RELATED STUDIES

1.) According to Long, Taotao & Long, et al (2016) aimed at presenting reports and recommendations to
participants in the case of using flipped classroom approach. It adopted a qualitative approach because
it helps to find out a specific phenomenon through collecting data by conducting interviews with a
trainer and five students participated in a TEAL course using the flipped classroom strategy. The
participants watched video clips before the lecture and then they participated in cooperative learning
activities such as collaborative projects, field trips andpresentations. This study concluded that using this
educational approach (flipped classroom) is a new experimentthat contributed to developing the
students’ skills of problem solving and cooperation and it is a student-centered approach.

2.) In the study of Lai, Chiu-lin and Hulang, Gwo-Jen (2016), aimed at presenting the experiment of
flipped classroom that allows the effective practice and positive interaction between students and
instructors. The study applied the quasi-experimental design to the Mathematics Curriculum in the
primary stage for the experimental group, while the control group was taught in the traditional way of a
flipped classroom. The experimental group was taught through the flipped classroom and it was self-
organized while the control group was taught through flipped classroom but in its traditional way. This
experiment helped students acquire the skill of active learning, personality building and self-
organization leading to the high achievement of students who applied the self-organized flipped
classroom learning compared to those who applied traditional flipped classroom learning. The overall
performance of self-organization of the experimental group is too much better than that of the control
group.

3.) In the study of Aljaser, A. (2017), the flipped classroom strategy reinforces the concentration and
participation of students compared to the traditional method. It also showed that the flipped classroom
strategy is effective in improving the level of students’ academic achievement, their interaction and
participation in the lecture time, their motivation and their feeling of enjoyment.

4.) In the study of Oliván Blázquez (2019), the Flipped Classroom method has shown greater academic
achievement than traditional lecturer-based learning (LB), and this fact has been more evident in recent
years mainly due to the development of technological resources such as Google Drive, YouTube, Vimeo,
Google Classroom, etc. The Flipped Classroom teaching methodology in comparison with the lecturer-
based learning methodology has shown itself to be a more effective tool regarding academic
performance evaluated in a quantitative and qualitative way with regards to Social Work education at
university level. It has also been evaluated more positively in terms of the perception of difficulty of the
content.
5.) According to the study of McNally, B. et. al., (2017), it suggests that when a theoretical perspective is
used to inform the flipped classroom design, when summative assessment is integrated into the design
of the flipped classroom, and when an entire course is flipped, students felt they had participated more
actively and attentively in class activities; they also achieved better grades in their specific course. The
students in the classes that used summative assessment as part of the flipped classroom strategy: (a)
had less positive attitudes towards both pre- and in-class activities, (b) felt they participated more
actively and attentively in class discussions and activities, (c) believed the class activities were less clear
and organised, (d) believed the instructor employed less new, unusual class activities, teaching
techniques, and assignments, (e) felt they interacted more with other students in class and were more
reliant on other students to succeed in the class, and (f) achieved higher grades in their specific course.
Other interesting findings include a strong overall preference for the use of technology and for
collaborative learning, a strong overall preference away from quizzes on pre-class content was found,
and there is a stronger preference for flipped teaching in students with English as an additional
language.

REFERENCES

Long, T. T., & Long, J. (2016). Students’ and Instructor’s attitudes and receptions of the viability of using
a flipped classroom instructional model in a technology –enabled active learning (TEAL) classroom: a
preliminary study. Journal of teaching and learning with technology, 5(1), 46-58.
https://doi.org/10.14434/jotlt.v5n1.18879

Lai, Chiu-lin., & Hwang, G-J. (2016). A self–regulation flipped classroom approach to improving students’
learning performance in a mathematics course. Computers & Education, 100, 126-140.
https://doi.org/10.1016/j.compedu.2016.05.006

Aljaser, A. (2017). Effectiveness of Using Flipped Classroom Strategy in Academic Achievement and Self-
Efficacy among Education Students of Princess Nourah bint Abdulrahman University.
http://web.b.ebscohost.com/ehost/detail/detail?vid=0&sid=3ea1ea2a-83a2-4b71-9268-
0c396ce155e3%40sessionmgr103&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#AN=EJ1133205&db=eri
c

Oliván Blázquez, B., Masluk, B., Gascon, S., Fueyo Díaz, R., Aguilar-Latorre, A., Artola Magallón, I., &
Magallón Botaya, R. (2019). The use of flipped classroom as an active learning approach improves
academic performance in social work: A randomized trial in a university. PLoS ONE, 14(4), 1–15.
https://doi.org/10.1371/journal.pone.0214623

McNally, B., Chipperfield, J., Dorsett, P., Fabbro, L., Frommolt, V., Goetz, S., … Rung, A. (2017). Flipped
classroom experiences: student preferences and flip strategy in a higher education context. Higher
Education (00181560), 73(2), 281–298. https://doi.org/10.1007/s10734-016-0014-z