In the flipped classroom, some theoretical contents are offloaded for the students to self-learn, they may be assigned to read some documents out of class, and the class time will be occ
LITERATURE REVIEW
Definitions
Blended learning is a learning model which combines lectures in class and online contents (Bonk and Graham, 2005) In other words, it is the mixture of the traditional classroom (face-to-face classroom) and the online classroom (Garrison and Vaughan,
2008) According to Banados (2006), quoted by Nguyen Thi Kieu Dung and peers
(2015), blended learning is defined as combination of the technology and lessons during class following a flexible approach to gain achievements in the online training and assessment and utilise other methods to create a comprehensive educational programme improving the learning outcomes and/or the financial savings.
Bloom’s revised taxonomy ranks cognitive skills according to six categories ranging from lower-order skills to higher-order skills The lower-order skills requiring less cognitive processing which include remembering and understanding the learned contents The higher-order skills require deeper learning consist of applying, analysing, evaluating and creating the academic information which is received (Anderson and Krathwohl, 2001).
Figure 1.1 The Bloom's revised Taxonomy
No one owns this term, “the Flipped Classroom” (Bergmann and Sams, 2012), Staker and Hom (2012), Garrison and Vaughan (2008), Strayer (2012), Ash (2012), Nguyen Van Loi (2014) argued that the flipped classroom model is a method of teaching design which is a form of blended learning Pursuant to Bergmann and Sams (2012), flipped classroom is a type of learning model in which lectures will be integrated and presented in video format and electronic documents by the faculty members, then transmit these to students via the online system Instead of studying new lessons in class and then doing homework at home, students will approach the lesson at home through these online resources, textbooks, and documents before class, while the class time will be used for active learning activities such as answering questions, problem solving, group works, discussing issues, learning advanced knowledge, The flipped class is significantly supported by using information technology in the deployment of online virtual platform.
Figure 1.2 Models of Blended learning (Staker and Horn, 2012)
In the flipped classroom model, faculties will change their teaching method and positions in class, transform their curriculum and integrate lecturers in to digital video format Students will be required to view these videos, textbooks and other additional document at home (outside of class) Some faculties may even ask students to do a few tasks such as worksheet table (serving as a pre-class assessment) (Gilboy, Heinrichs and Pazzaglia, 2015) or assign to the students inside-classroom pre-lecture test at the beginning of the lesson under the supervision and assistance from the lecturer (Tsai, Lin and Lin, 2019) After that, the class will be use for the application of those theories through in-class activities known as active learning activities In this teaching approach, teacher significantly plays a role of a monitor who always stands by his/her students to support each of them during class (Kurtz, Tsimerman and Steiner-Lavi, 2014).
According to King (1993), the view of using traditional teaching method will not be effective for the current era of humanity, the twenty-first century, when companies mostly call on individuals to think for themselves, pose and solve problems, and generally produce knowledge rather than reproduce it The flipped classroom puts the students into the center of the class (student-centered learning) and the lecturers who used to be a “sage on the stage” now become more of a “guide on the side” As Bishop and Verleger (2013) argued, cited by Su and Chen (2018) flipped classroom is an alternative pedagogical approach grounded in student-centered learning, which are theories and methods consist of active learning, constructivism, and peer-collaborating learning Constructivism is a learning theory which says that “people construct their own understanding and knowledge of the world, through experiencing things and reflecting on those experiences” (Bereiter, 1994) Thus, associated by using the active learning activities, the flipped classroom model would effectively help the faculty member to motivate students to learn at the high level, train their thinking ability, and at the same time improve their ability to criticize, reason and construct a firm knowledge foundation through active learning including peer-assisted learning activity, individual instruction, group project, student questioning, mini-lectures, (Ogden and Shambaugh, 2016; Stake and Hom, 2012).
1.1.3.1 Principles of the organisation of the Flipped classroom model
The flipped classroom model is originally built on the principle of student centered learning Moreover, the student-entered learning is one of the essential parts of constructivism learning theory Constructivism’s core idea is that people learn by constructing new knowledge upon the foundation of things they have learned in previous learning This means learning is not a passive activity that students receive knowledge from teacher, but will actively confront the new information and from what they have already learned, they will construct their own new learning experiences (Phillips, 1995) Some of the benefits of Constructivism theory (Bada and Steve Olusegun, 2015):
Students learn more, they feel excited and enjoy to learn more because they are actively involved, not passively listen.
Constructivism direct the education to concentrate on learning to think and understand not only remember.
Constructivism learning theory is transferable; it can be adopted in many different disciplines with some certain principles.
Constructivism encourage students to construct the knowledge so that they can gain the ownership to what they have learned It also stimulates the instinct of creation, engage students’ initiatives, personal investment and utilisation of creativity in learning, retaining and expression of their own knowledge.
Students in constructivist classroom are engaged to learn to generate question and to apply their “natural curiosity” by learning activities which is put into an authentic, real-world context.
Social and communication skills is tremendously promoted by constructivism.
As it was said by Bishop and Verleger, 2013, the student-centered learning is a system of theories consisting of many learning theories such as active learning, peer- assisted learning, cooperative learning and problem-based learning.
❖ Problem-Based learning The goals of problem-based learning were given by
Hmelo-Silver (2004): This approach helps students to develop flexible knowledge, effective problem-solving skills, self-directed learning skills, effective collaboration skills and intrinsic motivation.
According to Barrowas (1996), there six features of this theory (or approach):
- Learning occurs in small student groups.
- Teachers are facilitators or guides.
- Problems generate the organising focus and stimulate learning
- Problems are means used to support the development of problem-solving skills.
- New information is collected through self-direct learning.
❖ Peer-assisted and cooperative learning: Topping ad Ehly (1998), argued that knowledge acquisition and skill development progress through helping and supporting “among equals or matched companions” Foot and Howe (1998), also describe this learning theory as including three features:
- Teamwork of students is organised to complete a superordinate goal.
- Assignments were delivered to each team member; each individual takes charge of each sub-goal.
- All of the contributions are collected and summarised in accordance with the main goal.
Doolittle (1995) noted that there are five paramount factors to foster cooperative learning:
- Small group and interpersonal skills.
❖ Learning styles theories: This kind of theory was stated that each person have his/her own abilities, styles to learn, what need to do to improve the learning outcomes is match the learning with some specific studying styles There are some literatures within this field (Kolb, 1984; Felder and Silverman, 1988).
❖ Active learning As it was stated by Prince, 2004, “any instructional method that engages students in the learning process.”, this concept is too extensive to the point it concludes all of the traditional learning activities However, to differentiate the teacher-centered approaches to the rest of active learning activities, there was an explicit exclusion to dismiss these traditional approaches Therefore, active learning was considered as a superset for peer-assisted and problem-based learning methods.
1.1.3.2 The differences between the traditional classroom and flipped classroom:
Unlike the traditional classroom, the flipped classroom allows pupils to engage in working with lessons in advance of class time, often through online lecture videos or books and external materials, then joining to do more challenging, creative tasks to apply learned knowledge such as problem solving, group discussion, debate, problem solving during the class (Brame, 2013) Based on Bloom's taxonomy table in the book A taxonomy for learning, teaching, and assessing: A revision of Bloom's taxonomy of educational objectives of Anderson and Krathwohl (2001), the traditional classroom makes the students spend their class time with the lecturer to acquire the content with low level activities, which is remembering and understanding, when outside school hours, students will have to struggle with the exercises and this requires high-level activities: applying, analyzing, evaluating and creating In the flipped class, learning theoretical knowledge will be done outside the classroom, during class, students will accompany the lecturer to participate in high-level thinking activities That is, both students and faculty will work together to solve problems, discuss, debate or present the acquired knowledge related to the topic of the lesson Thus, the flipped classroom model will motivate students to learn at the high level, train their thinking ability, and at the same time improve their ability to criticize, reason and construct a firm knowledge foundation.
Students practice applying key concepts wit 11 feedback
Students check understanding and exlend learning to more complex tasks
Figure 1.3 Differences between the Classical lecture setting (Traditional classroom) and the Flipped classroom (Source: University of Texas at Austin)
1.1.3.3 Some of other advantages of flipped classroom model are listed as follow.
Cost saving: Graham’s study (2013) named Emerging practice and research in blended learning printed in the Handbook of distance education, mentioned financial saving as a strong point that accompany the improvement of the perception, awareness of the learning space factor of the students gained from blended learning.
Support to solve problems concerning learning environment: in addition to cost issues, training institutions are also facing obstacles related to facilities such as lack of classrooms, landscape environment and tools suitable for students' learning needs Baepler's research team (2014) has demonstrated that by applying the flipped classroom learning model, it is possible to overcome the lack of facilities because taking advantage of online classes helps to reduce the number of students staying at school to study.
SUBJECTS AND RESEARCH METHOD
Subjects
Subjects of the study are expected to be 350 participants studying at the Pharmacy Department of Nguyen Tat Thanh university The selected course to be studied will be
Research method
To support the interaction between students and faculty member, faculty fan page and Quizlet will be used for communications between students and lecturers so that they can send feedback to each other through devices which have the Internet connection Data will then be collected and processed by using the CB (CB-SEM) modelling Besides, the faculty members also take advantage of the EPUB software (Electronic Publication) of the courebook as a portable document that helps student to learning everywhere and anytime they want.
Table 2.1 The flipped classroom planning pattern used in the redesign of the lesson
1 Students understand and can be able to use the vocabulary to talk about the Nervous system (structure, organs, how it works, roles and functions of the system, ).
2 Students comprehend and collect the information from passages or a conversation
3 Students know how to create a conversation or engage in discussion by using some language patterns.
- Coursebook: “Career Paths: Medical” (Virginia Evans, Jenny Dooley, Trang M Tran, M.D.).
- Some specific websites (Youtube channel, Facebook Fanpage of the department, Quizlet as virtual platform).
Before class During class After class Activities Outside-classroom lesson preview:
Active learning under the monitor of the lecturer:
- Working with task on the LMS.
From the results of mentioned researches, the author found out that the research model of the effectiveness of the flipped classroom learning model, the student question generation and the instant response system on the student engagement is quite new in Vietnam educational system in general and universities in particular.
Based on previous studies, hypotheses were made, these hypotheses relate to the impact of the flipped classroom model, student question generation and the instant response system on student engagement:
Hl: Flipped classroom model has a positive impact on students' engagement. H2: Student question generation has a positive impact on students' engagement. H3: Instant response system has a positive impact on students' engagement.
The author took the original questionnaire and research model from other references (in Table 2.2), then made some adjustments so the model will become suitable to the context of Nguyen Tat Thanh university From the above hypotheses, the author proposed the following research model:
In this study, the author will use a survey questionnaire to assess student engagement toward the designed curriculum, combining with flipped learning strategy, student question generation and instant response system The surveyed students will be required to complete a questionaire consists of items, evaluated on a 5-point scale according to the Likert scale with five choices which range from 1 point that is completely (strongly) disagree to 5 points is completely (strongly) agree The survey items were carefully considered, selected and edited by experienced professors to ensure the coherence of the items with the context of the study.
Table 2.2 Items corresponding to each surveyed factor
FL1 I learnedmore from flipping, and I prefer flipped class over conventional teaching.
Pierce and Fox(2012) FL2 I learned more by collaborating with others by sharing and commenting.
FL3 Flipped learning has reduced my dependency on the lecturer.
FL4 Flipped classroom learning has helped my personal development.
SQG1 I tried to ask in-depth questions in my own words Yu and Wu
(2012) SQG2 By generating questions, it can help to think in depthand explore the theme.
SQG3 I asked question to make sure I understood the material.
SQG4 During the student question-generation activities, when I need to question, “I read textbooks and assigned reading over and overagain.
1RS1 When there are student discussions before or after answering the questions, IRS can effectively support peer instruction and discussions.
IRS2 IRS can increase the interaction between an instructor and the students.
IRS3 Using IRScan increase my participation.
IRS4 Using IRScan increase my class concentration.
LEI I am willing to spend more time to learn this course content well.
LE2 I will keep my mindonlistening to and looking at my teacher’s or other student’s explanation and demonstration.
LE3 I will answer teacher’s or other students’ questions on my own initiative when participating in this course.
LE4 I can use my own initiative to collect the materials about this course content.
After the collecting samples process, the sample will be purified based on some specific condition To begin with the analysis, the demographic elements were gathered Next, the author used the SPSS and AMOS statistical softwares to perform these following tasks:
- First of all, the examination of the reliability of the scale was proceed, by evaluate by examining the Cronbach’s alpha and the EFA.
- In the next step, the data were brought to test the correlation to make sure that the variables correlate with each other within acceptable threshold and at a suitable significance level and to ensure that there is no multicollinearity.
- In order to prove that there are relationships between the observed variables and the latent construct, the author would perform CFA.
- After that, SEM was used to identify the level of the relationship and examine the hypotheses.
- Finally, bootstrapping test was used with the purpose of extending the research results to the whole population. íằ Untitled! [DataSetO] - IBM SPSS Statistics Data Editor
File Edit View Data Transform Analyze Direct Marketing Graphs utilities Add-ons Window Help
Figure 2.2 The Interface of SPSS software
RESULTS AND DISCUSSION
Results
3.1.1 Descriptive statistics of the samples
The faculty actually obtained total 350 survey papers After that, the faculty members will proceed the filtration to examine and eliminate the invalid answer papers due to these following reasons: All of the survey questions were not fully answered, participants gave the same answer to all of the questions.
In the end the filtration process, the remain amount of survey paper was 337, yet this amount still gives a proper percentage to the total obtained surveys which wass 96.28% Table 2 specificly demonstrates the descriptive statistic of the samples (demographic factors).
Table 3.1 Descriptive statistics of the sample
In Table 3.1, every demographic factors serving as the descriptive statistics of the sample were identified based on gender, age, and grade These components did not substantially influnce the results of this research.
The reliability and suitability of the scale
3.2.1 Examination of the reliability of the scale
Based on the Cronbach’s Alpha (appendix 2), the author proceeded to examine the reliability of the scale which eventually showed the results that all of variables have the Corrected Item-Total Correlation which is higher than 0.3 In addition, their Cronbach's Alpha are also higher than 0.7 which means if the author eliminates any of these latent variables, this coefficient will reduce Hence, the entire group of the variables has been kept This eventually proved that all of the factors of the scale have the suitable reliability The results from the EFA shows that it is relevant the practical data.
Table 3.2 shows means, standard deviations, of the latent constructs in the measurement model All of the correlations were smaller than 0.85, suggesting the absence of multi-collinearity Evaluating the correlation between variables by a Pearson test gave the results which shows that the independent variables (Flipped Classroom Strategy, Instant Response System, and Student Question Generation) correlate with the dependent variable (Learning Engagement) at the 95% confidence level, with correlation coefficients >0.3.
Table 3.2 Mean (M), standard deviations (SD), and intercorrelations of study variables
3.2.3 Analysis of CFA Decisive Factor
In this study, we performed a confirmatory factor analysis (CFA) through structural equation modeling (SEM) in AMOS 20 The CFA results show that the model has indicators revealing the suitability of the model with market information Based on the Chi-square/df = 2.268 (0.9), CFI = 0.944 (>0.9) are standard This result indicates that the measurement model fits well with the data Moreover, the correlation coefficients together with the standard deviations show that they are different from 1 Thus, the adjusted research model achieves convergence validity and discriminating validity The model has no correlation among the measurement errors of the factor groups, so the model becomes monad.
In order to evaluate the reliability of the scale, the study used composite reliability (CR), average variance extracted (AVE) Results summary is shown in the following table:
Table 3.3 Average variance extracted and Composite reliability
The CR of all factors is > 0.7 and the factor loading is > 0.5, so the overall reliability of the scale among the factors is good and acceptable AVE of all factors is > 0.5, so the average variance extracted of the scale in the factors meets standards and is accepted.
Distinguished validity: through the discovery factor with structural variables in the factors, quantitative analysis results show that the factor loading of these factors is greater than the factor loading of other factors Further examination of the relationship between the factors and the average variance extracted shows that the square root of each measuring factor is greater than the coefficient of correlation between that factor and another factor Summary of the aforementioned results shows that the factors can ensure the distinction.
The convergence value: the analysis results show that the AVE of each observed variable is greater than 0.5 and the factor loading of each observed variable on the factor is greater than 0.5 (acceptable level according to Fomell and Lacker,
1981), this shows the stability of the scale In addition, the standardized weights of the observed variables are high and greater than 0.5, the p-value of each pair of concepts is less than 0.05 This further confirms that the research model achieves convergence and discriminatory values.
The results of estimating the relationship between the research concepts show that all factors have an impact relationship with each other at the statistical significance level of under 5% The hypotheses are presented in detail in the following table:
Table 3.4 Results of testing hypotheses
From the results of the causality test among the research factors, the author can propose that all the relationships in the research model are statistically significant or hypotheses from Hl to H3 are accepted through the weights, which means:
- Flipped classroom model has a positive impact on students' engagement (Hl)
- Student question generation has a positive impact on students' engagement (H2)
- Instant response system has a positive impact on students' engagement (H3)
Normalized regressions of relationships between positive factors show that the relationships between these factors have a proportional effect on each other:
- If the FL increases 1 unit, it will cause the LEA to rise 0.284.
- If the SỌ increases 1 unit, it will cause the LEA to rise 0.425.
- If the IR increases 1 unit, it will cause the LEA to rise 0.209.
In summary, the results of testing the theoretical model by SEM show that the model is suitable for the survey data set Estimated results of the causal relationship between the concepts in the theoretical model show that the relationship between the concepts in the theoretical model is statistically significant (p