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The Flipped Classroom Experience of Gamified  [PDF]
Tae Matsumoto
Creative Education (CE) , 2016, DOI: 10.4236/ce.2016.710152
Abstract: There has recently been growing interest in the area of gamification, the application of game elements to non-game contexts. This concept has been put to use in several different fields, one such field being education. What is good about game-informed learning is that when conditions are satisfied, learners can enhance their intrinsic motivation towards goal achievement. For the purpose of the study, two types of discussion were utilized: gamification and flipped classroom. The flipped classroom used technology to access the lecture and other instructional resources outside the class- room. This paper proposes the flipped classroom support methods using the Gamification. In order to discuss the pros and cons of gamification of education, the authors conducted an experiment and questionnaire using flipped classroom with gamification elements for English as foreign language education. The results of this study particularly highlighted the importance of well-de- signed tutorial, task, interface and feedback for the effective game-based e-learning. It is an inverted version of the traditional learning model.
Effect of the Flipped Classroom Model on Chinese Non-English-Majored College Students’ Translation Skills  [PDF]
Yougen Lou, Yueqing Du, Zejuan Li, Pin Gong, Yangmei Li
Open Journal of Social Sciences (JSS) , 2017, DOI: 10.4236/jss.2017.54024
Abstract: This paper reviewed a one-term experiment on the flipped classroom model in teaching translation skills to 124 first-year non-English-majored undergraduate students from Yangtze University as participants. Participants in this study consisted of 62 non-English-majored undergraduate students in the control group (CG) and 62 non-English-majored undergraduate students in the treatment group (TG). The process of the flipped classroom model in translation teaching and learning was divided into the three parts: outside of the flipped classroom, inside of the flipped classroom and outside of the flipped classroom. The results showed that: 1) compared with a teacher-dominated approach for CG, the flipped classroom translation model instruction for TG did a better job in enhancing students’ translation skills; 2) there were significant differences between males in CG and TG, and females in CG and EG; 3) students in TG held the positive response for the flipped classroom model in translation teaching and learning.
The Effectiveness of the Flipped Classroom Mode on the English Pronunciation Course  [PDF]
Hongwei Zhang, Xiaomei Du, Xinfa Yuan, Liming Zhang
Creative Education (CE) , 2016, DOI: 10.4236/ce.2016.79139
Abstract: A lot of problems in pronunciation teaching remain unsolved after many years of efforts made by both teachers and researchers. This study is to research into the effectiveness of a comparatively new teaching mode—the flipped classroom—in the English pronunciation course. Mixed methods are adopted in this study in order to seek sufficient evidences for the effectiveness of the flipped classroom teaching mode. The students’ final exam scores are compared with those of the students taught with the traditional teaching mode. And individual face-to-face interviews are carried out to investigate the students’ attitudes towards the teaching modes. Finally, the conclusion is made that the flipped classroom mode is more effective than the traditional mode in pronunciation teaching.
The Adjustment and Effects of Vocabulary Teaching Strategies in Flipped Classroom  [PDF]
Hongwei Zhang, Jie Li, Liping Jiao, Weilian Ma, Chen Guan
Creative Education (CE) , 2016, DOI: 10.4236/ce.2016.714199
Abstract: The importance of vocabulary teaching is self-evident. Yet, the present English vocabulary teaching model is still far more traditional than modern because of the inadequacy of education revolution. The flipped classroom teaching model brings a new horizon to the field of vocabulary teaching. This paper takes the freshmen in the English department of a college in northern part of China as the main body of research analyzes the results of the experimental vocabulary teaching and gets the conclusion that the flipped classroom teaching model promotes English vocabulary teaching outcomes.
Application of Flipped Classroom in College English Teaching  [PDF]
Xiaona Dong
Creative Education (CE) , 2016, DOI: 10.4236/ce.2016.79138
Abstract: The presentation mode of college English class is not immutable, but it shall realize its unique development pattern under the background of modern science and technology innovation. Considering the complexity of college English itself and many secondary courses, so the college English syllabus particularly emphasizes students’ autonomous learning interest and ability in the daily learning. As a result, the experts and scholars within education academic circle both at home and abroad create the teaching mode of “flipped classroom” after long-term research and practice. Although shortcomings still exist in this new teaching model, it will be improved in the development in the future (Bergmann & Sams, 2012). This paper will analyze briefly from the perspectives of current application situation, problems existed and reflections of “flipped classroom” in college English teaching, hoping to provide theoretical support and practical guidance for Chinese colleges to implement “flipped classroom” practice.
Research on the Innovative Practice of “The Flipped Classroom” in the Basic Management Course of Chinese Universities  [PDF]
Min Li
Creative Education (CE) , 2017, DOI: 10.4236/ce.2017.813146
Abstract: With the advancement of times and development of technology, the traditional teaching mode has gradually revealed some drawbacks. Therefore, a new teaching mode is needed. Flipped class, as one of the new teaching modes which can improve the students’ initiative and self-discipline, has attracted colleges and universities’ attention and exploration. Based on the teaching reform practice of the flipped classroom teaching mode of the basic management course in universities, this paper elaborates the significance and current situation of the flipped classroom practice in universities, and explores the specific schemes, procedures as well as the future development direction of the flipped classroom teaching mode of the basic management course. Through the analysis of these problems, we hope to contribute to the reform of flipped class teaching mode in universities, and provide some references for later research.
The Flipped Classroom for Teaching Millennials: A Competency-Based Pedagogical Approach  [PDF]
Josephine Chinying Lang
Creative Education (CE) , 2017, DOI: 10.4236/ce.2017.810108
This paper describes a competency-based pedagogical framework as the basis for designing a flipped classroom for millennials taking an undergraduate course on sustainable business. Its theoretical underpinnings are culled from the literatures on learner empowerment, epistemological belief systems, and the social construction of knowledge. The desired learning outcomes of this pedagogical framework include the development of cognitive competencies, collaborative knowledge acquisition skills, and motivational skills. In a flipped classroom of an undergraduate sustainability course, students acquired these competencies and skills to use intelligently information about sustainability which they found on the Internet. The paper describes in some detail how the course was taught in an actual class to impart such competencies and skills. The flipped-classroom pedagogy allows for better student learning outcomes by incorporating student collaboration, and by fostering critical thinking and ethical reasoning. The paper demonstrates how teacher and student benefit from the competency-based pedagogical approach within a flipped-classroom format. This approach moves beyond the traditional giver and receiver format to a more fellow-explorer format.
A Flipped Classroom Designed for the Teaching of “Network Equipment Configuration and Management”  [PDF]
Fang Hu, Xiao Cai, Xinyu Zhang
Open Journal of Social Sciences (JSS) , 2019, DOI: 10.4236/jss.2019.75016
Abstract: To improve the teaching efficiency and quality, we have introduced the flipped classroom to the “network equipment configuration and management” course. This paper describes in detail the various stages of this teaching mode. A case in our school demonstrates that the flipped classroom which is based on micro course encourages the students to learn in a more active way and improves the teaching quality, thereby effectively solving the obstacles encountered in traditional teaching such as insufficient class hours and interaction. This teaching mode enables the course to adapt to the college students’ learning characters, which are personalized and differentiated.
The Development and Evaluation of a Multi-Agent System for Supporting Flipped Classroom  [PDF]
Francisco Milton Mendes Neto, Lucianna Marylin Batista de Almeida, Elys Gardênia de Freitas Lopes, Ver?nica Maria de Araújo Pontes, José Ferdinandy Silva Chagas, Fernando Henrique Alves
Creative Education (CE) , 2018, DOI: 10.4236/ce.2018.911121
Abstract: The flipped classroom is an active teaching methodology that alters the organization logic of face-to-face teaching, in which content is studied before students attend class, emphasizing the active participation of the student in the search of knowledge and teamwork during the resolution of tasks, giving opportunities to experience educational practices that allow the simultaneous execution between theory and practice. However, when using this methodology, a problem that occurs during its application is the difficulty for the teacher (facilitator) to follow the whole progress of the activities performed outside the classroom. Thus, this paper presents the development and evaluation process for a multi-agent system to support the flipped classroom according to the needs of users, with the purpose of correcting the problem inherent to the implementation of this learning theory.
The Application of Flipped Classroom in Colleges and Universities Piano Collective Classes  [PDF]
Hui Wang
Creative Education (CE) , 2018, DOI: 10.4236/ce.2018.97075
Abstract: The teaching concept of “flipped classroom” has gained wide attention in the field of education in recent years. At present, the researches in music class focus on music theory, and there is few in piano collective teaching. Nowadays, most of the music courses teaching (except piano, vocal music) is the same as other subjects. The traditional teaching mode of “teachers teach knowledge in class and students complete homework after class” has been used. The biggest problem of this traditional music education model is that students have poor learning initiative, the teaching process is rigid and teaching effect is poor. The flipped classroom encourages students to study by themselves before class and complete the task list according to the teacher’s guidance. In addition, there are many students in the major courses of professional theory, and it is too difficult for teachers to make corresponding teaching arrangements for each student’s situation. For which, teachers can only take care of the students of moderate degree in the class that constitute the majority of the class. For those students who learn fast and slow, it is often difficult to take care of them. As a result, the teaching effect is not satisfactory. With the wide application of electronic technology in colleges or universities classrooms, the teaching mode of “flipped classroom” is gradually cultivated. It has received extensive attention from education field both at home and abroad. This article analyzes the present situation of piano collective teaching in colleges and universities, the science and superiority of flipped classroom, and problems and obstacles that could possibly occur, then puts forward some measures to use the “flipped classroom” method.
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