Virtual flipped classroom: New teaching model to grant the learners knowledge and motivation

Sameh Ahmed, Shubair A. Abdulla

Abstract


This research introduces new pedagogical approach, the Virtual Flipped Classroom (VFC). The VFC is an integration of two concepts: Flipped Classroom and Virtual Classroom. It enables the teachers to teach and guide the students in applying the activities needed to achieve best learning levels. To investigate the effect of VFC, the researchers applied it on the students of computer programming course in Instructional and Learning Technology (ILT) department at College of Education, Sultan Qaboos University (SQU). The students’ learning achievement and motivation were measured by two instruments, Programming Achievement Test and Survey of Student Motivation respectively. One-group pretest-posttest qusai-experimental design has been followed. The sample, which consisted of 18 students, was taught some selective topics of the computer programming perquisite using the VFC model. A pretest and posttest are administered before and after using the VFC model. The researchers used independent sample t-test and multivariate analysis of variance (MANOVA) to analyze the data obtained. Findings indicated a significant difference in the learning achievement and motivation before and after applying the VFC model. The differences were in favor of VFC model. Further analysis showed that the new model contributed to the improvement of performance of low achievers students.


Keywords


Virtual Flipped classroom, Flipped classroom, Virtual Classroom, Achievement levels, Motivation, Computer Programming

Full Text:

PDF HTML


DOI: http://dx.doi.org/10.3926/jotse.478


Licencia de Creative Commons 

This work is licensed under a Creative Commons Attribution 4.0 International License

Journal of Technology and Science Education, 2011-2019

Online ISSN: 2013-6374; Print ISSN: 2014-5349; DL: B-2000-2012

Publisher: OmniaScience