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Papers on “flipped classroom student learning outcomes”

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  3. The Effect of Flipped Classroom Strategy on Students Learning Outcomes

    Malek Turki Jdaitawi · 2019 · International Journal of Instruction · 144 cites

    The purpose of this study is to examine the effects of the flipped classroom strategy to preparatory year instruction on student's self-regulation and social connectedness.A quasi-experimental pre-post-test design conducted with 160 university students enrolled in three educational tracks (health, engineering and science).The students were divided into two groups: an experimental flipped classroom group and a control group.Experimental group was taught via flipped classroom, while the control group taught via traditional strategy.The levels of self-regulation and social connectedness were measured through questionnaire at the beginning and the end of the classes.The results based on ANOVA an

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  4. Self-regulated learning: the effect on medical student learning outcomes in a flipped classroom environment

    Binbin Zheng, Yining Zhang · 2020 · BMC Medical Education · 124 cites

    BACKGROUND: The flipped-classroom model is increasingly being adopted in competency-based medical education. However, it poses a major challenge to students who have not mastered self-regulated learning strategies. This study explores which self-regulated learning skills affect student learning performance in the first 2 years of medical school at a university in the midwestern United States. METHODS: Survey data were used to assess how 146 first- and second-year medical students' use of self-regulated learning strategies affected their performance on standardized tests. RESULTS: Based on the results of regression analysis and content analysis, it was found that the use of peer learning and

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  5. Discrepancies between Student Perception and Achievement of Learning Outcomes in a Flipped Classroom

    Jenna Van Sickle · 2016 · Journal of the Scholarship of Teaching and Learning · 65 cites

    In a college algebra course that used flipped/inverted pedagogy, students achieved learning outcomes at a significantly higher rate, as evidenced by results on the final exam. At the same time, student perception on a number of measures decreased significantly, including how interested students were in the course and whether the instructor effectively facilitated learning. This article will draw on a variety of research to suggest reasons for these discrepancies and possible solutions to help improve student perception in learner-centered instruction.

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  6. Towards a fully online flipped classroom model to support student learning outcomes and engagement: A 2-year design-based study

    Chengyuan Jia, K. Hew, Jiahui Du, et al. · 2022 · Internet High. Educ. · 56 cites

    The overarching goal of this design-based research is to develop and evaluate a set of design principles for a fully online flipped classroom to support students' learning outcomes, behavioural, emotional, and cognitive engagement. In a fully online flipped classroom, students are encouraged to complete online pre-class activities asynchronously. But unlike in the conventional flipped approach, students do not subsequently meet face-to-face in classrooms, but rather online synchronously. The testbed involved a conventional flipped class (Cycle 0), a fully online flipped class (Cycle 1), and a refined fully online flipped class (Cycle 2). The results showed that although all three groups of s

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  7. Enhancing student engagement and learning outcomes in life sciences: implementing interactive learning environments and flipped classroom models

    Feng Chen, Li-An Chen, Cai-Chieh Tseng, et al. · 2025 · Discover Education · 32 cites

    This study assesses the impact of interactive learning environments and flipped classroom models on student engagement and learning outcomes in life sciences. We focused on the “Introduction to Laboratory Mice” course, utilizing the MITAKA SUPPLY Mimicky® Mouse model alongside IT tools like Google Classroom, Kahoot, Mentimeter, Quizizz, and Zuvio for declarative knowledge instruction. The instructional approach involved: (1) delivering knowledge via flipped classroom with IT tools, (2) training in laboratory mice handling, (3) applying flipped classroom techniques with videos and presentations, and (4) fostering interactive environments through peer assessment. The study used pre-tests and p

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