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The paper reports a quasi-experimental study comparing the ＂traditional flipped classroom＂ pedagogical design with the ＂productive failure＂ (Kapur, 2016) pedagogical design in the flipped classroom for a 2-week curricular unit on polynomials in a Hong Kong Secondary school. Different from the flipped classroom where students are provided video clips with new concepts and associated procedures to review at home before solving problems in class, the ＂productive failure＂ pedagogical design in the flipped classroom worked the other way around. Supported by mobile technologies, students explored, discussed and solved problems related to the new concepts first in class even though they might come across failures, followed by consolidating the concepts and associated procedures using video clips at home. The pedagogical design is referred to as ＂productive failure-based flipped classroom＂ in this study. The study was carried out in two Grade 7 classes: one with ＂traditional flipped classroom＂ and one with the ＂productive failure-based flipped classroom＂. Findings show that both classes had significant improvement in procedural knowledge. However, regarding conceptual knowledge, students in the ＂productive failure＂ condition performed better than those in traditional flipped classroom. This suggests that the ＂productive failure-based flipped classroom＂ pedagogical design may be better able to improve students' problem solving skills.

The flipped classroom has been achieving a great success in teaching innovation. This study, aiming to determine the effectiveness of the flipped model in business English writing course, combined the quantitative with the qualitative research methods. Participants were randomly selected from undergraduate students majoring in business English. The research instruments in this study included a satisfaction scale, a Business English Writing Test, and a semi-structured interview. The research procedure was made up of a pretest-treatment-posttest design. Both hypotheses were accepted and it was concluded that (1) the flipped business English writing classroom brought about better academic achievements than the traditional one, and (2) the flipped business English writing classroom was more satisfactory than the traditional one. Future studies could pivot on different courses and expand the research scopes to examine the effectiveness of the flipped classroom.

The purpose of this study was to determine the effect of the flipped classroom approach designed by using Khan Academy and free open source software on students' academic achievement and to examine students' views about this approach. The research was evaluated in the light of both qualitative and quantitative data. Twenty-eight students studying in the department of mathematics education in a state university in Turkey comprised the study group of the research which was conducted using a mixed methods research design. A double integral achievement test and an open-ended questionnaire about the flipped classroom approach were used as data collection tools. A Wilcoxon signed-rank test was used for the analysis of quantitative data and content analysis was used to analyse the qualitative data. According to the analysis of the research it was found that the flipped classroom approach designed with using both the Khan Academy and mathematics software increased student achievement in double integral. It was also found that this learning approach enhanced students' understanding and provided visualization in mathematics teaching. Moreover, it was revealed that this approach promoted retention and made understanding much easier.

The flipped classroom (FC) andragogy purports an improvement of critical thinking and problem-solving skills in students. This literature review explores fourteen research studies and discusses outcome measures reported on the effectiveness of using this teaching modality. Students described the learning activities during the classroom meeting times as valuable and indicated the interaction and engagement were beneficial to their learning. Many students opined an increased comprehension of the subject matter. Overall, the FC required more work on the part of the students and the faculty, and the majority of students preferred the traditional classroom (TC) passive method of learning over the FC active learning andragogy as a result of the substantial time commitment required for preparation necessitated by the FC. Five of the fourteen studies evaluated student learning outcome measures; four studies showed an improvement in the FC environment compared to the TC and one reported the FC was at least as effective as the TC. Further studies with quantifiable outcome measures are required to determine the effectiveness of a FC on critical thinking and problem-solving skills of nursing students. •Flipped classroom demonstrated increased knowledge for some students.•Faculty observed enhanced learning and critical thinking in some students.•Further studies with quantifiable outcome measures are recommended.

This study explored the association between flipped learning readiness (FLR), engagement, social anxiety, and achievement in online flipped classrooms among 200 freshman university students enrolled to an information technology course. The relational screening model was applied in order to reveal associations between variables. The study was conducted in two Turkish state universities. The students were sampled using the convenience sampling method. The data collection tools employed were a demographic data form, the Online Student Engagement Scale, the Online Learners’ Interactions and Social Anxiety Scale, the FLR scale, and also achievement tests. Structural equational modeling was employed in the testing of the hypothesized model. Results from the structural equation modeling revealed that engagement and FLR were positively associated with student achievement, whilst there was a negative association revealed between social anxiety and achievement in the online flipped classroom. The study also revealed engagement as the most significant predictor of achievement in the online flipped classroom.

Background The use of flipped classroom approach has become increasingly popular in health professions education. However, no meta-analysis has been published that specifically examines the effect of flipped classroom versus traditional classroom on student learning. This study examined the findings of comparative articles through a meta-analysis in order to summarize the overall effects of teaching with the flipped classroom approach. We focused specifically on a set of flipped classroom studies in which pre-recorded videos were provided before face-to-face class meetings. These comparative articles focused on health care professionals including medical students, residents, doctors, nurses, or learners in other health care professions and disciplines (e.g., dental, pharmacy, environmental or occupational health). Method Using predefined study eligibility criteria, seven electronic databases were searched in mid-April 2017 for relevant articles. Methodological quality was graded using the Medical Education Research Study Quality Instrument (MERSQI). Effect sizes, heterogeneity estimates, analysis of possible moderators, and publication bias were computed using the C omprehensive M eta -A nalysis software. Results A meta-analysis of 28 eligible comparative studies (between-subject design) showed an overall significant effect in favor of flipped classrooms over traditional classrooms for health professions education (standardized mean difference, SMD = 0.33, 95% confidence interval, CI = 0.21–0.46, p  < 0.001), with no evidence of publication bias. In addition, the flipped classroom approach was more effective when instructors used quizzes at the start of each in-class session. More respondents reported they preferred flipped to traditional classrooms. Conclusions Current evidence suggests that the flipped classroom approach in health professions education yields a significant improvement in student learning compared with traditional teaching methods.

The quest for effective pedagogical practices in mathematics education has increasingly highlighted the flipped classroom model. This model has been shown to be particularly successful in higher education settings within developed countries, where resources and technological infrastructure are readily available. However, its implementation in secondary education, especially in developing nations, has been a critical area of investigation. Building on our earlier research, which found that students rated the flipped classroom model positively, this mixed-method study explores teachers’ experiences with implementing the model for mathematics instruction at the senior secondary level. Since teachers play a pivotal role as facilitators of this pedagogical approach, their understanding and perceptions of it can significantly impact its effectiveness. To gather insights into teachers’ experiences, this study employs both close-ended questionnaires and semi-structured interviews. A quantitative analysis of participants’ responses to the questionnaires, including mean scores, standard deviations and Kruskal–Wallis H tests, reveals that teachers generally record positive experiences teaching senior secondary mathematics through flipped classrooms, although there are notable differences in their experiences. A thematic analysis of qualitative interview responses highlights the specific support systems essential for teachers’ successful adoption of the flipped classroom model in senior secondary mathematics instruction.

Teaching senior secondary mathematics presents a number of challenges, such as provision of a prescribed curriculum, homework expectations and preparing students for externally imposed high-stakes assessment tasks. In order to address these challenges, an increasing number of senior secondary mathematics teachers are incorporating a flipped classroom approach into their teaching. While enactments of the approach vary, it typically involves delegating the more routine instructional mathematical content as homework videos, allowing for more targeted in-class teaching. Traditionally in the domain of tertiary teaching, it is becoming more common in secondary school settings and seems to address students’ needs for competence, autonomy and relatedness, which comprise self-determination theory (SDT). This paper looks at a case study undertaken with an Australian grade 12 class where the teacher utilised a flipped classroom approach to teach mathematics 2. Data were collected through an online survey, interviews and classroom observations. The results showed that SDT was an appropriate lens to analyse participants’ experiences of the approach, with the teacher being a particularly strong influence on students’ motivation for engaging with the approach. The study adds to the limited literature on examining enactments of the flipped classroom in senior secondary mathematics contexts and has implications for practice in terms of identifying the practices and factors which influence students’ motivations for engaging in mathematics classes.

Background: This study aims to evaluate the feasibility, acceptability, and effectiveness of massive open online courses (MOOCs) in combination with flipped classroom teaching in the standard training of resident physicians (resident physician trainees). Methods: A total of 110 resident physician trainees enrolled in 2018, with a major in Internal Medicine, were selected and divided into a control group (n = 55) who experienced traditional teaching methods and an experimental group (n = 55) who experienced MOOCs plus flipped classroom teaching. Their post-class test scores and satisfaction questionnaires were compared. Results: The test scores (80.60 [+ or -] 7.65) of resident physician trainees in the experimental group were higher than those of the control group (77.05 [+ or -] 8.08), and the difference was statistically significant (P < 0.05). The experimental group trainees were highly satisfied with the MOOC + flipped classroom program. Conclusion: MOOCs in combination with flipped classroom teaching can increase the effectiveness of teaching in the standard training for resident physicians and trainees' comprehensive clinical diagnosis and treatment ability. Keywords: MOOC, flipped classroom model/flipped class model, rheumatology, standard training of resident physicians, questionnaire

The COVID-19 outbreak has compelled many universities to immediately switch to the online delivery of lessons. Many instructors, however, have found developing effective online lessons in a very short period of time very stressful and difficult. This study describes how we successfully addressed this crisis by transforming two conventional flipped classes into fully online flipped classes with the help of a cloud-based video conferencing app. As in a conventional flipped course, in a fully online flipped course students are encouraged to complete online pre-class work. But unlike in the conventional flipped approach, students do not subsequently meet face-to-face in physical classrooms, but rather online. This study examines the effect of fully online flipped classrooms on student learning performance in two stages. In Stage One, we explain how we drew on the 5E framework to design two conventional flipped classes. The 5E framework consists of five phases—Engage, Explore, Explain, Elaborate, and Evaluate. In Stage Two, we describe how we transformed the two conventional flipped classes into fully online flipped classes. Quantitative analyses of students’ final course marks reveal that the participants in the fully online flipped classes performed as effectively as participants in the conventional flipped learning classes. Our qualitative analyses of student and staff reflection data identify seven good practices for videoconferencing-assisted online flipped classrooms.