The Application of Flipped Classroom in Teaching University Students: A Case Study From Vietnam

The Application of Flipped Classroom in Teaching University Students: A Case Study From Vietnam

Tran Van Hung (Hanoi University of Sciences and Technology, Hanoi, Vietnam), Mohan Yellishetty (Monash University, Melbourne, Australia), Ngo Tu Thanh (Hanoi University of Sciences and Technolog, Hanoi, Vietnam), Arun Patil (Deakin University, Geelong, Australia) and Le Thanh Huy (University of Danang, Da Nang, Vietnam)
DOI: 10.4018/IJQAETE.2017010104
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Abstract

Flipped classrooms have been extensively used by many educators all over the world and are being seen as an alternative to the traditional classroom-based teaching-learning practices. As for traditional classrooms, face-to-face learning has not brought the personalization of learning capacity, time, attitude, behavior and interests to learners and has not exposed them to experimental activities. The flipped classrooms, on the other hand, enable students to be flexible in their learning and offer more time to go through videos, lectures posted on the Internet, which helps students to acquire the lessons through online learning systems. Flipped classrooms help create environment for more interaction between learners and instructors/facilitators, especially by creating the face-to-face conversations more interactive. However, teaching using flipped classrooms requires adequate additional resources such as; the effective online learning systems, databases, appropriate learning contents and methods, plan, presentations (in various forms like PowerPoint, word, scrom, video, audio) and most importantly minimum technical knowledge for both learners and instructors to use varieties of tools. This paper presents the construction of an environment supporting students to take part in an online activity before and after face-to-face interaction and organization of experimental teaching with the process of learning in groups based on the model of flipped classrooms to facilitate active learning. The quantitative results at the end of the course showed that the flipped learning is highly preferred and useful pedagogical approach when compared to those traditional methods that fostered better learning attitude and behaviors.
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Introduction

The face of education in the 21st century has witnessed a major paradigm shift, moving away from the traditional classroom based face-to-face teaching environment to a more technology-based learning environment. The traditional classroom-based teaching-learning methods have been practiced ever since the presence of the school education system. They represent the basic and predominant teaching-learning practices carried out by certain units of knowledge called ‘lessons’ delivered in a classroom setting with students as receptors of knowledge and the teacher as the main knowledge provider. It creates conditions for teachers to apply their teaching methods to provide the class with relatively large amount of knowledge in a short time. There are supporting sources from the internet such as forums, social networks, but in traditional classrooms, there is a lack of connection among learners, instant help, personalization and profound experience. With this learning form, it is hard for teachers to apply the methods enabling students to learn actively, creatively and positively and have more experiences. In addition, learners often acquire knowledge passively, so the acquired knowledge does not last long and it is difficult to develop core competences meeting the requirements of the 21st century.

The objective of the research presented in this paper is to assess student engagement with and attitudes towards the use of a flipped classroom teaching approach and associated resources in The University of Danang was carried out with the Unit “PushDown Automata” in the module “Theory of Computation”. The purpose of this paper is to evaluate the effectiveness of flipped classroom approach in improving student engagement and to enhance student learning.

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