Aug 2026· International Journal of Mechanical Engineering Education· 0 citations· 23 references
Abstract
While both in-class and out-of-class assessments have identified advantages and disadvantages, there is no clear consensus in the literature regarding which format best supports student outcomes and engagement with content in a flipped classroom. To explore the impacts of quiz format in a flipped technical writing course, students were assigned to take quizzes covering pre-class work in either in-class (ICQ) or out-of-class (OCQ) format. Quiz scores, material retention, study habits, and student perspectives and behaviors were compared between groups to assess effects on student performance and course engagement. While quiz performance was slightly improved in the OCQ group, no statistically significant differences were detected between groups in performance on an end-of-semester retention assessment, suggesting that neither format compromised students’ ability to recall and apply their knowledge in new contexts. Students did report altered engagement with the course, however, with students in the ICQ group reporting a higher motivation to attend class than students in the OCQ group. In particular, female students and students from groups often underrepresented in engineering in the ICQ group reported increased attendance motivation compared to the OCQ group; this difference was not observed in their peers. In spite of this attendance motivation benefit, more students preferred the OCQ format to the ICQ format. This study did not detect statistically significant differences in material retention between quiz formats, so instructors may weigh student preferences for flexible assessment against the attendance motivation and engagement benefits reported by students who took in-class quizzes.
This study investigates the effectiveness of a blended learning model integrating Flipped Classroom and Think-Pair-Share (TPS) in university-level English language teaching (ELT). It evaluates its impact on English proficiency and student engagement, addressing the growing need for interactive, student-centered instruction in higher education. A quasi-experimental mixed-methods design was applied to 80 first-semester university students, divided into experimental and control groups. The experimental group engaged in Flipped Classroom and TPS activities, while the control group followed conventional instruction. English proficiency was measured through pre- and post-tests, while student engagement was assessed using questionnaires, interviews, and classroom observations. Paired t-tests and thematic analysis were conducted to analyze the data. The experimental group outperformed the control group in all language skills, with the highest gains in speaking (30%) and writing (26.5%). Student engagement significantly increased, particularly in classroom discussions (+38.71%). Qualitative findings revealed that students found the blended model more engaging, interactive, and effective in fostering collaboration and confidence in language use. The study provides empirical evidence supporting the integration of Flipped Classroom and TPS in ELT, offering practical insights for curriculum development, faculty training, and policy adaptation in higher education. This study contributes to blended learning research in ELT, demonstrating its potential for scalable, adaptive, and technology-enhanced pedagogies. Future research should explore long-term retention, cross-cultural implementation, and AI-driven learning support.
D. Anggraini, Jufrizal· Journal of Intelligent Decis...· 0 citations
ABSTRACT Instructors use concept assessments to collect diagnostic information regarding student learning and to inform decisions surrounding instructional interventions and course modifications. Administering concept assessments out-of-class helps preserve already limited instructional time, but instructors still must consider whether to apply a lower-stakes (i.e., participation) versus higher-stakes (i.e., correctness) grading scheme. An increase in stakes is likely to prompt additional effort, but it may also increase undesired behaviors and inadvertently prompt external resource use, such as students leveraging their notes, the internet, or their peers. In the present study, we compared student self-reported resource use on a biology concept assessment administered under lower-stakes versus higher-stakes out-of-class conditions. We found that students received higher scores under the higher-stakes condition, but based on their increased resource use and broader course exam performance, these scores are unlikely to be representative of their unaided molecular and cellular biology knowledge. These findings help inform instructors of how out-of-class administration conditions impact student behaviors and score validity. Furthermore, we discuss how expectations for success and subjective task value might help explain how students complete concept assessments, as well as other assignments outside of dedicated class time.
T. Burgess, Crystal Uminski, B. Couch· Journal of Microbiology & Bi...· 0 citations
The flipped classroom model is an approach that contrasts the traditional model for higher education by moving curated lecture material to independent study time, expected to be completed prior to lectures. With this switch, lectures can focus on active modalities to consolidate knowledge via group activities, problem solving, and discussions, thereby increasing student engagement. In this study, we sought to understand students' views of the flipped classroom model in a university human physiology class on actual and perceived academic performance. Data from 41 participants was collected in spring 2024 using surveys, classroom observations, focus groups, and final course grades. Results revealed that the flipped classroom model maintained student engagement and participation, while allowing the instructor to gauge student progress on a given subject, from background knowledge to new applications. In addition, students consistently displayed the ability to incorporate previously held information into new contexts, an opportunity facilitated by the activities that took place during class time. Finally, student responses demonstrate deeper levels of cognition assessed through Bloom's Taxonomy in regard to their learning and methods of learning, building foundational skills to support new and more complicated concepts as they come.
Elizabeth Stansberry, Rachel Tan, Krista L. Lucas· Advances in Physiology Educa...· 0 citations
Flipped instruction has received attention in K–12 education for the potential to increase student engagement, motivation, and active learning by combining technology and redesign of the teaching and learning process. The purpose of this study is to determine the recent trends and the main findings of literature studies related to flipped classrooms in K-12 education in order to find the most common investigated themes of the studies, the research methods used, and to look at the benefits of flipped classrooms in those. The review was conducted based on the PRISMA 2020 framework to maintain rigor and transparency. The electronic databases including Science Direct, ProQuest and Scopus were reviewed from January 2020 to December 2024 for peer-reviewed articles. Twenty-nine articles were chosen as relevant by content analysis. The results showed that research on the flipped classroom model in K–12 education was a new area of research, with a notable increase in the number of publications in the last five years. The most commonly employed designs were mixed-methods and quantitative. The prevalent topics were student engagement, motivation, and active learning. The results of the studies found that the flipped classroom approach is significantly increasing the learning process in terms of interaction, independent work, and active participation in the class. Nevertheless, a lack of studies in the higher secondary school and on several stakeholders (e.g., the parents and school leaders) was underlined. The flipped classroom model presents notable benefits for K–12 education, but further research is needed to explore its challenges, particularly in underrepresented contexts. Practical recommendations for educators to help increase implementation and for further research into the benefits and limitations of this strategy are included.
Jahirul Islam, Siti Nadhirah Abd Rahman, J. J. Jeyaraj· TEM Journal· 0 citations
The outbreak of Covid-19 has spurred a global surge in online education, yet not all subjects are suited for this format, particularly those requiring extensive interaction between teachers and students. This study employed a mixed-methods approach, including questionnaire on learning satisfaction, comparative assessments before and after the course, and semi-structured interviews, to evaluate the effectiveness of a fully Online Flipped Classroom model among 30 students at a well-known art university in China. The 5E model served as the primary instructional framework throughout the teaching process. Quantitative analysis indicated that students were satisfied with the Online Flipped Classroom and demonstrated significant academic improvement at the conclusion of the 12-week course, suggesting that the Online Flipped Classroom, in conjunction with the 5E model, effectively supported students' academic progress in a short period. Semi-structured interviews further revealed students' overall perceptions of the Online Flipped Classroom, presenting a nuanced view of this educational approach. The findings highlight the effectiveness of Online Flipped Classroom in the field of music education, offering new perspectives and suggestions for music educators and valuable insights for post-Covid-19 era teaching strategies.
Jian Talaya· Revista Electrónica Complute...· 0 citations
Even with increasing heterogeneity, all students should have the opportunity to learn optimally through the design of the teaching-learning environment. Studies suggest that a social learning situation, such as peer teaching in face-to-face courses, leads to increased attendance, deeper content processing, and higher scores on final papers. Here we investigate whether peer teaching reduces procrastination in blended learning within a flipped classroom design, affects the quality of submitted application assignments during the semester, and influences scores on the final exam (research purpose). The study involved 11 statistics courses with the same content, comprising a total of 268 students, five of which utilized peer teaching and six did not. In this field experiment, which employed empirical-analytical university didactics and multiple measurements, the method varied by assigning the application tasks to be completed either individually or in groups of three throughout the semester. It’s worth noting that a significant portion of the student population included individuals who were already engaged in education, had familial responsibilities, work commitments, or health challenges in addition to their studies. The study’s central finding indicated that peer teaching reduced academic procrastination in blended learning combined with a flipped classroom design. However, it did not significantly impact the quality of submitted application assignments or the scores on the final exam. Additionally, the study revealed a positive correlation between the timely submission of assignments (indicating an absence of procrastination) and the quality of the submitted assignments, as well as individual scores in the final test.
Boehm-Fischer Annina, Luzi Beyer· International Journal of Inf...· 4 citations