Flipped Classrooms and Learning : Perspectives, Opportunities and Challenges / Nur Azlina Mohamed, editor.

Format:

Book

Contributor:

Mohamed, Nur Azlina, editor.

Series:

Education in a competitive and globalizing world series.

Education in a Competitive and Globalizing World Series

Language:

English

Subjects (All):

Flipped classrooms.

Physical Description:

1 online resource (211 pages)

Edition:

First edition.

Place of Publication:

New York : Nova Science Publishers, Inc., [2024]

Summary:

"This book is a thought-provoking collection of chapters which thoroughly explores Flipped Classroom Learning, unveiling its transformative power and diverse applications across educational settings. Each chapter within this book contributes a unique perspective, offering valuable insights and practical guidance for educators, learners, and curious minds alike"-- Provided by publisher.

Contents:

Intro

Contents

Preface

Chapter 1

Flipped Classroom - An Overview for Teachers and Learners

Abstract

1.1. The Nature of a Flipped Classroom Approach

1.1.1. Concept of Teaching

1.1.2. Concept of Learning

1.2. How to Flip a Class?

1.2.1. Definition of Flipped Classroom: Types and Methods of Flipping

1.2.2. Why Flip a Class?

1.3. What Does Flipping a Class Bring?

1.3.1. Students' Perspectives

1.3.2. Teachers' Perspective

1.4. Current State and Future Projections

References

Chapter 2

Intensifying Learner Engagement and Focus by a Block Mode Flipped Learning Pedagogy

2.1. Introduction

2.2. Flipped Learning Model

2.3. Principles of Flipped Learning

2.3.1. Students

2.3.2. Teacher

2.3.3. ICT

2.3.4. Family

2.4. Pillars of Flipped Learning

2.5. Flipped Learning Examples

2.6. Block Mode and Flipped Classroom

2.7. Block Mode Flipped Learning (BMFL) versus Traditional Flipped Learning

2.8. Benefits and Challenges of BMFL

2.9. An Empirical Study of Students' Perception of and Key Factors Affecting Overall Satisfaction in an Intensive BMFL

2.10. Research Methodology and Design

2.11. Results and Discussion

2.12. Insights for BMFL Adoption

2.13. Conclusion

Disclaimer

Chapter 3

Opportunities of Flipped Classrooms

3.1. Introduction

3.2. Literature Review

3.3. Opportunities of Flipped Classrooms

3.4. Discussion

Chapter 4

Challenges in the Implementation of Flipped Classrooms in Hyflex Teaching and Learning

4.1. Introduction

4.2. Hyflex Learning in Flipped Classroom

4.2.1. Technology Integration in the Implementation of Flipped Classrooms in Hyflex Teaching and Learning

4.2.2. Software Platform

4.2.3. Instructor Proficiency and Digital Literacy.

4.2.4. Accessibility and Inclusivity in the Implementation of Flipped Classroom in a Hyflex Teaching and Learning

4.3. Case Study: HyFlex Learning Through Video Content-Based Competition for Knowledge and Communication Skills Acquisition

4.4. Research Methodology

4.5. Findings of the Implementation of Flipped Classroom in Hyflex Teaching and Learning

4.6. Conclusion and Recommendations

Chapter 5

Strategies for Successful Implementation

5.1. Introduction

5.2. Curating Pre-Class Materials

5.3. Designing Pre-Class Materials

5.4. Interactive In-Class Activities

5.5. Assessment and Feedback Strategies

5.5. Conclusion

Chapter 6

Revitalizing Education in the 21st Century: The Evolution of the Flipped Classroom

6.1. Introduction

6.2. The Traditional Flipped Classroom Model

6.3. Advantages of the Traditional Model

6.4. Drawbacks of the Traditional Model

6.5. Impact of the 21st Century Educational Landscape

6.6. Technology Integration in Flipped Classrooms

6.7. Role of Technology

6.7.1. Leveraging Online Platforms, Video Resources, and Interactive Tools

6.7.2. Tailoring Education to Diverse Needs, Leveraging Adaptive Technologies, and Fostering Global Collaboration

6.7.3. Accommodating Diverse Learning Styles and Needs

6.7.4. Strategies for Tailoring Content to Individual Students

6.7.5. Adaptive Learning Technologies and Their Role

6.7.6. How Flipped Classrooms Foster Globalization and Collaboration among Students

6.7.6.1. Access to a Global Learning Community

6.7.6.2. Collaborative Learning Projects

6.7.6.3. Guest Speakers and Experts

6.7.6.4. Cross-Cultural Discussions

6.7.6.5. Virtual Field Trips and Experiences

6.8. Conclusion

Chapter 7.

Flipped Classroom in Visual Communication Design Education: A Systematic Literature Review

7.1. Introduction

7.2. Literature Review

7.2.1. Flipped Classroom in Education

7.2.2. Art and Design Education with Flipped Classroom

7.3. Methodology

7.3.1. Search Strategy

7.3.2. Inclusion and Exclusion Criteria

7.3.3. Methods

7.4 Result

7.4.1. Trends in the Application of Flipped Classrooms in Art and Design Education from 2017 to 2022

7.5. Discussion

Chapter 8

Examining Student's Learning Enjoyment and Performance in a Flipped Classroom Using Virtual Reality Laboratory for Learning Biology

8.1. Introduction

8.1.1. Virtual Reality

8.1.2. Virtual Reality in Biology Education

8.1.3. Learning Enjoyment

8.2. Research Methodology

8.2.1. Research Design

8.2.2. Population and Sampling

8.2.3. Research Procedure

8.2.4. Instruments Development

8.2.4.1. Demographic Form

8.2.4.2. Pre-Test

8.2.4.3. Post-Test

8.2.4.4. Open-Ended Question

8.3. Results

8.3.1. Demographic Form

8.3.2. Research Question 1

8.3.3. Research Question 2

8.3.4. Research Question 3

8.4. Discussion

8.5. Limitations and Suggestions

8.6. Conclusion

Funding

Chapter 9

Flipping the Pathology Lab: Experiential and Immersive Learning for the Future of Medical Education

9.1. Introduction

9.2. Virtual Reality Experience

9.3. Virtual Reality in Medical Science

9.4. Experiential Learning in Virtual Reality

9.5. Cognitive Affective Model of Immersive Learning (CAMIL)

9.6. The Application of VR in Flip-Classroom

9.7. Application Design

9.7.1. Analysis

9.7.2. Design

9.7.3. Development

9.7.4. Implementation

9.7.5. Pathology Lab Development Platform

9.7.6. Virtual Pathology Lab Interface.

9.7.7. Evaluation

9.8 Methodology

9.8.1. Instrument

9.9. Results

9.9.1. Feedback Results and Analysis

9.10. Discussion

9.11. Conclusion

Chapter 10

Parent Perspectives: Involvement, Concerns, and Support Regarding Flipped Learning

10.1 Introduction

10.2. Parent Perspectives Regarding Flipped Learning

10.2.1. Parent Involvement

10.2.2. Parent Concerns

10.2.3. Parent Support

10.3. Conclusion

Chapter 11

Empowering Student Final Year Projects via the Integration of the Design Thinking Model and Flipped Classroom Strategy

11.1. Introduction

11.2. Human-Centered Problem Solving: Navigating the Design Thinking Process

11.3. Flipping the Script: Revolutionizing Learning with the Flipped Classroom Model

11.4. Integration between Flipped Classroom and Design Thinking

11.5. Transformative Impact on Student Engagement: A Fusion of Flipped Classroom and Design Thinking

11.5.1. Active Learning and Hands-on Approach

11.5.2. Student-Centered Learning

11.5.3. Relevance and Real-world Application

11.5.4. Creativity and Innovation

11.5.5. Collaboration and Peer Learning

11.5.6. Opportunities for Reflection and Iteration

11.5.7. Sense of Ownership and Empowerment

11.6. Conclusion

Chapter 12

Enhancing Education with Flipped Classrooms and Generative Artificial Intelligence

12.1. Introduction

12.2. The Flipped Classroom Model

12.3. How Generative AI Can Enhance the Flipped Classroom Experience

12.3.1. Designing Pre-Class Content Using Generative AI Tools

12.3.2. Using Generative AI for Student-Generated Content and Collaborative Project

12.3.3. Leveraging Generative AI for Formative Assessments and Feedback.

12.4. Convergence of Flipped Classrooms and Generative AI

12.5. Future Directions and Conclusion

Acknowledgements

Chapter 13

Beyond the Classroom: How Flipped Learning Shapes Self-Directed 21st Century Learners

13.1. Introduction

13.2. The Essence of Flipped Learning

13.3. The Flipped Classroom Structure

13.4. Self-Directed Learning

13.5. Discussion

About the Editors

Acknowledgments

Contributors

Reviewers

Glossary

Index

Blank Page.

Notes:

Description based on publisher supplied metadata and other sources.

Description based on print version record.

Includes bibliographical references and index.

Other Format:

Print version: Mohamed, Nur Azlina Flipped Classrooms and Learning: Perspectives, Opportunities and Challenges

ISBN:

9798891138490