The Flipped Classroom (FC) is a pedagogical model, which reverse the process of traditional learning strategies into collaborative learning strategies and also represent an opportunity to rethink teaching and learning in the context of virtual education. Typical lecture and homework practices of a course are reversed by changing it into lectures at home. Students viewed their lecturer through v...

The flipped classroom is a relatively new approach to undergraduate teaching in science. This approach repurposes class time to focus on application and discussion; the acquisition of basic concepts and principles is done on the students' own time before class. While current flipped classroom research has focused on student preferences and comparative learning outcomes, there remains a lack of ...

This paper aims to demonstrate the potentials of using Facebook to improve the students’ engagements with the flipped learning materials through implementation of socially enabled peer learning. The article looks at comparing the correlations between the learning outcomes with online quizzes as well as with the Facebook engagement of students. The findings show that although the learning outcom...

This study aimed to determine the effects of a flipped classroom (i.e., reversal of time allotment for lecture and homework) and innovative learning activities on academic success and the satisfaction of nursing students. A quasi-experimental design was used to compare three approaches to learning: traditional lecture only (LO), lecture and lecture capture back-up (LLC), and the flipped classro...

Increasingly, numerous universities have identified benefits of flipped learning environments and have been encouraging instructors to adapt such methodologies in their respective classrooms, at a time when departments are facing significant budget constraints. This article proposes an instructional design framework utilized to strategically enhance traditional flipped methodologies in a first-...

Active-learning environments such as those found in a flipped classroom are known to increase student performance, although how these gains are realized over the course of a semester is less well understood. In an upper-level lecture course designed primarily for biochemistry majors, we examine how students attain improved learning outcomes, as measured by exam scores, when the course is conver...

Flipped SU(5) enthusiasts keep discovering hidden treasures, even after 10 years from its birth [1]. As is well known, the model attains its highest relevance in strings: efforts by several groups using different approaches have not (yet?) yielded appealing “string GUTs” [SO(10)]. Among levelone Kac-Moody models, only flipped SU(5) unifies SU(3) and SU(2), providing an explanation for the “LEP ...

This article presents experiences and student perceptions on the introduction of the flipped classroom model in two consecutive semesters at Media Technology department of Aalborg University, Copenhagen, Denmark. We introduced the flipped instruction model to a statistics course and a mathematics workshop. We collected data by two online survey studies, which show support for student perception...

In “flipped classes” students use technology at home to watch online video lectures, demonstrations, and explanations of assignments. Class time is spent doing what is traditionally called “homework." The teacher in a flipped classroom is a learning facilitator, able to work one-to-one with students, clarify assignments, and offer help as needed. Classmates can work together on in-class assignm...