Flipped learning

The adoption of gamification in learning and instruction is perceived to have mass appeal among the learners in stimulating motivation, learner engagement and social influence. This study is an attempt to present a summary of the empirical findings of state-of-the-art literature in the emerging field of gamification within the educational domain of learning and instruction. It reveals the latest scientific research evidence on the emerging trends of learning technologies and gamification plugins along with extending the possibilities for future research directions in revolutionizing learning and instruction through gamification. A systematic literature review examined the thematic and content analysis of 46 empirical research papers published in the Web of Science database between 2016 and 2019. The review critically appraised and evaluated the various contradictions found in the literature along with setting the stage for the significance of future research studies to reexamine the theoretical foundations of gamification, its methodo-logical approaches, theoretical models, gaming platforms and apps, game mechanics and learning outcomes. This study not only attempts to shed light on the novelty of gamified learning perceived as a game-changer and key enabler of motivation, engagement, and user experience but also sought to outline the key challenges and barriers of gamification.

This paper is not meant to explain how a hybrid lesson works or can be planned in detail, nor is it meant to show how to implement flipped classroom model. This paper just tries to emphasize the importance of hybrid learning within the constant fast change that is widening the gap between old teaching methods and modern learning settings and tools. If we don’t conquer technology now and exploit it for the efficiency of education, it will simply ruin the future of our (addicted to mobile devices) kids.

This study investigates the effectiveness of flipped learning on English as a Foreign Language (EFL) learners' public speaking. An experimental design was implemented throughout the study, for which the researcher used convenience sampling. Seventy-nine sophomore students, from two intact English Public Speaking classes, were divided into a flipped learning group (FLG) and a conventional instruction group (CIG). This happened over a 12-week period where the focus was to investigate how a language learner's experience of flipped learning or conventional instruction affected their English public speaking. The author used quantitative and qualitative methods to collect data: a pre-and post-in-class speech and a 250-word post-treatment reflective essay. Both an independent and paired t-test were used to analyze the scores of the speeches, whereas coding was used to specify the themes that emerged from the qualitative data. The results revealed that the FLG significantly outperformed the CIG in the areas of body language and paralanguage. In addition, they did better in the areas of content and organization, and developed other skills as will be detailed later. The findings can be an impetus for EFL instructors to adopt flipped learning in an English public speaking course. Journal on English as a Foreign Language https://e-journal.iain-palangkaraya.ac.id/index.php/jefl

Flipped classroom is a teaching method that has been used by many teachers all over the world . Thanks to its efficiency in improving the quality of teaching and learning , some Moroccan teachers think that it represents the best alternative to the traditional teaching methods we are following in our schools. This teaching method has many advantages since it fosters learners' autonomy , collaboration and independance . Technology has done a lot in order to implement the flipped classroom . Videos , Learning Management Systems and wiki spaces have contributed in making the flipped classroom experience a real success. So it's time to give it a try and adopt it, so that we provide equal opportunities for Moroccan students and help them enjoy their right to education and open the horizon for them to succeed and be active citizens in the future !

This paper reports on the development of blended workshops on training in English as a medium of instruction (EMI). The study was divided into three individually conducted phases. Phase 1 included the development of a massive open online course (MOOC) on English for academic purposes. Phase 2 involved blending the MOOC with offline workshops. Finally, Phase 3 included improving the blended workshops further based on our findings and participant feedback in Phase 2. The effectiveness of each Phase was studied to identify the learning outcome of the MOOC and the blended workshops. The study also sheds light on the workshops' limitations from which we draw implications for future research and practice.

Este artigo discute a possibilidade de utilizacao da individualizacao da aprendizagem em um modelo de ensino hibrido rotacional sala de aula invertida, na medida em que buscou investigar como se desenvolve a individualizacao da aprendizagem em contexto hibrido. Para tanto, o estudo de caso foi realizado com uma turma de 22 estudantes do 8o ano ensino fundamental anos finais e uma professora em um colegio da rede particular de Maceio – AL. Foram analisados depoimentos da professora e aplicado questionario estruturado aos estudantes. O percurso constatou que a efetivacao da individualizacao da aprendizagem acontece quando os recursos, infraestrutura e formacao de professores sao favoraveis a aplicacao.

Es gibt viele Fragen rund ums Thema Film und Video, und das aus einem guten Grund: Die Welt des Bewegtbilds wird immer vielfältiger, realitätsgetreuer, einfach bedienbarer und auf vielen Geräten abspielbarer. Das liegt einerseits an den zahlreichen Formen, die aus der Kreativität der Menschen entstehen, die Filme und Videos machen, andererseits an den neuen Technologien, die es immer leichter machen, Videos selbst herzustellen. Obwohl Filme ursprünglich für das Kino entwickelt wurden, werden sie mittlerweile auf der ganzen Welt verwendet. Den Grundstein dafür haben Smartphones und Tablets gelegt, mit deren Hilfe Filme einfach aufgezeichnet oder durch Aneinanderreihungen und Vertonung verschiedener (bewegter) Bilder erzeugt werden können.

Daher sollen in diesem Beitrag grundsätzliche methodisch-didaktische Überlegungen zur Konzeption, Gestaltung und Erstellung von Videos mit Smartphones und Tablets, im Speziellen iPhone und iPad, angestellt werden. Der Beitrag ist bewusst allgemein gehalten und beschränkt sich auf Tipps aus der Praxis der Autorin. Er erhebt keinen Anspruch auf Vollständigkeit und auch nicht auf vollkommene Aktualität.

This research aims at investigatingthe implementation of flipped classroom in CALLclass and how it can improve students’ learning autonomy. This research is a case study. The data gathering techniques used in this study were interviews, observations, and questionnaire and it employed descriptive analysis technique. The result showed that the flipped classroom in CALL class was divided into two main category, namely inside and outside class activities. The study also revealed that flipped classroom promoted students’ learning autonomy in six aspects, namely helping the students determine their learning objectives, define the content and progression, select the methods and techniques to be used, monitor the procedure of their learning strategy, evaluate what they had acquired, and prepare themselves to become teachers.

Despite the popularity of the flipped classroom, its effectiveness in achieving greater engagement and learning outcomes is currently lacking substantial empirical evidence. This study surveyed 563 undergraduate and postgraduate students (61% female) participating in flipped teaching environments and 10 convenors of the flipped courses in which the student sample was enrolled. Results suggest that higher education students can be differentiated based on their preferences for elements of a flipped classroom, resulting in two clusters of students: those who embrace most aspects of a flipped classroom environment as well as prefer it (labelled ''Flip endorsers'') and those who are close to neutral on some elements of a flipped classroom environment but who especially do not endorse the pre-learning aspects (labelled ''Flip resisters "). Flip endorsers were found to have more positive attitudes towards the course activities (both pre-class and in-class) and to have felt more involved and engaged in the content. These findings shed some light on the types of students who might prefer flipped classrooms, but more importantly identify those who are likely to resist a change to a flipped classroom environment. The findings also suggest that although students may find the flipped classroom more difficult, student outcomes and active participation in class activities do improve when course convenors: a) use a theoretical perspective to inform their flipped teaching strategy, b) integrate assessment into the design of their flipped classroom, and c) flip the entire course.

Alongside the rise of educational technology, many teachers have been taking gradual but innovative steps to redesign their teaching methods. For example, in flipped learning or a
flipped classroom, students watch instructional videos outside the classroom and do assignments or engage in activities inside the classroom. Language teachers are one group of educators exploring the flipped classroom. In foreign language classes, such an approach may offer great benefits for both the teachers and students since classroom time can be applied to more interactive tasks. By extending classroom hours in this way, language teachers can focus on successfully addressing all subjects in the curriculum. The aim of this study is (a) to gain insights into the perceptions of prospective English
language teachers at a state university in Turkey on flipped classrooms and (b) to introduce the implementation of a flipped classroom into an English language class. A total of 47 prospective English teachers participated in the study. Qualitative research design was used and data were collected via an open-ended question. Findings of the study indicated that pre-service English teachers had positive perceptions towards the use of the flipped classroom as an integral part of face-to-face courses. It can be concluded that flipped classroom was beneficial in terms of 4 categories based on the content analysis of the responses: learning at one’s own pace, advance student preparation, overcoming the limitations of class time, increasing the participation in the classroom. The study also provides recommendations towards LMS integration into
courses in other English language teaching departments and for implementing flipped classrooms in language teaching.

En este tiempo de clases virtuales y enseñanza remota mediada por tecnología, muchos profesores se han visto enfrentados a horas y horas de enseñanza sincrónica experimentando las dificultades de mantener a los estudiantes motivados, crear actividades que ayuden a que todos los alumnos puedan encontrar el material y el contenido relevantes, útiles y significativos, al mismo tiempo que mantener el control de asistencia y evaluar a todos los alumnos. El reto que se nos presenta no es menor, y muchos están agotados sin saber qué camino elegir.
Por eso, esta guía te acompañará para que comprendas el modelo SOFLA® y lo puedas adaptar a tu contexto educativo y a las realidades de tus estudiantes en particular.

Flipped Learning (FL) has emerged as an essential instructional approach in tertiary education. A common misconception is that FL is highly dependent on the use of video. Educators have the choice to flip content with learning interactions such as interactive slides, a timeline of events, info-graphics or even image sliders. H5P is an open-source platform for producing a variety of flipped subject content that is easy to learn and use. This paper reports the experience of using H5P to flip content in first-year science education (n=45). The methodology included the use of the Flipped Learning Comprehensive Model (FLCM) in conjunction with visual design and multimedia learning principles to guide the learning design and deployment of the modules. Students completed a 15-step online questionnaire at the end of the semester voluntarily. The survey contained demographic questions, as well as Likert-type scale items to measure student attitudes towards technology and perception of knowledge construction. Analysis of the data found that students had a positive attitude towards technology, and learnt the subject content by engaging in FL. Limitations of the study include sample size,

Computer-assisted language learning (CALL) has generated much interest among language teachers, especially since the number of language laboratories in academic institutions increased in the 1960s. More research into how CALL influences students’ attitudes to learning and language proficiency has been conducted as computers have become cheaper and more accessible. More recently, blended learning, integrating the use of the Internet into regular classroom environments, has grown in popularity. One example of blended learning, the flipped classroom, has also received much attention from a wide range of scholars. In this study, I investigate how using the flipped method affects students’ efforts in comparison to those studying in a traditional classroom

Technology can play a role in the transition from a traditional teacher-centered to a more student-centered, communicative English as a foreign language (EFL) classroom. Technology-enhanced language learning (TELL) looks at the impact technology has on teaching and learning a second language, a key part of the flipped classroom. Flipped Learning is an approach in which direct instruction moves from the group learning space to the individual learning space, usually via technology, and the resulting group space is transformed into a dynamic, interactive learning environment where the educator guides students as they apply concepts and engage creatively in the subject matter. This type of class not only allows students to develop their language abilities in-class, but further the learning experience through the TELL environment. Exploring the experiences of EFL students who have taken part in a course taught using the flipped classroom technique has helped in determining some benefits technology has to offer. This study used a qualitative approach with a case study design to focus on EFL students enrolled in a course taught using the flipped classroom model. The data described a learning experience that students found to be positive, engaging, and expanding compared to the traditional learning experience. The blend of insights into how students used technology to communicate and how instruction evolves in the flipped classroom suggests a complete transformation of the learning experience as witnessed by EFL students.

Sobre la base de la aplicación continua de la clase invertida y de la observación sistemática del trabajo docente en los niveles de educación superior y medio, es posible proponer un proceso de planificación compuesto por tres fases incluidas en un ciclo al cual denominaremos Ciclo de Aprendizaje Invertido (CAI).

Although the flipped classroom has attracted much attention, the flipped classroom research in the English teaching context has not been widely explored. This research is intended (1) to explore the general responses of English teachers toward the flipped classroom methodology and (2) to investigate the perceived benefits and challenges of its implementation in English teaching. The total of 10 English teachers from different institutions that applied flipped classroom participated in this research. The data were collected by using questionnaire and interviews. The data were analyzed by using quantitative descriptive and qualitative data analysis. The results reveal that English teachers have positive responses to the flipped classroom methodology. Some perceived benefits of its implementation are facilitating active learning, developing collaborative teamwork, stimulating autonomous learning, and increasing classroom interaction. Meanwhile, the perceived challenges of its implement...

Flipped classroom has been considered an innovative movement in education. Therefore, the aim of the current research paper was to investigate its impact on students’ academic achievement based on the 6th levels of Bloom’s Taxonomy. The study context was higher education students in the Faculty of Education at King Abdulaziz University in Saudi Arabia during the course of e-Learning (ETEC331). The current study implemented a quasi-experimental design to answer the research questions. In this approach, students were divided into two groups. The first group studied using lecture-based approach (n=33), while the other one implemented the flipped classroom strategy (n=29). Using Independent Samples t-Test, the results indicated that the flipped classroom has significantly impacted the students’ high-order thinking skills, which are applying, analyzing, evaluating, and creating. No significant correlations were established in terms of low-order thinking skills that are remembering, and understanding. Based on these findings, the current study suggests embracing the flipped classroom approach by faculty members and teachers can enhance the higher education students’ high-order thinking skills. Further, future studies and directions are proposed.
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يعد الصف المقلوب Flipped Classroom أحد أبرز التوجهات الحديثة في مجال تكنولوجيا التعليم. لذا هدفت الدراسة الحالية إلى التعرف على أثر هذه الاستراتيجية على مستوى تحصيل عينة من طلاب كلية التربية حسب تصنيف بلوم Bloom للمهارات المعرفية (التذكر، الفهم، التطبيق، التحليل، التركيب، التقويم) بجامعة الملك عبدالعزيز في إطار مقرر التعليم الالكتروني. ولتحقيق هذا الهدف استخدمت الدراسة الحالية المنهج شبه التجريبي، حيث تم تقسيم عينة الدراسة إلى مجموعتين أحدهما ضابطه تم تدريسها باستخدام أسلوب المحاضرة التقليدي إضافة إلى تزويد الطلاب بمصادر الكترونية للتعلم بعد المحاضرة الرسمية، والأخرى تجريبية، تم تطبيق استراتيجية الصف المقلوب عليها باستخدام مقاطع الفيديو التعليمي الذي يتم تزويد الطلاب به قبل وقت كاف من المحاضرة الرسمية، وجعل وقت المحاضرة الرسمي للنقاش وتفاعل الطلاب حول موضوع المحاضرة الرئيس. وباستخدام اختبارات للمجموعات المستقلة، أشارت النتائج إلى أنه لا يوجد أثر لتوظيف استراتيجية الصف المقلوب على مستوى تحصيل الطلاب عند مستويي التذكر والفهم (المستويات المعرفية الدنيا). بينما كان لهذه الاستراتيجية أثر على مستوى تحصيل الطلاب عند المستويات المعرفية العليا (التطبيق، والتحليل، والتركيب، والتقويم). وبناء هذه النتائج، توصي الدراسة الحالية باستخدام استراتيجية الصف المقلوب التي قد تساعد الطلاب وخاصة في المراحل التعليمية المتقدمة، كالجامعية والدراسات العليا، على تطوير مهارات معرفية عليا، حيث يبدوا أن استخدام هذه الاستراتيجية قد يتيح للطلاب قضاء المزيد من الوقت في التعلم والتحضير المسبق للمحاضرات والدروس عن طريق مشاهدة مقاطع الفيديو المسجلة والتي تم تزويدهم بها مسبقا. هذا بدوره قد يعطي وقت المحاضرة الأصلي مزيدا من الثراء والنقاش واستخدام مهارات التفكير العليا لحل المشكلات المرتبطة بالموضوع بفاعلية أكبر من الطريقة التقليدية.

Enfocar la enseñanza desde una aproximación más comunicativa y más experiencial es un espacio en el que podemos aprovechar muchas de las bondades que contienen los medios digitales, gracias a que con su uso podemos trascender el negro sobre blanco, la clase basada en la materia por la clase orientada a la experiencia multisensorial y a la transformación del profesor y del alumno consumidor de contenidos por el profesor y alumno prosumidores.

This presentation discusses a number of different definitions of flipped learning or the 'flipped classroom'. It also looks at the origins of the term and provides some pointers to the factors that may assist the successful implementation of flipped learning in various educational contexts.

Currently, Flipped/Inverted Classroom (FC) and Flipped Learning (FL) seem to be attracting many teachers who are trying to change the traditional and passive learning culture to a more student-centered and active way to study. The movement has its background in the very practical development projects of school. In the scientific community, FC and FL are commonly used as synonyms and are rightly criticised for their weak theoretical foundations and for the way that constructive and behavioural learning theories are mistaken for each other.
In the co-authored book Flipped Learning in Finland I have popularized the theoretical model for FL (Toivola & Silfverberg, 2016) which I have presented at the 13th International Congress on Mathematical Education (ICME) in Hamburg, German. My book Flipped Assessment – A Leap towards Assessment for Learning has two guidelines. The first is theoretical and practical support for the teachers to develop their assessment cultures and the other is to offer emotional support. The forces of change can easily develop into a storm around a teacher who start to flip, which I illustrate via my own experiences. In this paper, I focus on increasing teachers’ awareness about the importance of assessment for learning to achieve a student-centered learning culture.

No quadro do Programa de digitalização para as Escolas, a Direção-Geral da Educação (DGE) promove, em colaboração com os Centros de Formação das Associações de Escolas, ações de formação, com vista à capacitação digital dos docentes.
No sentido de apoiar o trabalho desenvolvido, nos vários contextos formativos, a DGE contou com a colaboração de diversos autores e disponibiliza um conjunto de materiais auxiliares, designados Módulos de Formação de Docentes, complementares aos An2 de nível 1, 2 e 3 , bem como à formação de formadores.
No desenho destes Módulos de Formação, os respetivos autores tiveram em conta os vários níveis de proficiência digital dos docentes, bem como as áreas temáticas das oficinas de formação.
Assim, as propostas de atividades e os recursos educativos sugeridos contribuem não só para a integração das tecnologias digitais nas práticas pedagógicas, mas também para o desenvolvimento das várias dimensões dos Planos de Ação para o Desenvolvimento Digital das Escolas (PADDE), de modo a que todos se sintam aptos a utilizar as tecnologias e as infraestruturas digitais com confiança e segurança.

The article aims to assess the efficiency of flipped learning as one of the most up-to-date methods when teaching English for the EFL students in Ukraine. The significance of the study bases on the necessity to implement advanced teaching practices during the COVID-19 pandemic since online learning requires constructive changes in the traditional system of education. It is necessary to shift from the direct knowledge transfer to searching and cognition of new information by students, to change the teacher's role to being 'a facilitator' and organizer of various academic activities. The article outlines the main characteristics of flipped learning, including flexibility, individualization, differentiation, and opportunities for students to learn at any place or time. The contribution of this research is to estimate new experiences of University students due to flipped learning implementation. It was achieved due to analyzing responses to the survey-based questionnaire of 48 learners and 23 teachers of the

The Information Age has created the need for a new approach to education. One possible approach that makes use of technology and encourages active learning is the flipped classroom, in which instructional content is assigned as online homework freeing class time for guided group activities. This paper examines what it means to flip a class; considers the advantages and disadvantages; and discusses its use in teaching English as a foreign language. It provides several suggested activities for teachers and concludes by noting flipped learning's potential in aiding in the transition to an education model that is more fitting for the 21st century.

L'integrazione delle risorse digitali e tecnologiche nella didattica modifica tanto gli ambienti di apprendimento quanto gli strumenti a disposizione dei docenti nel processo di trasposizione. Uno di essi è il video, già presente in forma di fonte multimediale nei contesti scolastici ma oggi importante potenzialità per la progettazione di dispositivi inclusivi, di nuove dimen-sioni temporali e spaziali e di nuovi approcci al sistema di insegnamento ed apprendimento. Tuttavia utilizzare il video pone una serie di problematiche che l'insegnante deve affrontare in sede di progettazione del dispositivo, per evitare l'inganno estetico che uno strumento consueto, ma di difficile deco-difica, potrebbe indurre negli studenti, soprattutto a livello di carico cogniti-vo. Di conseguenza è necessaria una predidattica che insegni l'approccio al mezzo visivo ed ai suoi linguaggi, la sua analisi, il suo trattamento responsa-bile ed autonomo in sede di acquisizione di contenuti. È necessaria una pa-dronanza epistemologica e didattica insieme che permetta sia di selezionare e validare video presenti in rete, sia di costruirne di nuovi, ma soprattutto di manipolarli, integrandoli con altri supporti.

In a flipped classroom, students study instructional material before class and apply this material during class. To provide a statistical synthesis of current research on effects of flipped classrooms, we conducted meta-analyses that included 114 studies which compared flipped and non-flipped classrooms in secondary and postsecondary education. We found a small positive effect on learning outcomes, but no effect was found on student satisfaction regarding the learning environment. In addition, we found considerable heterogeneity between studies. Moderator analyses showed that students in flipped classrooms achieve higher learning outcomes when the face-to-face class time was not reduced compared to non-flipped classrooms, or when quizzes were added in the flipped classrooms. We conclude that a flipping the classroom (FTC) approach is a promising pedagogical approach when appropriately designed. Our results provide insights into effective instructional FTC design characteristics that support an evidence-informed application of FTC.

The flipped learning approach has been growing in popularity in both higher education and K-12, especially for its potential to increase active learning and student engagement. However, further research is needed to understand exactly how the flipped approach enhances student engagement. This narrative systematic review synthesises literature published between 2012 and 2018, focused on the flipped learning approach in K-12 contexts, and indexed in 7 international databases. 107 articles, book chapters, dissertations, conference papers and grey literature were included for review, and the results are discussed against a bioecological model of student engagement. The results indicate that the majority of research has been undertaken in North American and Asian high schools, heavily focused on student perceptions of flipped learning and achievement within STEM subjects, especially Mathematics, with a slight preference for quantitative methods. Studies in this review found the approach to overwhelmingly support student engagement, with 93% of studies citing at least one dimension of behavioural, affective or cognitive engagement, whereas 50% of studies reported facets of disengagement. Collaborative technologies such as Google Docs, Google Classroom and Edmodo were particularly linked to engagement, with videos not created by teachers more likely to lead to disengagement. Only 12% included a definition of student engagement, and less than half used a theoretical framework. Future empirical research should ensure that all contextual information is included, including year level of student participants, that multiple methods of both quantitative and qualitative data collection are included, and close attention is paid to grounding research in theory. Further research is needed on parent, teacher and school leader perceptions, as well as longitudinal and multiple-class studies.

Flipping the classroom or inverted teaching is a response to the idea that class time can be used to engage students in learning through active learning techniques, rather than through delivering lectures along. Flipping the classroom is the process of replacing traditional lectures with more student-centered learning strategies, such as active learning, discussion, problem-based learning, and another form so group work and peed instruction. This article explores the concept of the flipped classrooms and their key elements. This article also explains the features and models of flipped classroom instruction.

מאמר זה עוסק ברעיון לייעל את הוראת העברית למבוגרים על ידי שילוב גישת 'הוראה הפוכה' עם מסלולי לימוד חלופיים בהתאם לסגנונות הקוגניטיביים שונים של התלמידים. במאמר יתוארו עקרונות הרעיון ורכיבי התהליך הלימודי המבוסס עליו ויוצג יישומו הניסויי של רעיון זה. כמו כן תיבחן יעילות הוראת העברית במסגרת הניסוי בהשוואה ליעילות הוראתה הרגילה.

ABSTRACT: The purpose of this study is to determine whether flipped learning contributes to the development of preservice Turkish teachers’ written expression skills and, if it does, the extent of this contribution. To this end, first-year students attending the Turkish teaching department in a public university in Turkey were allocated to an experimental or a control group (35 students in each) on a volunteer basis, and an experimental study was conducted. In this study, the embedded mixed research method was selected. In order to collect the quantitative data, samples of informative and narrative texts were used at the beginning and at the end of the term. The analyses revealed that students in the experimental group demonstrated significantly higher development in the case of both types of texts than the control group students. In order to collect the qualitative data, three students from the experimental group and three students from the control group were selected, whose writing processes were video recorded and then analyzed each week. The findings obtained from the analysis of both the quantitative and the qualitative data revealed that flipped learning is highly effective in terms of developing preservice Turkish teachers’ written expression skills.
Keywords: Flipped learning, technology in education, Turkish teaching, writing skills, embedded mixed method

En este proyecto de investigación, en primer lugar, reflexionaremos acerca del modelo pedagógico de la “clase invertida” o flipped classroom, que se basa en la inversión de la estructura tradicional de la clase expositiva presencial a través del empleo de tecnologías de información y comunicación. Después, a partir del análisis de este modelo pedagógico, ensayaremos su aplicación en un curso de la materia Introducción a la Investigación.

The purpose of this study is to investigate the effect of the "flipped learning" on university students’ academic achievement. In this regard, 220 students studying in Mechanical Engineering and Computer Programming in Aksaray University participated to the study. As data collection tool, an academic achievement test was developed by researchers. Validity and reliability issues for the test were established. Algorithms and Programming were selected as subject areas since university students experience significant learning difficulties. The study, after a pilot study, was carried out for 8 weeks. In data analysis, using SPSS 24 software program, it was analyzed how the dependent variable, academic success, changed according to different teaching methods by using t-test. As a result, it was seen that a significant difference was found between the average scores of students in each program. When the flipped learning for programming education at university level is constructed in a well-structured way, it emerges as an effective learning method for increasing academic success.

A new trend of using Social Media or Social Networking Sites has been recently highlighted in this technology era.  Social media influences people’s lives in many aspects including education and English language learning.  It has made an effect on the English language either in a positive way by adding new words to the dictionary a negative way by misusing the grammar and using incorrect abbreviated words.  The purpose of this study is to examine what the effect of using Social Media has on the English language learners and see if it was more positive than negative and vice versa as well as to understand the students’ perceptions on how the use of social networking sites help to facilitate or inhibit their English writing skills.  To achieve the objectives of the research, the study used a mixed method approach which involved the survey of students in high schools.  The study revealed that majority of respondents used WhatsApp and Facebook for making friends and chatting. In addition, majority of respondents experienced negative effects such as poor grammar and spelling.  Nevertheless, there were cases where others experienced improvement in their readings skills as a result of participation on social media networks.  Also, respondents shared ideas, discussed and shared examination questions among themselves on social media networks.  The study recommended the promotion of social media usage for academic purpose, counseling for addicted students and the use of the right grammar and spelling when participating on social networks.

Key words:  Social Media, Communication, College Students, Academic Writing

El presente trabajo de investigación, explora el uso del modelo de Flipped Learning (FL) en nivel superior, a través de un estudio de casos múltiple, en una universidad privada donde los profesores participantes han utilizado este modelo al menos por un año. El objetivo es analizar los elementos de diseño y planificación que siguen los profesores, haciendo énfasis en el tipo de actividades que se implementan dentro del salón de clases, el material y actividades que distribuyen para revisar fuera del aula, así como las herramientas tecnológicas que giran alrededor del curso. Todos los elementos anteriores se identifican como relevantes para promover el aprendizaje activo y significativo, así como el autoaprendizaje, los cuales se destacan estos últimos, como características importantes en el modelo de FL. Esta investigación de tipo cualitativa, utiliza como instrumentos de investigación, la entrevista a profesores, la observación en una sesión de clases, así como la revisión de documentos en plataforma educativa, complementando la construcción del caso, con una encuesta a alumnos. Se espera que los resultados aporten un panorama general de lo que están haciendo los profesores de nivel superior con FL, cómo están promoviendo el aprendizaje activo y significativo en sus estudiantes y determinar si se requiere algún tipo de capacitación en temas pedagógicos adicionales, para llevar con éxito la implementación del modelo. El presente trabajo, puede servir como punto de partida, para un profesor que se interese en utilizar este modelo de aprendizaje.

Flipped learning (FL) in mathematics has recently attracted considerable interest around the world. It raises the question of whether humanist perspectives, such as freedom, dignity, and potential of humans, should have a higher profile in teaching and students' learning in mathematics. This article has used data collected from an open questionnaire where 33 Finnish teachers illustrate why they flip their learning culture in the first place and what are they worries about flipping. The main aim of this article is to offer theoretical and emotional support for teachers' enthusiasm to change their learning culture in a more student centred approach and raises the discussion about what flipped learning really is. What are its pedagogical assumptions? After strengthening our theoretical understanding about why flipped learning seems to be functioning so well we can also better understand what is central in the approach to what we are trying to achieve by applying it. Abstract. Il Flipped learning (FL) in matematica ha recentemente riscosso grande interesse a livello mondiale. Ci si pone l'interrogativo se valori quali la libertà, la dignità e il potenziale umano debbano avere un maggior rilievo nell'insegnamento e nell'apprendimento della matematica. Il presente articolo si basa su un questionario aperto nel quale 33 insegnanti finlandesi illustrano il motivo per cui capovolgono il loro habitus di insegnamento in primo luogo e quali sono i loro dubbi a tal proposito. Lo scopo principale di questo articolo è quello di fornire sostegno teorico ed emotivo agli insegnanti al fine di favorire un cambiamento nel modo di apprendimento che divenga più centrato sul discente e al contempo fa emergere la discussione su cosa si intenda realmente per Flipped Learning e su quali siano i suoi presupposti pedagogici.

En este artículo se revisan las características de los videojuegos que recomendamos incorporar a nuestros entornos educativos
para que motiven a nuestros alumnos a implicarse en ellos. Éstas incluyen: I) elementos narrativos que proporcionen motivación
inicial y a largo plazo; II) sistemas de pequeñas recompensas por acciones que proporcionen refuerzo y motivación a corto plazo;
III) elementos personalizadores de la experiencia de aprendizaje; IV) un sistema de proximidad social al profesor y de trabajo en
equipo con los compañeros; V) un sistema de respuesta que proporcione realimentación inmediato a las acciones de cada alumno,
y VI) actividades interesantes y divertidas para que los alumnos trabajen con nuestros conceptos y ejerciten las competencias que
nuestra asignatura pretende fomentar. Se muestran diversos modelos para gamificar asignaturas universitarias como el gamified
classroom, el multiplayer classroom y el flipped classroom with just in time teaching (JITT/FC). Hemos obtenido excelentes
resultados en tres años con esta última metodología en alumnos de la Universidad de Alcalá. Las calificaciones medias en los
exámenes de evaluación han mejorado en un valor que supera la desviación estándar de la clase con respecto a las promociones
anteriores de la misma asignatura enseñadas con una metodología tradicional.

L’inclusione è una filosofia che riguarda la progettazione didattica a tutti i livelli, dalla microprogettazione dei singoli interventi didattici fino alla macroprogettazione dei contesti e delle strategie. In particolare, la progettazione, l’analisi e la valutazione di setting inclusivi basati sulle tecnologie richiedono di pensare, problematizzare, rappresentare e implementare obiettivi, tematiche, modelli, progetti. Si tratta di un’attività complessa, che non può essere realizzata separando a monte ambiti di competenza pedagogici e tecnologici: si profila la necessità di un lavoro davvero trans-disciplinare. La pratica didattica della flipped classroom sembra offrire ai docenti uno scenario operativo per sperimentare un modello di media education inclusiva. Questa la tesi sviluppata nel presente lavoro, attraverso una rapida introduzione volta a chiarire l’accezione di flipped learning utilizzata nel lavoro e la presentazione dell’esperienza di flipped inclusion in svolgimento su diversi corsi e attività all’Università degli Studi di Salerno.
Inclusion is a view that involves instructional design at all levels, from the micro-design of each teaching interventions to the macro-design of contexts and strategies. In particular, the design, analysis, and evaluation of inclusive technology-based settings will require thinking, questioning, representing and implementing goals, themes, models, and projects. This is a complex activity that can not be achieved by separating the pedagogical and technological dimensions: a truly trans-disciplinary approach is needed. The teaching practice of flipped classroom seems to offer teachers a suitable scenario to experiment an inclusive model of media education. This paper argues for this thesis. It starts with a brief introduction of the notion of flipped learning adopted in the paper and a presentation of the flipped inclusion’s experiences carried out in various courses and activities at the University of Salerno.