A SUGGESTION ON THE APPLICATION OF THE FLIPPED CLASSROOM MODEL IN MOBILE LEARNING ENVIRONMENTS
Keywords:
Flipped classroom model, Effectiveness, flipped learningAbstract
The number of students engaged currently and the short lecture duration for implementing learning activities are usually highlighted as the two main disadvantages of traditional educational environments. The flipped classroom concept is a possible solution to address these constraints and adapt to students' needs. This methodology provides students with additional time to consolidate their learning and practice in class activities, even while they apply the knowledge acquisition process outside of the classroom. Similar to mobile learning activities, after-class activities do not require adherence to any designated area. The basis of the article is innovative research on the flipped class model and its integration with mobile learning, which has yet to be seen in similar research. The additional benefits offered by the recommended Edmodo platform's mobile support are also discussed in this article. It is believed to provide insight into future studies as the outcome.
Downloads
References
Alexzander Dye, K’Odingo J.A. & Solstad B. Mobile Education–A Glance at the Future [EB/OL], http://www.nettskolen.com/forskning/mobile_education.pdf (accessed 29/2/2001
Benfield, J. A., Rainbolt, G. N., Bell, P. A., & Donovan, G. H. (2015). Classrooms with nature views: Evidence of differing student perceptions and behaviors. Environment and Behavior, 47(2), 140–157. https://doi.org/10.1177/0013916513499583
Burden, K., Hopkins, P., Male, T., Martin, S., & Trala, C. (2012). iPad Scotland evaluation. https://doi.org/10.13140/2.1.3593.5363
C. Reidsema, R. Hadgraft, and L. Kavanagh, Introduction to the Flipped Classroom, The Flipped Classroom, 2017, pp. 3–14. DOI: 10.1007/978- 981-10-3413-8_1.
Freeman, S., Eddy, S. L., McDonough, M., Smith, M. K., Okoroafor, N., Jordt, H., & Wenderoth, M. P, “Active learning increases student performance in science, engineering, and mathematics,“ Proceedings of the National Academy of Sciences, 111(23), 8410–8415. Retrieved from https://doi.org/10.1073/pnas.1319030111 (2014).
Fung Lan Yong. (2010). "A study on the learning approaches of Malaysian students in relation to EnglishLanguageacquisition",Fromhttps://www.researchgate.net/publication/260762634_A_study_on_the_learning_approaches_of_Malaysian_students_in_relation_to_English_Language_acquisition, Retrieved October 18, 2018,
Haiyan Lu. (2014). Feasibility analysis of the application of "flipped classroom" model based on micro class in College English Teaching. Media in Foreign Language Institution (04), 33-36.
Cukurbasi, B., & Kiyici, M. (2018). High school students’ views on the PBL activities supported via flipped classroom and LEGO practices. Journal of Educational Technology & Society, 21(2), 46–61.
Cronhjort, M., & Weurlander, M. (2016). Student perspectives on flipped classrooms in engineering education. Proceedings of the 12th International Cdio Conference, 1041–1050.
Davis, K., & Fullerton, S. (2016). Connected learning in and after school: Exploring technology’s role in the learning experiences of diverse high school students. Information Society 32(2), 98–116.
Ling Jin. (2015). Flipped classroom and micro curriculum teaching method. Peking: Beijing Normal University Press.
Ling Luo. (2017). A study on college students' mobile English writing learning behavior. Media in Foreign Language Institution (02), 33-39
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2024 Gulbakhor Husanboevna Eshchanova
This work is licensed under a Creative Commons Attribution 4.0 International License.
The content published on the International Scientific and Current Research Conferences platform, including conference papers, abstracts, and presentations, is made available under an open-access model. Users are free to access, share, and distribute this content, provided that proper attribution is given to the original authors and the source.
