Pre-service teachers reported coming to class prepared and completing assignments in class as the flipped classroom's main positive aspects¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? In focus-group interviews, students most often cited coming to class prepared (4 students) and not needing to do assignments outside class (4 students) as positive aspects; Kahoot was the most-liked application (12 students). → Cabi 2018

Evidence¶

Cabi 2018¶

Emine Cabi. (2018). The Impact of the Flipped Classroom Model on Students' Academic Achievement. International Review of Research in Open and Distributed Learning, 19(3). https://eric.ed.gov/?id=EJ1185114

q2 · i? · causal · r2

Qualitative focus-group interviews with 18 students (4 male, 14 female), analyzed by descriptive analysis with peer-reviewed coding. Responses in Table 7 show 4 students citing preparedness, 4 citing no out-of-class assignments, and 12 naming Kahoot as the application they liked most.

"According to the students, coming to classroom prepared and completing the assignments in the class so that they do not have to do them at home are among the positive aspects of this model."

Discussion¶

Related Claims¶

• Students perceived flipped learning as having a distinct set of affordances (flexible video access, preparation, interaction) and constraints (video length, lack of guidance while watching) — related
• Iraqi EFL learners held predominantly positive attitudes toward flipped classroom instruction — related
• Students generally resisted learning topics on their own outside the classroom and preferred instructor-led learning in class — related