 2686: 2680: 2679: 2659: 2653: 2652: 2651:. 5 August 2019. 2645: 2639: 2638: 2618: 2612: 2611: 2595: 2589: 2588: 2586: 2585: 2579:smartsparrow.com 2571: 2565: 2564: 2562: 2561: 2547: 2541: 2540: 2538: 2537: 2522: 2516: 2515: 2513: 2512: 2502: 2496: 2495: 2485: 2461: 2455: 2454: 2448: 2440: 2408: 2402: 2401: 2395: 2387: 2371: 2365: 2364: 2354: 2337:(6): 1424–1428. 2322: 2316: 2315: 2280: 2274: 2273: 2263: 2253: 2229: 2223: 2222: 2178: 2172: 2171: 2161: 2151: 2127: 2121: 2120: 2094: 2085: 2079: 2078: 2066: 2060: 2059: 2031: 2025: 2018: 2005: 1997:White, Kevin N. 1995: 1989: 1988: 1972: 1963: 1962: 1926: 1917: 1916: 1915: 1914: 1908: 1901: 1890: 1881: 1880: 1874: 1866: 1830: 1821: 1820: 1800: 1785: 1784: 1778: 1770: 1760: 1728: 1717: 1716: 1706: 1674: 1668: 1667: 1647: 1641: 1640: 1638: 1637: 1632: 1624: 1618: 1617: 1615: 1614: 1609: 1601: 1595: 1594: 1582: 1567: 1566: 1564: 1562: 1548: 1542: 1541: 1531: 1507: 1501: 1500: 1498: 1497: 1474: 1468: 1467: 1465: 1463: 1453:"MEF University" 1449: 1443: 1442: 1440: 1439: 1424: 1415: 1414: 1412: 1411: 1402:. 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265:Flipped mastery 225: 209:learning spaces 183:learning styles 153: 124:online lectures 96: 90: 79: 73: 70: 51: 39: 35: 28: 23: 22: 15: 12: 11: 5: 2741: 2739: 2731: 2730: 2725: 2720: 2710: 2709: 2705: 2704: 2681: 2670:(3): 341–358. 2654: 2640: 2633: 2613: 2590: 2566: 2542: 2517: 2497: 2456: 2403: 2366: 2317: 2275: 2224: 2189:(6): 585–597. 2173: 2122: 2103:(1): 139–151. 2080: 2061: 2042:(2): 171–193. 2026: 2006: 1990: 1964: 1937:(5): 593–596. 1918: 1882: 1841:(4): 327–330. 1822: 1786: 1718: 1669: 1663:978-1564843159 1662: 1642: 1619: 1596: 1568: 1543: 1522:(1): 165–178. 1502: 1469: 1457:MEF University 1444: 1416: 1391: 1365: 1336:(5): 502–503. 1316: 1279:(2): 517–531. 1259: 1220: 1211: 1191: 1182: 1173: 1154: 1144: 1125:(3): 267–274. 1109: 1100: 1091: 1078: 1051: 1036: 1002: 971: 952: 933:(3): 479–507. 910: 890: 862: 857:Education Week 840: 822: 810: 762: 743: 708: 682: 680: 677: 676: 675: 670: 665: 660: 655: 650: 645: 640: 633: 630: 620: 617: 611: 608: 599: 596: 586: 583: 573: 570: 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