FLIPPED CLASSROOM: ACTIVE, EFFECTIVE AND REINFORCED LEARNING - ESPECIALLY FOR UNDERPERFORMING STUDENTS
Description
Higher education is under pressure to move towards more flexible, effective, proactive and student-centred educational strategies that alleviate the limitations of traditional education delivery models. Recently, a flipped classroom model was proposed to support this transition. However, research on the use of flipped classrooms in higher education is still in its early stages and little is known about student perceptions of flipped classroom learning. This study investigated student perceptions of flipped classrooms in a final-year research methods course at university. A questionnaire was developed to measure a student's (n = 240) perceptions of the flipped classroom in general, videos as a learning tool, and her Moodle (a learning management system) as a support tool within the flipped classroom model. The results showed that the majority of students had positive attitudes towards the flipped classroom, the use of video and Moodle, and positive attitudes towards the flipped classroom were associated with increased motivation, engagement, increased learning and effective It was shown that there is a high correlation with the recognition of learning Compared to high performers, low performers exhibited much more positive attitudes toward using video as a learning tool, perceived increased learning, and perceived learning as more effective.
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JARTES2023010260.pdf
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