The given research proposal is devoted to the investigation of the major concerns of flipped learning and its possible implementations in terms of teaching chemistry. The paper provides a description of the issues importance and introduces its main peculiarities. To create the basis for the further investigation of the problem, the literature related to the topic is reviewed. The given proposal also describes the chosen research question and proves the choice of methodology to analyze its main conceptions. Additionally, the possible outcomes of the given investigation serve as the ground for discussion about the efficiency of flipped learning and its practical utility. Finally, the results of the investigation prove the necessity of the precise analysis of the considered question and promote the improvement of the comprehension of the given question. At the end of the paper, the conclusion is provided, and some possible limitations of the study are highlighted.
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Learning and education have always been ongoing issues for human society. They serve as the basis for the further evolution of any community and promote technological progress to achieve the next stage. The significance of these phenomena determined the constant reconsideration of the approaches towards learning and the pattern according to which the whole process should be organized. A number of scientists have sought to determine the most efficient methodology and way of teaching that will be able to guarantee the best results. The scale of the problem was so significant that it conditioned the vigorous debates related to the efficiency of a certain approach and its possible applications. However, the methodology has been changing along with society, responding to the appearance of the new conditions and trying to meet the existing requirements. For this reason, the modern age could be characterized by the significant reconsideration of the approach towards learning and attempts to find the new and the most efficient method.
Besides, the blistering development of technologies peculiar to the last decades conditioned the realization of the need for the usage of the new devices in the learning process. The researchers accepted the practical utility of the newest digital tools and initiated the creation of the new approach which implied the usage of a wide range of devices to improve the level of understanding of the new material and academic performance (Nederveld and Berge 163). Additionally, the evolution of the means of media, the Internet, and other technologies resulted in the creation of an interactive environment that could be used in terms of learning. These concerns gave rise to the practice of flipped learning. Nederveld and Berge define it as a certain pedagogical approach characterized by the shift of instructions from the group learning space to the individual one, and the resulting group space is transformed into a dynamic, interactive learning environment (162). Flipped learning could be taken as one of the major concerns of the modern educational sphere as it integrates the newest technologies and the latest perspectives on the methods used in learning.
In this regard, the given paper delves into the most important peculiarities of flipped learning and its possible applications. Despite the fact that it becomes one of the most topical tendencies, there are still a number of apprehensions related to the issue. For this reason, the precise investigation of the advantages and disadvantages of flipped learning and its possible outcomes is crucial for a better understanding of the issue and of the perspectives for its further usage. Besides, the research question is whether the adherence to the practice of flipped learning could be applied to teaching chemistry to improve academic performance and guarantee better results. Additionally, the paper also tends to determine the weaknesses and strengths of the practice in terms of the intensive learning process. Finally, there is also the attempt to highlight the potential limitations for the usage of the given method.
As mentioned above, a number of scientists devoted their works to the investigation of the given question. Hence, flipped learning also introduces the concept of the flipped classroom which is taken as the ideal environment needed for the implementation of the main ideas of this innovative technology. The concept of the flipped classroom should rest on such aspects as integrity, innovativeness, and the usage of the latest technologies to create the unique environment needed for the successful implementation of flipped learning. Being one of the major concerns of the new approach, flipped classroom attracts the attention of a number of modern researchers. Hwang, Lai, and Wang state that modern educators consider it one of the most innovative and effective instructional approaches (449). The main peculiarity of this environment is the shift of priorities from classroom learning to at-home practicing. The given reconsideration might result in the significant improvement of the efficiency of learning as the positive home environment and the absence of any stressors might help a student to relax and acquire the new knowledge.
Additionally, Hwang, Lai, and Wang also highlight a number of possibilities introduced by the new model as students obtain more freedom and are able to plan their studies (450). Furthermore, Yoshida continues cogitations about the positive character of flipped classroom and learning, admitting the usefulness and positive effect the practice might have on the final result (430). Investigating the educational objectives of the new approach, he emphasizes its focus on the formation of a certain competence among students. Additionally, they obtain the basic skills of using various digital devices. In the flipped learning process video lectures, recordings, Internet sources, etc. are used to provide students with the needed information. In this regard, the students placed in this environment might benefit not only from the acquisition of some theoretical knowledge; however, they also might enjoy the necessity to use modern digital devices and obtain important practical skills. This fact conditions the improvement of the image of flipped learning and contributes to its further development. Furthermore, Yoshida is sure that such a learning environment could also help to improve students motivation and self-control. Besides, the usage of various digital devices to create a positive environment and interactive model might also promote the growth of the level of interest towards the new method (Zhang 49).
Nevertheless, scientists also admit that the last several decades could be characterized by the decrease in the popularity of traditional scholastic education (Zhang 51). Being surrounded by the new technologies, students realize the necessity of changes and want to use the newest practices. This fact conditions the decrease of the intrinsic motivation and results in the worsening of academic performance. Yet, the appearance of the new methods promotes the growth of the public interest towards learning practices. The combination of these aspects triggers the blistering growth of flipped learning. A number of students placed in the environment of the flipped classroom acknowledge its great positive impact on their motivation and learning outcomes (Arnold 83). That is why modern educators tend to promote the further development of the practice by using the more complex digital systems to guarantee better results. Yet, to provide free access to the most important materials, specialists try to implement new technologies in the learning process. (Arnold 85). For instance, the usage of various online databases and libraries could be considered a common practice, while the provision of the recordings of lectures and seminars combined with the interactive prompts is a relatively new approach used to increase the efficiency of the learning process and save time. Additionally, modern students are able to use a number of various digital sources to improve their performance. However, this method was not structured and had a number of limits resulting from the inaccessibility of various sources. The introduction of flipped learning promoted the significant reconsideration of this approach as it aims at the creation of a positive environment that will provide limitless access to a number of various sources needed to investigate any research question.
This fact initiated the appearance of vigorous debates about the usage of new technologies in education. Wan Ng is sure that this process is inevitable, and it is crucial to promote the further evolution of technologies to keep the level of students interest and provide them with the newest data (25). Moreover, he is sure that technologies add to learning a number of new values important under modern conditions. For this reason, technology teaching becomes one of the major concerns of modern society as it will promote the increase of competence related to the issue and contribute to the further evolution of devices used in the sphere of education. If to speak about the flipped learning, the technological progress might promote its further improvement and introduce new ways to educate students and prepare them for the modern conditions. In general, the power of hybrid learning is recognized by the majority of modern scientists (Zhang 52). It might also benefit from the integration of a number of various approaches to learning. However, at the same time, a specialist who adheres to the major concepts of hybrid or flipped learning might face a number of challenges resulting from the unique character of the practice and the absence of the facilities needed to create a positive learning environment.
Under these conditions, the reconsideration of the approach to the implementation of new devices into the learning process might help to attain success and promote the further development of flipped learning. Besides, the modern investigations of the issue prove the necessity of the usage of modern technologies to improve the comprehension of the material and guarantee the students involvement in the learning process. At the same time, a number of scientists outline the necessity of the creation of the unique flipped classroom for every discipline to guarantee significant progress and to use all benefits provided by this new approach. Chao, Cheng, and Chiang are sure that the given design will provide a number of advantages for students studying certain disciplines (515). In their study, they tend to suggest the theoretical basis for the usage of flipped learning in terms of collaborative problem-based learning. In the course of the investigation, the authors prove the great positive effect the adherence to flipped learning might have on the academic performance of students and their final results. However, this positive effect could be achieved only in terms of the preservation of the main rules of flipped learning and the presence of the needed devices.
For these reasons, they underline the crucial role the flipped classroom plays in the learning process. Furthermore, the possible implementation of web-based learning could also increase the efficiency of the given approach and increase the intrinsic motivation of students. Bejdova, Homola, and Kubbincovra state that the usage of various blogs and other Internet sources might help to encourage students to use modern technologies to obtain the needed information (5). They are sure that orientation on the positive outcomes of the exploration of popular technologies will obviously result in the appearance of a strong interest in the new method. Moreover, the creation of the unique environment needed for the flipped classroom also depends on the successful cooperation between various digital technologies. In these regards, the development of the unique classroom could be considered the most important concern of the new pattern as it guarantees the success of the whole learning process.
Speaking about the usage of flipped learning to guarantee progress in a certain sphere, Seery delves into the investigation of the impact flipped learning might have on chemistry in higher education institutions (758). He provides the review of the related to the issuer reports determining whether the application of the major concerns of flipped learning in terms of chemistry could be considered advantageous or not. He is sure, that if the modern educators are able to create the needed environment, the results will prove the necessity of the further implementation of the new practice. However, he also admits the fact that the nature of a subject introduces some unique problems related to the complexity of the material. The problem is that a student might fail to understand a new material on his/her own. At the same time, the discussion organized in the classroom might be inefficient because of the lack of understanding of some major concepts or processes. For this reason, the material analyzed by students at home should be presented in the most understandable and clear way to guarantee its good comprehension. Only under these conditions, the flipped learning could be used to increase learning outcomes in the sphere of chemistry.
Nevertheless, having provided the theoretical basis for the investigation of the issue, it is vital to choose the methodology needed to obtain clear data and make a certain conclusion. Resting on the character of the investigated issue, the mixed qualitative-quantitative approach could be suggested. The usage of the quantitative methods will obviously help to obtain the statistical information needed for the consideration of the impact the flipped learning has on the final result. The results of the educational establishments using the given practice should be collected and compared with the data obtained from the institutions that adhere to the classic approach. Furthermore, the students studying in terms of flipped learning should be surveyed to determine their attitude towards the quality and perspectives of the flipped classroom. The combination of these methods will promote the acquisition of the credible results needed for the further investigation of the given question.
The preliminary results of the study evidence the great efficiency of flipped education and the great positive impact it might have on the further development of the sphere of education. The review of numerous sources devoted to the issue proves the great practical utility of the given method and reasons the adherence to the main concepts of the given study to improve the academic performance and final results. Additionally, the analysis of students attitude towards the new ways of studying evidence its positive image and conditions the appearance of the basis for the further implementation of the main tools (Ariani 179). Finally, the investigation proves that the educational establishments using flipped learning have much better results than other establishments. The usage of the given approach in terms of teaching chemistry could also be considered efficient as it guarantees positive outcomes and increases the level of intrinsic motivation of students.
The given results introduce the discussion related to the possible implications of flipped learning and the potential outcomes. It is obvious that being a new practice, it implies the usage of technologies to guarantee the efficiency of the method and obtain better results. Moreover, the creation of the flipped classroom is crucial for the organization of the whole learning process. The usage of numerous digital devices to improve the competence of students results in the shift of priorities from in-class to home learning. Despite all benefits of the given process, there are still several negative aspects. First, a student might fail to understand some rules or regularities on his/her own. The classroom discussion is one of the remedies that should help; however, its efficiency in terms of the lack of comprehension is doubtful. Moreover, the given method might also result in the decrease of the authority of a teacher as he/she becomes not the main source of the information. That is why the ambivalence of the given practice introduces the necessity of further investigation and analysis.
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The given paper also provides important information related to the implementation of flipped learning. For this reason, it could be used to create the basis for the reorganization of the functioning of a certain educational establishment. Moreover, the work might also promote further investigations of the issue and trigger the growth of the interest towards the implementation of flipped learning.
Limitations and conclusion
However, there are also certain limitations conditioned by the nature of the research and the lack of materials. The relatively new character of the issue conditions the collection of statistical data. Moreover, the small number of educational establishments using the given method makes the task more complicated.
Altogether, the flipped learning could be considered one of the major concerns of the modern education system. It implies the usage of modern technologies to create a positive learning environment. Students obtain the bigger part of the information at home while they discuss it in the classroom. The efficiency of this approach is proved by numerous infestations and conditions the appearance of the new perspectives on its possible implementation to improve the academic performance.
Ariani, Mohsen. “The Impact of the Physical Learning Spaces on Learning Process.” Taylor’s 7th Teaching and Learning Conference 2014 Proceedings. Ed. Siew Fun Tang and Loshinikarasi Logonnathan. New York: Springer. 2015. 179-185.. Print.
Arnold, Stephen. “Assessing Student Learning Online.” Digital Systems for Open Access to Formal and Informal Learning. Ed. Demetrios Sampson, Dirk Ifenthaler, Michael Spector and Pedro Isaías. New York: Springer. 2014. 83-101. Print.
Bejdova, Veronika, Martin Homola and Zuzana Kubbincovra. “Blogging in Obligatory Course: A Bitter Victory.” Advances in Web-Based Learning –ICWL 2014. Ed. Elvira Popescu, Rynson Lau, Kai Pata, Howard Leung and Mart Laanpere. New York: Springer. 2014. 1-11. Print.
Chao, Chih-Yang, Yuan-Yai Chen and Kuei-yu Chuang. “Exploring Students’ Learning Attitude and Achievement in Flipped Learning Supported Computer Aided Design Curriculum: A Study in High School Engineering Education.” Computer Applications in Engineering Education. 23.4(2015): 514-526. Web.
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Nederveld, Allison and Zane Berge. “Flipped Learning in the workplace.” Journal of Workplace Learning. 27.2(2015):162 – 172. Web.
Ng, Wan. New Digital Technology in Education. New York: Springer. 2015. Print.
Seery, Michael. “Flipped learning in higher education chemistry: emerging trends and potential directions”. Chem. Educ. Res. Pract. 16(2015):758.
Yoshida, Hiroki. “Perceived Usefulness of “Flipped Learning” on Instructional Design for Elementary and Secondary Education: With Focus on Pre-service Teacher Education.” International Journal of Information and Education Technology. 6.6(2016):430-434.
Zhang, Jiping. “Reconstructing New Space for Teaching and Learning: The Future Classroom.” Hybrid Learning. Theory and Practice. Ed. Simon Cheung, Joseph Fong, Jiping Zhang, Reggie Kwan and Lam For Kwok. New York: Springer. 2014. 49-56. Print.