Assessing the effects of flipped classroom at the Tunisian university
Article Sidebar
Main Article Content
صندلی اداریAbstract
Downloads
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
1. Proposal of Policy for Free Access Periodics
Authors whom publish in this magazine should agree to the following terms:
a. Authors should keep the copyrights and grant to the magazine the right of the first publication, with the work simultaneously permitted under the Creative Commons Attribution-NonCommercial-ShareAlike 4.0 that allows the sharing of the work with recognition of the authorship of the work and initial publication in this magazine.
b. Authors should have authorization for assuming additional contracts separately, for non-exclusive distribution of the version of the work published in this magazine (e.g.: to publish in an institutional repository or as book chapter), with recognition of authorship and initial publication in this magazine.
c. Authors should have permission and should be stimulated to publish and to distribute its work online (e.g.: in institutional repositories or its personal page) to any point before or during the publishing process, since this can generate productive alterations, as well as increasing the impact and the citation of the published work (See The Effect of Free Access).
Proposal of Policy for Periodic that offer Postponed Free Access
Authors whom publish in this magazine should agree to the following terms:
a. Authors should keep the copyrights and grant to the magazine the right of the first publication, with the work simultaneously permitted under the Creative Commons Attribution-NonCommercial-ShareAlike 4.0 [SPECIFY TIME HERE] after the publication, allowing the sharing of the work with recognition of the authorship of the work and initial publication in this magazine.
b. Authors should have authorization for assuming additional contracts separately, for non-exclusive distribution of the version of the work published in this magazine (e.g.: to publish in institutional repository or as book chapter), with recognition of authorship and initial publication in this magazine.
c. Authors should have permission and should be stimulated to publish and to distribute its work online (e.g.: in institutional repositories or its personal page) to any point before or during the publishing process, since this can generate productive alterations, as well as increasing the impact and the citation of the published work (See The Effect of Free Access).
d. They allow some kind of open dissemination. Authors can disseminate their articles in open access, but with specific conditions imposed by the editor that are related to:
Version of the article that can be deposited in the repository:
Pre-print: before being reviewed by pairs.
Post-print: once reviewed by pairs, which can be:
The version of the author that has been accepted for publication.
The editor's version, that is, the article published in the magazine.
At which point the article can be made accessible in an open manner: before it is published in the magazine, immediately afterwards or if a period of seizure is required, which can range from six months to several years.
Where to leave open: on the author's personal web page, only departmental websites, the repository of the institution, the file of the research funding agency, among others.
References
Abdelhak, A., Asmaa, E., Abdelfatteh, H., & Aziz, D. (2017). Improving the Teaching of ICT Engineering using Flipped Learning: a personalized model and a case study, Production, DOI: 10.1590/0103-6513.227416
Abeysekera, L., & Dawson, P. (2015). Motivation and cognitive load in the flipped classroom: Definition, rationale and a call for research. Higher Education Research and Development, 34(1), 1-14. DOI: 10.1080/07294360.2014.934336
Almulla M. (2019). The Efficacy of Employing Problem Based Learning (PBL) Approach as a Method of Facilitating Students’ Achievement. IEEE Access PP, (99),1-1, DOI: 10.1109/ACCESS.2019.2945811
Anderson, L., & Krathwohl, D. (2001). A taxonomy for learning, teaching, and assessing. New York: Longman.
Barkley, E. F., & Major, C. H. (2020). Student engagement techniques: A handbook for college faculty: John Wiley & Sons.
Hoda Baytiyeh. (2017). The flipped classroom model: when technology enhances professional skills, International Journal of Information and Learning Technology, DOI: 10.1108/IJILT-07-2016-0025
Betihavas, V., Bridgman, H., Kornhaber, R., & Cross, M. (2016). The evidence for ‘flipping out’: A systematic review of the flipped classroom in nursing education. Nurse Education Today, 38, 15-21. DOI:10.1016/j.nedt.2015.12.010
Bergmann, J., & Sams, A. (2012). Flip Your Classroom: Reach Every Student in EveryClass Every Day. ISBN 978-1564843159.
Bishop, J. L., & Verleger, M. A. (2013). The flipped classroom: A survey of the research. In 120th ASEE national conference and exposition, Atlanta, GA (paper ID 6219). Washington, DC: American Society for Engineering Education.
Bloom, B. S. (1956). Taxonomy of educational objectives, handbook I: The cognitive domain. New York: David McKay.
Chua, J. S. M., & Lateef, F. (2014). The flipped classroom: Viewpoints in Asian universities. Education in Medicine Journal, 6(4), 20-26. DOI:10.5959/eimj.v6i4.316
Cheng, L. A. D. & Ritzhaupt, P. A. (2018). Effects of the flipped classroom instructional strategy on students' learning outcomes: A meta-analysis, Educational Technology Research & Development, 1-32, https://doi.org/10.1007/s11423-018-9633-7
David, C.D., Van Alten, C. P., Jeroen J. L. K. (2019). Effects of flipping the classroom on learning outcomes and satisfaction: A meta-analysis, Educational Research Review, https://doi.org/10.1016/j.edurev.2019.05.003
Dove, A., Blanks, B., Dunleavy, M., & Bennett, T. (2019). Exploring online professional development for enhancing elementary teachers’ mathematical skills and instructional effectiveness. In K. Graziano (Ed.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 2148-2151). Las Vegas, NV, United States: Association for the Advancement of Computing in Education (AACE). Retrieved April 5, 2020 from https://www.learntechlib.org/primary/p/207944/.
Dufour, H. (2014). The flipped classroom. La classe inversée. Technologie, 193, 44-47. https://www.ac-paris.fr/portail/upload/docs/application/pdf/2014-10/articletechnologie193_classe_inversee_hdufour_bd.pdf
Dumont, A., & Berthiaume, D. (2016). Reverse pedagogy: Teaching differently in higher education with the reverse class. [La pédagogie inversée : Enseigner autrement dans le supérieur avec la classe inversée]. 1ère éd. p 1-47. https://biblio.helmo.be/opac_css/doc_num.php?explnum_id=4010
Fry, H., Ketteridge, S., & Marshall, S. (2003). Understanding student learning, A handbook of teaching and learning in higher education: enhancing academic practice (9-25). Londres : Kogan Page.
Faillet, V. (2018). The metamorphosis of the school when the students make the class. [La métamorphose de l'école quand les élèves font la classe], Descartes et Cie.
Goedhart, N. S. et al. (2019). The flipped classroom: supporting a diverse group of students in their learning. Learning Environ Res., 22, 297–310. https://doi.org/10.1007/s10984-019-09281-2
Giannakos, M. N., Krogstie, J., & Chrisochoides, N. (2014). Reviewing the flipped classroom research: Reflections for computer science education. In Proceedings of the computer science education research conference (23-29). ACM.
Gokce, A., & Murat, A. (2018). The flipped classroom: A review of its advantages and challenges, Computers & Education 126. August 2018, DOI: 10.1016/j.compedu.2018.07.021
Griffioen, D., Groen, A., & Nak, J. (2019). The integration of research in the higher education curriculum: A systematic review. The Higher Education Journal of Learning and Teaching, 10(1), DOI: https://doi.org/10.24384/vhs6-1j85
Guerrero, S., Beal, M., Lamb, C., Sonderegger, D., & Baumgartel, D. (2015). Flipping undergraduate finite mathematics: Findings and implications. PRIMUS, 25(9-10), 814-832. https://doi.org/10.1080/10511970.2015.1046003
Hew, K. F. & Lo, C. K. (2018). Flipped classroom improves student learning in health professions education: A meta-analysis, BMC Medical Education, 18(1), 1-12, https://doi.org/10.1186/s12909-018-1144-z
Henningsen, B., Lohmann, N., & Ørngreen, R. (2019). Stories from the north” Project: Digital storytelling in a youth and SoMe perspective. In Proceedings of the International Digital Storytelling, Conference Current Trends in Digital Storytelling: Research & Practices, Zakynthos: UNESCO Club of Zakynthos, Greece (pp. 1-5)
Jensen, J. L.(2015), Improvements from a Flipped Classroom May Simply Be the Fruits of Active Learning. CBE Life Sci Educ., 14(1), ar5. doi: 10.1187/cbe.14-08-0129 Johnston, N. n.
Karkar, A. J. M., Fatlawi, H. K., & Al-Jobouri, A. A. (2020). Highlighting E-learning Adoption Challenges using data Analysis Techniques: University of Kufa as a Case Study. The Electronic Journal of e-Learning, 18(2), 136-149, available online at www.ejel.org, DOI: 10.34190/EJEL.20.18.2.003
Kibuku, R. N., Ochieng, D. O., & Wausi, A. N., (2020). e-Learning Challenges Faced by Universities in Kenya: A Literature Review. The Electronic Journal of e-Learning, 18(2), 150-161. DOI: 10.34190/EJEL.20.18.2.004
Kite, J., Schlub, T. E., Zhang Y., Choi, S., Craske, S., & Dickson, M. (2020), Exploring lecturer and student perceptions and use of a learning management system in a postgraduate public health environment, E-Learning and Digital Media, https://doi.org/10.1177/2042753020909217.
Kolb, D. A. (1984). Experiental learning: experience as the source of learning and development, Chapter 2 "The process of experiential learning", [L’apprentissage expérientiel. L’expérience comme source d’apprentissage et de développement. Chapitre 2 « Le processus de l’apprentissage expérientiel »]. Récupéré sur le site de Faculté de médecine, Université Paris Est-Créteil (France)
Korableva, O., Durand, T., Kalimullina, O., & Stepanova, I. (2019). Studying user satisfaction with the MOOC platform interfaces using the example of coursera and open education platforms. Paper presented at the ACM International Conference Proceeding Series, 26-30. https://doi.org/10.1145/3322134.3322139
Larsen, J. (2015). Adult students' experiences of a flipped mathematics classroom. Adults Learning Mathematics, 10(1), 50-67.
Lebrun, F. C. Kobelt G., Berg J., Capsa D., & Gannedahl M. (2017). European Multiple Sclerosis Platform. New insights into the burden and costs of multiple sclerosis in Europe: Results for France. Mult Scler., 23(2_suppl), 65-77. doi: 10.1177/1352458517708125.
Lezer, V. A., Shabatura, L. N., & Karnaukhov, I. A. (2020). The flagship University’s model in terms of digitalization: The case of industrial university of tyumen as a center of strategic decisions in the field of smart-city, IoT/IIoT and big data. Lecture Notes in Networks and Systems, 91, 387-396. DOI :https://doi.org/10.1007/978-3-030-32015-7_43
Lo, C. K., Hew, K. F., & Chen, G. (2017). Toward a set of design principles for mathematics flipped classrooms: A synthesis of research in mathematics education, Educational Research Review, 22, 50-73, https://doi.org/10.1016/j.edurev.2017.08.002
Love, B., Hodge, A., Corritore, C., & Ernst, D. C. (2015). Inquiry-based learning and the flipped classroom model. PRIMUS, 25(8), 745-762. https://doi.org/10.1080/10511970.2015.1046005
Engel, M., Heinz, M., & Sonntag, R. (2017). Flexibilizing and Customizing Education using Inverted Classroom Model, Information Systems Management, https://doi.org/10.1080/10580530.2017.1366221
Moore, J. L., Dickson-Deane, C., & Galyen, K. (2011). E-Learning, online learning, and distance learning environments: Are they the same? The Internet and Higher Education, 14(2), 129-135. DOI: 10.1016/j.iheduc.2010.10.001
Naccarato, E., & Karakok, G. (2015). Expectations and implementations of the flipped classroom model in undergraduate mathemati Inverted Classroom Model", Information Systems Management, cs courses. International Journal of Mathematical Education in Science and Technology, 46(7), 968-978, https://doi.org/10.1080/0020739X.2015.1071440
Naseri, E. (2019). Comparing the impact of audio-visual input enhancement on collocation learning in traditional and mobile learning contexts. Applied Research on English Language, 8(3), 383-422.
O'Flaherty, J., Phillips, C., Karanicolas, S., Snelling, C., & Winning, T. (2015). The use of flipped classrooms in higher education: A scoping review. The Internet and Higher Education, 25, 85–95. https://doi.org/10.1016/j.iheduc.2015.02.002
Puzanova, Z. V. and Larina, T. I. (2019). Social dimension of students' problems under the development of the contemporary university infrastructure. RUDN Journal of Sociology, 19(4), 800-813. DOI: http://dx.doi.org/10.22363/2313-2272-2019-19-4-800-813
Poleman, W., Jenks-Jay, N., & Byrne, J. (2019). Nested networks: Transformational change in higher education. Sustainability (United States), 12(2), 97-99. https://doi.org/10.1089/sus.2019.29152
Presti, C. R. (2016). The flipped learning approach in nursing education: A literature review. Journal of Nursing Education, 55(5), 252-257. DOI:10.3928/01484834-20160414-03
Radcliffe, D., Knappenberger, T., Daigh, A. L., & David, M. (2016). Using Khan Academy Videos in Flipped Classroom Mode to Bolster Calculus Skills in SoilPhysics Courses. Natural Sciences Education, 45. doi:10.4195/nse2016.04.0008
Rogers, J., & Révész, A. (2020). Experimental and quasi-experimental designs. The Routledge handbook of research methods in applied linguistics. New York: Routledge.
Sweller, J., (1988). Cognitive load during problem solving: Effects on learning, Cognitive Science, 12, 257-285. https://doi.org/10.1207/s15516709cog1202_4
Sahin, M. & Kurban, C. F. (2016). The Flipped Approach to Higher Education: Designing Universities for Today's Knowledge Economies and Societies. UK: Emerald. ISBN 978- 1786357441.
Seery, M. K. (2015). Flipped learning in higher education chemistry: Emerging trends and potential directions. Chemistry Education Research and Practice, 16(4), 758-768. https://doi.org/10.1039/C5RP00136F
Shaik, F. F., Makhecha, U. P., & Gouda, S. K. (2020). Work and non-work identities in global virtual teams: Role of cultural intelligence in employee engagement. International Journal of Manpower, https://doi.org/10.1108/IJM-03-2019-0118
Salisbury, F., Hannon, J., & Peasley, J. (2019). Framing the digitally capable university: Digital literacies as shared scholarly and professional practice. Paper presented at the ASCILITE 2017 - Conference Proceedings - 34th International Conference of Innovation, Practice and Research in the use of Educational Technologies in Tertiary Education, 152-157.
Scott, C. E., Green, L. E., Etheridge, D.L. (2016). A comparison between flipped and lecture-based instruction in the calculus classroom, Journal of Applied Research in Higher Education, 8(2), 252-264, https://doi.org/10.1108/JARHE-04-2015-0024
Sit, H. W., & Guo, S. (2019). An exploration of design principles to enhance students' L2 acquisition in a flipped class. In Tso, A. W-b. (Ed.), Digital humanities and new ways of teaching (111-131). (Digital Culture and Humanities : Challenges and Developments in a Globalized Asia; Vol. 1). Hong Kong: Springer, Springer Nature. https://doi.org/10.1007/978-981-13-1277-9_7
Strayer, J. F. (2012). How learning in an inverted classroom influences cooperation, innovation and task orientation, Learning Environments Research, 12(2), 171-193, https://doi.org/10.1007/s10984-012-9108-4
Tofade, T. et al. (2013). Best Practice Strategies for Effective Use of Questions as a Teaching Tool. DOI:10.5688/ajpe777155
Taurisson, A. & Herviou, C. (2015). Activity pedagogy: for a new inverted class. Theory and practice of "work to learn". [Pédagogie de l’activité : pour une nouvelle classe inversée. Théorie et pratique du « travail d’apprendre »]. Issy-les-Moulineaux : ESF Editeur
Tractenberg, R. E., Lindvall, J. M., Attwood, T., & Via, A. (2020). Guidelines for curriculum and course development in higher education and training. http://doi.org/10.31235/osf.io/7qeht
West, J (2019). Using new literacies theory as a lens for analyzing technology-mediated literacy classrooms. E-Learning and Digital Media, 16, 151–173. https://doi.org/10.1177/2042753019828355
www.moodle.org (accessed April 9, 2020).
Zhou, S., & Zhang, T. (2017). Research on the Construction of Flipped ClassroomModel for English Teaching Based on SPOC. Revista de la Facultad de Ingeniería U.C.V., 32, 267–273. https://doi.org/10.3991/ijet.v13i01.7513
Ziegelmeier, L. B., & Topaz, C. M. (2015). Flipped calculus: A study of student performance and perceptions. PRIMUS, 25(9-10), 847-860. Doi : 10.1080/10511970.2015.1031305