- -

Effectiveness of flip teaching on engineering students' performance in the physics lab

RiuNet: Institutional repository of the Polithecnic University of Valencia

Share/Send to

Cited by

Statistics

Effectiveness of flip teaching on engineering students' performance in the physics lab

Show full item record

Gómez-Tejedor, J.; Vidaurre, A.; Tort-Ausina, I.; Molina Mateo, J.; Serrano, M.; Meseguer Dueñas, JM.; Martínez Sala, RM.... (2020). Effectiveness of flip teaching on engineering students' performance in the physics lab. Computers & Education. 144:1-11. https://doi.org/10.1016/j.compedu.2019.103708

Por favor, use este identificador para citar o enlazar este ítem: http://hdl.handle.net/10251/166259

Files in this item

Item Metadata

Title: Effectiveness of flip teaching on engineering students' performance in the physics lab
Author: Gómez-Tejedor, José-Antonio Vidaurre, Ana Tort-Ausina, Isabel Molina Mateo, José Serrano, María-Antonia Meseguer Dueñas, José María Martínez Sala, Rosa María Quiles Casado, Susana De La Salud Riera Guasp, Jaime
UPV Unit: Universitat Politècnica de València. Departamento de Física Aplicada - Departament de Física Aplicada
Issued date:
Embargo end date: 2022-09-26
Abstract:
[EN] The progressive introduction of the flip teaching (FT) instructional model into higher education has accelerated in recent years. The FT methodology seems to be especially suitable for laboratory practice sessions: ...[+]
Subjects: Adult learning , Distributed learning environments , Improving classroom teaching , Multimedia/hypermedia systems , Teaching/learning strategies
Copyrigths: Embargado
Source:
Computers & Education. (issn: 0360-1315 )
DOI: 10.1016/j.compedu.2019.103708
Publisher:
Elsevier
Publisher version: https://doi.org/10.1016/j.compedu.2019.103708
Project ID:
info:eu-repo/grantAgreement/UPV//PIME%2F2018%2FB25/
Thanks:
This work was supported by the Universitat Politecnica de Valencia [Project PIME/2018/B25 Convocatoria de Proyectos de Innovacion y Convergencia de la UPV].
Type: Artículo

References

Akçayır, G., & Akçayır, M. (2018). The flipped classroom: A review of its advantages and challenges. Computers & Education, 126, 334-345. doi:10.1016/j.compedu.2018.07.021

Ardid, M., Gómez-Tejedor, J. A., Meseguer-Dueñas, J. M., Riera, J., & Vidaurre, A. (2015). Online exams for blended assessment. Study of different application methodologies. Computers & Education, 81, 296-303. doi:10.1016/j.compedu.2014.10.010

Aşıksoy, G., & Özdamlı, F. (2016). Flipped Classroom adapted to the ARCS Model of Motivation and applied to a Physics Course. EURASIA Journal of Mathematics, Science and Technology Education, 12(6). doi:10.12973/eurasia.2016.1251a [+]
Akçayır, G., & Akçayır, M. (2018). The flipped classroom: A review of its advantages and challenges. Computers & Education, 126, 334-345. doi:10.1016/j.compedu.2018.07.021

Ardid, M., Gómez-Tejedor, J. A., Meseguer-Dueñas, J. M., Riera, J., & Vidaurre, A. (2015). Online exams for blended assessment. Study of different application methodologies. Computers & Education, 81, 296-303. doi:10.1016/j.compedu.2014.10.010

Aşıksoy, G., & Özdamlı, F. (2016). Flipped Classroom adapted to the ARCS Model of Motivation and applied to a Physics Course. EURASIA Journal of Mathematics, Science and Technology Education, 12(6). doi:10.12973/eurasia.2016.1251a

Baepler, P., Walker, J. D., & Driessen, M. (2014). It’s not about seat time: Blending, flipping, and efficiency in active learning classrooms. Computers & Education, 78, 227-236. doi:10.1016/j.compedu.2014.06.006

Bao, L. (2006). Theoretical comparisons of average normalized gain calculations. American Journal of Physics, 74(10), 917-922. doi:10.1119/1.2213632

Chang, S.-C., & Hwang, G.-J. (2018). Impacts of an augmented reality-based flipped learning guiding approach on students’ scientific project performance and perceptions. Computers & Education, 125, 226-239. doi:10.1016/j.compedu.2018.06.007

Chen, Y., Wang, Y., Kinshuk, & Chen, N.-S. (2014). Is FLIP enough? Or should we use the FLIPPED model instead? Computers & Education, 79, 16-27. doi:10.1016/j.compedu.2014.07.004

Coletta, V. P., & Phillips, J. A. (2005). Interpreting FCI scores: Normalized gain, preinstruction scores, and scientific reasoning ability. American Journal of Physics, 73(12), 1172-1182. doi:10.1119/1.2117109

Deslauriers, L., Schelew, E., & Wieman, C. (2011). Improved Learning in a Large-Enrollment Physics Class. Science, 332(6031), 862-864. doi:10.1126/science.1201783

Garrison, D. R., & Vaughan, N. D. (2013). Institutional change and leadership associated with blended learning innovation: Two case studies. The Internet and Higher Education, 18, 24-28. doi:10.1016/j.iheduc.2012.09.001

Hake, R. R. (1998). Interactive-engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses. American Journal of Physics, 66(1), 64-74. doi:10.1119/1.18809

Hung, H.-T. (2014). Flipping the classroom for English language learners to foster active learning. Computer Assisted Language Learning, 28(1), 81-96. doi:10.1080/09588221.2014.967701

Hung, M.-L., & Chou, C. (2015). Students’ perceptions of instructors’ roles in blended and online learning environments: A comparative study. Computers & Education, 81, 315-325. doi:10.1016/j.compedu.2014.10.022

Jensen, J. L., Holt, E. A., Sowards, J. B., Heath Ogden, T., & West, R. E. (2018). Investigating Strategies for Pre-Class Content Learning in a Flipped Classroom. Journal of Science Education and Technology, 27(6), 523-535. doi:10.1007/s10956-018-9740-6

Jensen, J. L., Kummer, T. A., & Godoy, P. D. d. M. (2015). Improvements from a Flipped Classroom May Simply Be the Fruits of Active Learning. CBE—Life Sciences Education, 14(1), ar5. doi:10.1187/cbe.14-08-0129

Jovanovic, J., Mirriahi, N., Gašević, D., Dawson, S., & Pardo, A. (2019). Predictive power of regularity of pre-class activities in a flipped classroom. Computers & Education, 134, 156-168. doi:10.1016/j.compedu.2019.02.011

Kim, M. K., Kim, S. M., Khera, O., & Getman, J. (2014). The experience of three flipped classrooms in an urban university: an exploration of design principles. The Internet and Higher Education, 22, 37-50. doi:10.1016/j.iheduc.2014.04.003

Kong, S. C. (2014). Developing information literacy and critical thinking skills through domain knowledge learning in digital classrooms: An experience of practicing flipped classroom strategy. Computers & Education, 78, 160-173. doi:10.1016/j.compedu.2014.05.009

Kong, S. C. (2015). An experience of a three-year study on the development of critical thinking skills in flipped secondary classrooms with pedagogical and technological support. Computers & Education, 89, 16-31. doi:10.1016/j.compedu.2015.08.017

Lage, M. J., Platt, G. J., & Treglia, M. (2000). Inverting the Classroom: A Gateway to Creating an Inclusive Learning Environment. The Journal of Economic Education, 31(1), 30-43. doi:10.1080/00220480009596759

Lo, C. K., Lie, C. W., & Hew, K. F. (2018). Applying «First Principles of Instruction» as a design theory of the flipped classroom: Findings from a collective study of four secondary school subjects. Computers & Education, 118, 150-165. doi:10.1016/j.compedu.2017.12.003

Marx, J. D., & Cummings, K. (2007). Normalized change. American Journal of Physics, 75(1), 87-91. doi:10.1119/1.2372468

Merrill, M. D. (2002). First principles of instruction. Educational Technology Research and Development, 50(3), 43-59. doi:10.1007/bf02505024

Missildine, K., Fountain, R., Summers, L., & Gosselin, K. (2013). Flipping the Classroom to Improve Student Performance and Satisfaction. Journal of Nursing Education, 52(10), 597-599. doi:10.3928/01484834-20130919-03

Nissen, J. M., Talbot, R. M., Nasim Thompson, A., & Van Dusen, B. (2018). Comparison of normalized gain and Cohen’sdfor analyzing gains on concept inventories. Physical Review Physics Education Research, 14(1). doi:10.1103/physrevphyseducres.14.010115

Nouri, J. (2016). The flipped classroom: for active, effective and increased learning – especially for low achievers. International Journal of Educational Technology in Higher Education, 13(1). doi:10.1186/s41239-016-0032-z

O’Flaherty, J., & Phillips, C. (2015). The use of flipped classrooms in higher education: A scoping review. The Internet and Higher Education, 25, 85-95. doi:10.1016/j.iheduc.2015.02.002

Pierce, R., & Fox, J. (2012). Vodcasts and Active-Learning Exercises in a «Flipped Classroom» Model of a Renal Pharmacotherapy Module. American Journal of Pharmaceutical Education, 76(10), 196. doi:10.5688/ajpe7610196

Rienties, B., Kaper, W., Struyven, K., Tempelaar, D., van Gastel, L., Vrancken, S., … Virgailaitė-Mečkauskaitė, E. (2011). A review of the role of information communication technology and course design in transitional education practices. Interactive Learning Environments, 20(6), 563-581. doi:10.1080/10494820.2010.542757

Roach, T. (2014). Student perceptions toward flipped learning: New methods to increase interaction and active learning in economics. International Review of Economics Education, 17, 74-84. doi:10.1016/j.iree.2014.08.003

Şengel, E. (2016). To FLIP or not to FLIP: Comparative case study in higher education in Turkey. Computers in Human Behavior, 64, 547-555. doi:10.1016/j.chb.2016.07.034

Sun, Z., Xie, K., & Anderman, L. H. (2018). The role of self-regulated learning in students’ success in flipped undergraduate math courses. The Internet and Higher Education, 36, 41-53. doi:10.1016/j.iheduc.2017.09.003

Thai, N. T. T., De Wever, B., & Valcke, M. (2017). The impact of a flipped classroom design on learning performance in higher education: Looking for the best «blend» of lectures and guiding questions with feedback. Computers & Education, 107, 113-126. doi:10.1016/j.compedu.2017.01.003

Tomas, L., Evans, N. (Snowy), Doyle, T., & Skamp, K. (2019). Are first year students ready for a flipped classroom? A case for a flipped learning continuum. International Journal of Educational Technology in Higher Education, 16(1). doi:10.1186/s41239-019-0135-4

Von Korff, J., Archibeque, B., Gomez, K. A., Heckendorf, T., McKagan, S. B., Sayre, E. C., … Sorell, L. (2016). Secondary analysis of teaching methods in introductory physics: A 50 k-student study. American Journal of Physics, 84(12), 969-974. doi:10.1119/1.4964354

Vo, H. M., Zhu, C., & Diep, N. A. (2017). The effect of blended learning on student performance at course-level in higher education: A meta-analysis. Studies in Educational Evaluation, 53, 17-28. doi:10.1016/j.stueduc.2017.01.002

Willoughby, S. D., & Metz, A. (2009). Exploring gender differences with different gain calculations in astronomy and biology. American Journal of Physics, 77(7), 651-657. doi:10.1119/1.3133087

Zacharia, Z. C., & Olympiou, G. (2011). Physical versus virtual manipulative experimentation in physics learning. Learning and Instruction, 21(3), 317-331. doi:10.1016/j.learninstruc.2010.03.001

[-]

recommendations

 

This item appears in the following Collection(s)

Show full item record