The Performance of Online Teaching for Flipped Classroom Based on COVID-19 Aspect

Main Article Content

Tsai-Fa (TF) Yen

Abstract

Many universities adapted online teaching as their strategies based on the consideration of COVID-19. The objective of this study aimed at verifying the procedures and effects of flipped classroom for online teaching. Qualitative method was employed and data was collected by students’ class summary after they have finished the online teaching course of Tourist Psychology at department of tourism management, Sichuan University of Science and Engineering. Findings reported that flipped classroom for online teaching is executable. Furthermore, before-class activities, in-class activities, and after-class activities could promote learning performance. Moreover, sense of humor for teacher and the atmosphere within the class were found to have the positive benefits to the flipped classroom for online teaching. Finally, universities should make some policies to teachers to encourage their adaption of flipped classroom is suggested.

Keywords:
Flipped classroom, online teaching, COVID-19.

Article Details

How to Cite
Yen, T.-F. (TF). (2020). The Performance of Online Teaching for Flipped Classroom Based on COVID-19 Aspect. Asian Journal of Education and Social Studies, 8(3), 57-64. Retrieved from https://www.journalajess.com/index.php/AJESS/article/view/30229
Section
Original Research Article

References

Chen F, Lui AM, Martinelli SM. A systematic review of the effectiveness of flipped classrooms in medical education. Medical Education. 2017;51:585-597.

Murillo-Zamorano LR, Sánchez JÁL, Godoy-Caballero AL. How the flipped classroom affects knowledge, skills, and engagement in higher education: Effects on students' satisfaction, Computers & Education, 2019;141(11): 103608.

Tseng MS, Lee YF. The impact of flipped classroom teaching on learning effectiveness of a professional course for mechanical department students in a vocational high school, Research of Educational Communications and Technology. 2017;117: 13-29.

Pan YL. The integration of flipped classroom into the effect of physical education on learning attitudes and learning performance, Taiwan Educational Review. 2017;6(10):103-109.

Sung JY. Use to Learn: The flip design of an internship course of Teaching Chinese as a Second Language, Journal of Language and Literature Studies. 2017;36: 25-57.

Lage MJ, Platt GJ, Treglia M. Inverting the classroom: A gateway to creating an inclusive learning environment. The Journal of Economic Education. 2000; 31(1):30–43.

Bergmann J, Sams A. Flip your classroom: Reach every student in every class every day. Industrial Society for Technology in Education and ASCD; 2012.

Hung HT. Flipping the classroom for English language learners to foster active learning. Computer Assisted Language Learning. 2015;28(1):81–96.

He W, Holton A, Farkas G, Warschauer M. The effects of flipped instruction on out-of-class study time, exam performance, and student perceptions. Learning and Instruction. 2016;45:61–71.

Chen F, Lui AM, Martinelli SM. A systematic review of the effectiveness of flipped classrooms in medical education. Medical Education. 2017;51:585–597.

Rodríguez G, Díez J, Pérez N, Baños JE., Carrió M. Flipped classroom: Fostering creative skills in undergraduate students of health sciences, Thinking Skills and Creativity. 2019;33.

Article 100575.

Khanova J, Roth MT, Rodgers JE, McLaughlin JE. Student experiences across multiple flipped courses in a single curriculum. Medical Education. 2015;49: 1038–1048.

Baepler P, Walker JD, Driessen M. It's not about seat time: Blending, flipping, and efficiency in active learning classrooms. Computers & Education. 2014;78:227–236.

González-Gómez D, Jeong JS, Airado Rodríguez D, Cañada-Cañada F. Performance and perception in the flipped learning model: An initial approach to evaluate the effectiveness of a new teaching methodology in a general science classroom. Journal of Science Education and Technology. 2016;25(3): 450–459.

Sahin A, Cavlazoglu B, Zeytuncu YE. Flipping a college calculus course: A case study. Journal of Educational Technology & Society. 2015;18(3):142–152.

Love B, Hodge A, Grandgenett N, Swift AW. Student learning and perceptions in a flipped linear algebra course. International Journal of Mathematical Education in Science & Technology. 2014;45(3):317–324.

Karabulut-Ilgu A, Yao S, Savolainen P, Jahren C. Student perspectives on the flipped-classroom approach and collaborative problem-solving process. Journal of Educational Computing Research. 2018;56(4):513–537.

Baars M, Wijnia L. The relation between task-specific motivational profiles and training of self-regulated learning skills, Learning and Individual Differences. 2018; 64:125–137.

Lin YT. Impacts of a flipped classroom with a smart learning diagnosis system on students' learning performance, perception, and problem solving ability in a software engineering course, Computers in Human Behavior. 2019;95:187-196.