Faro Mekonnen Haile, Gutu Tariku Sime, Hunde Adula Bekele
Department of Educational Technology and Information Management, Mattu University, Metu, Ethiopia.
Departments of Teacher Education and Curriculum Studies, Jimma University, Jimma, Ethiopia.
PLoS One. 2024 Oct 2;19(10):e0307382. doi: 10.1371/journal.pone.0307382. eCollection 2024.
Currently, the flipped classroom instruction model has received greater attention for its multifaceted advantages in improving student learning by boosting learning environments. To this end, a flipped classroom model was employed in the current study with the purpose of increasing student engagement across all three dimensions-behavioral, emotional, and cognitive. To look at the improvement observed as a result of this model, this study used a mixed-methods design, mainly a convergent parallel design. In the present study, fifty-five students from two distinct academic departments participated. In addition, the instructors of the courses that were chosen to be taught using a flipped classroom model were also participants in this study. The study employed focus groups, interviews, self-report surveys, and classroom observation strategies to gather the necessary data. The quantitative data were analyzed using descriptive aggregate means and paired sampling t-tests, while the qualitative data were analyzed using a thematic data analysis approach. The findings revealed that a flipped classroom greatly improved each of the three dimensions of student engagement. Moreover, the findings showed that the instruction model improved student engagement by creating learning environments where students could participate actively in class activities, interact more effectively with teachers and other students as well as with learning resources, and acquire the necessary knowledge from the courses. Future research may employ a large sample size with a sufficient time frame to make the findings more applicable to different educational institutions.
目前，翻转课堂教学模式因其在通过改善学习环境来提高学生学习效果方面的多方面优势而受到了更多关注。为此，本研究采用了翻转课堂模式，目的是在行为、情感和认知这三个维度上提高学生的参与度。为了观察该模式带来的改善效果，本研究采用了混合方法设计，主要是收敛平行设计。在本研究中，来自两个不同学术部门的55名学生参与其中。此外，被选为采用翻转课堂模式授课的课程的教师也是本研究的参与者。该研究采用焦点小组、访谈、自我报告调查和课堂观察策略来收集必要的数据。定量数据使用描述性汇总均值和配对抽样t检验进行分析，而定性数据则使用主题数据分析方法进行分析。研究结果表明，翻转课堂极大地提高了学生参与度的三个维度中的每一个维度。此外，研究结果表明，该教学模式通过创造学习环境来提高学生参与度，在这种环境中，学生可以积极参与课堂活动，更有效地与教师、其他学生以及学习资源进行互动，并从课程中获取必要的知识。未来的研究可以采用更大的样本量和足够的时间框架，以使研究结果更适用于不同的教育机构。
