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Education Sciences
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Advances in Digital and Flipped Classrooms
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Advances in Digital and Flipped Classrooms

A special issue of Education Sciences (ISSN 2227-7102). This special issue belongs to the section "Technology Enhanced Education".

Deadline for manuscript submissions: closed (24 May 2022) | Viewed by 14866

Special Issue Editors

Prof. Dr. Yen-Ting Lin

E-Mail Website
Guest Editor
Department of Computer Science, National Pingtung University, Pingtung City 900391, Taiwan
Interests: eLearning; educational technology; artificial intelligence; expert systems
Special Issues, Collections and Topics in MDPI journals
Dr. Yi-Chun Lin

E-Mail Website
Guest Editor
Department of Information Management, R. O. C. Military Academy, Kaohsiung City 830, Taiwan
Interests: artificial intelligent; data engineering; information education; digital marketing
Special Issues, Collections and Topics in MDPI journals

Special Issue Information

Dear Colleagues,

In recent years, flipped classrooms have been developed and applied by many institutions in various learning situations. In order to conduct effective and efficient flipped learning situations for teachers and students, digital technologies play an important role in supporting their teaching and learning. For example, learning guidance mechanisms may support students to conduct pre-class content learning in a flipped classroom. Technological learning tools such as e-book or video systems may facilitate students to read and watch learning materials. Artificial intelligence, machine learning, and affective computing may provide learning analytics to support flipped learning processes.

This Special Issue investigates the potential challenges and problems identified in the use of digital technologies for the flipped classroom, and invites you to submit research that can address relevant solutions in different educational levels. Examples of topics include, but are not limited to, the following:

  • Technology support for flipped classroom design and implementation
  • Effective use of technology in flipped classrooms
  • Technology supported learning strategies for pre-class learning in flipped classrooms
  • Artificial intelligence in flipped classrooms
  • Challenges of implementing digital and flipped classrooms
  • Using learning analytics to support flipped classrooms

Prof. Dr. Yen-Ting Lin
Dr. Yi-Chun Lin
Guest Editors

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a double-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Education Sciences is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1800 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • flipped classroom
  • learning strategy
  • artificial intelligence
  • learning analytics
  • technology supported learning

Published Papers (4 papers)

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Research

15 pages, 964 KiB  
Article
University Student Readiness and Its Effect on Intention to Participate in the Flipped Classroom Setting of Hybrid Learning
by Tai Ming Wut, Jing (Bill) Xu, Stephanie Wing Lee and Daisy Lee
Educ. Sci. 2022, 12(7), 442; https://doi.org/10.3390/educsci12070442 - 26 Jun 2022
Cited by 12 | Viewed by 4670
Abstract
The flipped classroom teaching method has existed for many years. Past research indicates that students could have better self-directed learning skills, more in-depth learning, higher satisfaction, and motivation to study through flipped classroom learning. However, some challenges arise for students and teachers, such [...] Read more.
The flipped classroom teaching method has existed for many years. Past research indicates that students could have better self-directed learning skills, more in-depth learning, higher satisfaction, and motivation to study through flipped classroom learning. However, some challenges arise for students and teachers, such as student capability; lack of preparation; low motivation to watch pre-recorded videos; and low interaction. During the pandemic period, students began engaging in online or hybrid learning. Fortunately, instructors are familiar with technology. Our study aims to investigate the flipped classroom learning readiness of university students during the pandemic era, both in face-to-face and online mode. The classes were conducted in a hybrid manner, with two groups of students under the same treatment. The results indicate that the intention to participate in the flipped classroom setting is associated with readiness and perceived control. Such an intention is also the same regardless of learning mode. Perceived behavioral control is a partial mediator between student readiness and intention to participate in flipped classroom. Full article
(This article belongs to the Special Issue Advances in Digital and Flipped Classrooms)
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15 pages, 1473 KiB  
Article
Flipping the Classroom in Senior High School Textile Education to Enhance Students’ Learning Achievement and Self-Efficacy
by Annette Akuamoah Boateng, Harry Barton Essel, Dimitrios Vlachopoulos, Esi Eduafua Johnson and Vincentia Okpattah
Educ. Sci. 2022, 12(2), 131; https://doi.org/10.3390/educsci12020131 - 18 Feb 2022
Cited by 9 | Viewed by 3585
Abstract
The study analysed the impact of the flipped classroom (FC) approach on weaving experience, self-efficacy and students’ learning achievement. To achieve this purpose, a quasi-experimental (pre-test/post-test) design, with a control group and an experimental group, was implemented. A mixed methods approach was used [...] Read more.
The study analysed the impact of the flipped classroom (FC) approach on weaving experience, self-efficacy and students’ learning achievement. To achieve this purpose, a quasi-experimental (pre-test/post-test) design, with a control group and an experimental group, was implemented. A mixed methods approach was used to evaluate the outcomes of the intervention. Forty- four first year senior high school students of an elective textile education subject participated in the study. An academic achievement test and a semi-structured group interview were employed as data-gathering instruments. Descriptive and inferential statistics (parametric and nonparametric tests), as well as thematic analysis were used to analyse the data collected. Findings of the study indicated that, regarding the acquisition of skill set and the maintenance of academic achievement, the students in the treatment group taught using the FC approach obtained higher levels of achievement juxtaposed with the students in the control group tutored with a traditional teacher-centred approach. The study further established that a flipped-classroom approach was engaging, interactive and exciting for students. The students in the experimental group, via the qualitative inquiry, expressed satisfaction with the practice in weaving and felt elevated in their knowledge, attitudes, self-learning, problem-solving and critical thinking skills acquisition. Therefore, the study recommended that the school adopt the FC approach as a method of teaching studio-based Visual Art subjects to support instructional hours. Full article
(This article belongs to the Special Issue Advances in Digital and Flipped Classrooms)
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14 pages, 310 KiB  
Article
Flipped Classroom: A Good Way for Lower Secondary Physical Education Students to Learn Volleyball
by Alberto Ferriz-Valero, Ove Østerlie, Salvador García-Martínez and Salvador Baena-Morales
Educ. Sci. 2022, 12(1), 26; https://doi.org/10.3390/educsci12010026 - 04 Jan 2022
Cited by 10 | Viewed by 3136
Abstract
The ubiquity of digital technology in society and school demands that teachers and students explore various pedagogical approaches to make use of those technologies in a fruitful way in order to enhance students’ educational outcomes. One approach emerging in the field of physical [...] Read more.
The ubiquity of digital technology in society and school demands that teachers and students explore various pedagogical approaches to make use of those technologies in a fruitful way in order to enhance students’ educational outcomes. One approach emerging in the field of physical education (PE) is the pedagogical approach called flipped classroom (FC). The first purpose of this study was to assess the effects of the application of an FC approach on 284 Spanish secondary PE students regarding learning of the conceptual content of the activity itself, in this case volleyball. The second purpose was to assess how this intervention affected their motivation from an SDT perspective. Through a quantitative approach, positive results were found regarding the positive development of autonomous motivation and cognitive learning among students following an FC approach. These results were compared to a control group following a traditional approach to PE, highlighting the relevance of the methodology applied. The findings of the present study would be valuable for policymakers and stakeholders looking to promote the integration of digital technology into PE as part of enhancing the outcomes of PE for all students and thus contributing to quality and sustainable education. Full article
(This article belongs to the Special Issue Advances in Digital and Flipped Classrooms)
16 pages, 1643 KiB  
Article
Studying Learner’s Perception of Attaining Graduate Attributes in Capstone Project Units Using Online Flipped Classroom
by Tayab D. Memon, Monica Jurin, Paul Kwan, Tony Jan, Nandini Sidnal and Nazmus Nafi
Educ. Sci. 2021, 11(11), 698; https://doi.org/10.3390/educsci11110698 - 31 Oct 2021
Cited by 9 | Viewed by 2348
Abstract
This article describes an empirical study to evaluate how the flipped learning (FL) approach has impacted a learner’s perception in attaining the graduate attributes (GAs) of five capstone project units offered at Melbourne Institute of Technology in Australia, where the authors are affiliated. [...] Read more.
This article describes an empirical study to evaluate how the flipped learning (FL) approach has impacted a learner’s perception in attaining the graduate attributes (GAs) of five capstone project units offered at Melbourne Institute of Technology in Australia, where the authors are affiliated. The subjects include one undergraduate and one postgraduate business unit, and one undergraduate and two postgraduate units in networking. Our study is distinguished from previous research in two novel aspects. First, the subject matter concerns capstone project units which are taken by students in the final year of their degree. In these units, students are expected to apply a variety of knowledge and skills that they have acquired thus far in carrying out an industry-based project of substantial complexity. The learning outcomes (LOs) require students to apply skills and knowledge that they have learned across completed units and connect them with real-world problems. Second, the FL approach has been applied wholly in an online virtual classroom setting due to the social distancing restrictions enforced by local authorities in response to the COVID-19 pandemic. Our hypothesis is that FL has positively influenced the perception of learners in their attaining the GAs. We tested this hypothesis by using data collected by an online survey administered to the student cohorts of the five chosen units at the end of Trimester 1 of 2021. The survey, which comprised 14 questions, assesses a student’s perception of achieving the LOs through developments in three dimensions, including cognitive, affective, and behavioural, acquired in a real-world client setting. Statistical analyses of the survey data reveal that the FL approach resulted in a positive perception by students of their attaining the GAs through achieving the LOs of the capstone project units, which in turn is supported by the responses to the three measured dimensions. Full article
(This article belongs to the Special Issue Advances in Digital and Flipped Classrooms)
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