Query: Quasi EXPERIMENT FLIPPED CLASSROOM

title: A self regulated flipped classroom approach to improving students' learning performance in a mathematics course
abstract: The flipped classroom is a well recognized learning mode that enables effective practice and interactions among teachers and students in the class by switching the in class instructional time and out of class practicing time. However, owing to their lack of self regulated competence, most students might fail to browse and comprehend the instructional materials out of class by themselves. In this paper, a self regulated flipped classroom approach is proposed to help students schedule their out of class time to effectively read and comprehend the learning content before class, such that they are capable of interacting with their peers and teachers in class for in depth discussions. In order to evaluate the effectiveness of the proposed approach, a quasi experimental design was employed in an elementary school Mathematics course. The experimental group students learned with the self regulated flipped classroom approach, while the control group students learned with the conventional flipped classroom approach. The study was conducted using a quantitative approach. The instruments used were a performance test, and questionnaires of self efficacy and self regulation. The experimental results indicated that the post test score of the experimental group was significantly higher than that of the control group. It was also found that the higher self regulation students showed significantly different learning achievements when learning with different approaches, while there was no significant difference between lower self regulation students with the different learning approaches. Moreover, the experimental group showed significantly higher self efficacy than the control group. In addition, the learning log analysis results further showed that, conforming to the objective of the self regulated strategy, the students would determine the goals for the next learning phase based on their current performance. To sum up, the findings of this study indicate that integrating the self regulated strategy into flipped learning can improve students' self efficacy as well as their strategies of planning and using study time, and hence they can learn effectively and have better learning achievements. A self regulated flipped classroom approach was proposed.The approach helped students effectively schedule their out of class time.An experiment was conducted in an elementary school math course.The approach improved the students' learning achievement, self efficacy and self regulation.The approach helped the students determine learning goals and performance.

title: The flipped classroom and cooperative learning: Evidence from a randomised experiment
abstract: This article describes a study which compares the effectiveness of the flipped classroom relative to the traditional lecture based classroom. We investigated two implementations of the flipped classroom. The first implementation did not actively encourage cooperative learning, with students progressing through the course at their own pace. With this implementation, student examination scores did not differ between the lecture classes and the flipped classroom. The second implementation was organised with cooperative learning activities. In a randomised control group pretest posttest experiment, student scores on a post test and on the final examination were significantly higher for the flipped classroom group than for the control group receiving traditional lectures. This demonstrates that the classroom flip, if properly implemented with cooperative learning, can lead to increased academic performance.

title: The Flipped Classroom Improves Student Achievement and Course Satisfaction in a Statistics Course
abstract: There are but a handful of experimental or quasi experimental studies comparing student outcomes from flipped or inverted classrooms to more traditional lecture formats. In the current study, I present cumulative exam performance and student evaluation data from two sections of a statistics course I recently taught: one a traditional lecture (N 19) and the other a flipped class (N 24) Independent samples t tests revealed students in the flipped classroom outperformed their lecture peers by more than a letter grade on the final exam. Further, these students were more satisfied with the course overall, a novel finding in this burgeoning area of research. This latter point, I argue, is likely due to the strong cohesion between the in class and out of class content.

title: Clickers in the flipped classroom: bring your own device (BYOD) to promote student learning
abstract: Flipped classrooms continue to grow in popularity across all levels of education. Following this pedagogical trend, the present study aimed to enhance the face to face instruction in flipped classrooms with the use of clickers. A game like clicker application was implemented through a bring your own device (BYOD) model to gamify classroom dynamics in the spirit of question and answer competitions. A series of flipped learning lessons were created for the study, with clickers integrated into question and answer activities associated with each of the lessons as formative assessments to assist students in the learning of English as a foreign language. In this quasi experimental research, the data were gathered using a summative assessment, a perception survey, and individual interviews. The collected data were then analyzed to compare the students' flipped learning experiences, with or without clicker use. The results indicated that the gamified use of clickers had positive influences on student learning, with regard to their performance, perceptions, and preferences. This study thus suggests that the emerging generation of clicker technology allows for a cost effective BYOD integration model in flipped classrooms, through which it is possible to seamlessly bridge pre class and in class activities and to effectively promote student learning.

title: Students' learning performance and perceived motivation in gamified flipped class instruction
abstract: This is a pilot study aimed at examining students' learning performance and perceived motivation between a gamified flipped classroom and a non gamified flipped classroom instructional model, based on the Self Determination Theory (SDT) This study employed a mixed method research approach, using three formative assessments or a post test only design to examine students' learning achievement. Questionnaires and personal interviews were employed to support the data collection process in terms of students' perceived motivation. Fifty six students were the respondents involved in a non randomized experiment with a control group design. The results reveal that assessment 1 showed no significant difference between the two groups of the gamified flipped and non gamified flipped classroom instruction (t 1.68, p.474) while assessment 2 and 3 were significantly different (t 5.54, p .007

title: Applying "First Principles of Instruction" as a design theory of the flipped classroom: Findings from a collective study of four secondary school subjects
abstract: The flipped classroom approach is a type of technology enhanced pedagogy that has grown popular in education settings. An increasing number of empirical studies have evaluated this approach, but there is still no adequate theoretical framework for guiding the design and implementation of flipped classrooms. Furthermore, few such studies have been conducted in secondary school contexts, and the effects of flipped classrooms have not been adequately compared with those of non flipped classrooms. This study aims to address these research gaps by applying the meta design theory "First Principles of Instruction" to design our flipped classroom approach. A two stage study was conducted in two secondary schools, involving a total of 382 students and five teacher participants from four subject areas, namely mathematics, physics, Chinese language, and information and communication technology (ICT) Based on the experience of the pilot study (Study 1) we refined our flipped classroom model and examined its efficacy through a quasi experimental design in the main study (Study 2) Although the students in the flipped ICT course had learning outcomes similar to those of students in the non flipped ICT course, the levels of student achievement in the other three courses (i.e. mathematics, physics, and Chinese language) were improved after flipping, with a small to medium sized effects. The design, benefits, and challenges of the model are discussed. We conclude by making several recommendations for practice, and suggesting ideas for further research.

title: Efficacy of empathy training in nursing students: A quasi experimental study.
abstract: Empathy is a competency to be learned by nurses and a therapeutic tool in the helping relationship that has repercussions on the health of both patients and professionals.  To determine the efficacy of an experiential training for improving the empathy of nursing students in terms of capacity building, empathic performance and increased learning perception and retention of the material.  A quasi experimental study of a single group with pretest posttest measurements of the educational intervention and follow up at one month after the training.  Forty eight second year undergraduate university nursing students.  The educational intervention was conducted during a single semester, with 20h of training. The methodology of role playing, behavior assay, and a flipped classroom was followed. Measurements of student performance were collected before and after the intervention. The Reynolds Empathy Scale was used to evaluate the student's perception of his/her performance; The Consultation and Relational Empathy Measure was used to evaluate the patient's perception of the student's behavior during the simulation; and three independent external observers assessed the student's behavior, guided by The Carkhuff Scale. Descriptive analysis and non parametric contrast tests were performed to compare the scores before and after the training (Mann Whitney U and Wilcoxon rank sum) Spearman's correlation coefficient was used for the correlation between the measurements.  The mean scores improved for all of the variables, with the differences being statistically significant. The students assessed their learning positively.  The training was shown to be effective for improving the empathy of the university students in the study. The results are promising in terms of the students retaining the competencies adquired. Therefore, this type of experiential training is recommended for empathy training of future health professionals.

title: Designing a technology enhanced flipped learning system to facilitate students' self regulation and performance
abstract: In recent years, the flipped classroom has become prevalent in many educational settings. Flipped classroom adopts a pedagogical model in which short video lectures are viewed by students at home before class so that the teacher can lead students to participate in activities, problem solving, and discussions. Yet the design or use of technology that employs planned instructional strategies with sustainable support of self regulation is scant. We propose a technology enhanced flipped language learning system (Flip2Learn) that provides facilitation and guidance for learning performance and self regulation. A quasi experimental study was carried out to examine whether Flip2Learn could enhance college students' self regulatory skills and later contribute to the learning performance in the flipped classrooms. The results showed that Flip2Learn not only better prepared students for flipped classrooms but also better promoted learning performance compared to the conventional flipped classrooms. The results of this research advanced our understanding of the dynamics of flipped classrooms and represented a revolutionary new approach to the technology enhanced learning for flipped classrooms.

title: Could a mobile assisted learning system support flipped classrooms for classical Chinese learning?
abstract: In this study, the researcher aimed to develop a mobile assisted learning system and to investigate whether it could promote teenage learners' classical Chinese learning through the flipped classroom approach. The researcher first proposed the structure of the Cross device Mobile Assisted Classical Chinese CMACC system according to the pilot survey and reviewed literature, and then adopted a quasi experimental design to understand whether the developed system could promote and support flipped classroom learning for classical Chinese. A total of 56 eleventh graders from two classes participated in the experiment. The learners in the experimental group learned classical Chinese with the flipped classroom learning strategy with the assistance of the CMACC system, while the control group adopted the flipped classroom learning strategy without using the CMACC system. The results reveal that all of the students improved their Chinese performance, but it was noticeable that the learners who used the CMACC system showed better motivation in terms of self directed preview learning, while those who only learned with the traditional textbooks tended to be more passive. In sum, the mobile assisted learning system added value in providing learners with opportunities to achieve anytime and anywhere flipped classroom learning. The integration of ubiquitous mobile learning technology and the flipped classroom strategy can be viewed as a critical factor leading to students achieving self regulated learning. It is also suggested that instructors should carefully take the targeted learners' cultural background and the availability of supporting learning devices into consideration so as to prevent the flipped classroom from exacerbating the digital divide. Other suggestions for educators and instructional designers are also proposed.

title: How to Flip the Classroom "Productive Failure" or "Traditional Flipped Classroom" Pedagogical Design?
abstract: The flipped classroom has gained prominence in recent years. There is no uniform definition of it. The traditional flipped classroom in this paper refers to the pedagogical design that inverts the teacher's instruction in the classroom out of formal class time and uses class time for students to actively engage in practice and knowledge construction with technology support (Baepler, Walker, Driessen, 2014) A review of the literature shows that the approach adopted, in many cases, intends to make use of videos as lecture instruction out of class time, thus affords more classroom time to engage students in active learning (e.g. Charles Ogan Williams, 2015; Chen, Yang, Hsiao, 2015; Jungic, Kaur, Mulholland, Xin, 2015; Moore, Gillett, Steele, 2014; Muir Geiger, 2015; Sohrabi Iraj, 2016; Wasserman, Quint, Norris, Carr, 2015) However, it appears that the traditional way of instruction (direct instruction) remains unchanged except that the time spent on the lecturing in class is performed at home. How to enhance students' conceptual understanding and develop their problem solving skills in the design and implementation of the flipped classroom has rarely been addressed. How to flip the classroom? The paper reports a quasi experimental study comparing the "traditional flipped classroom" pedagogical design to the "productive failure" pedagogical design in the flipped classroom for a 2 week curricular unit on polynomials in a Hong Kong Secondary school. Productive failure is defined as "a learning design that affords students opportunities to generate representations and solutions to a novel problem that targets a concept they have not learned yet, followed by consolidation and knowledge assembly where they learn the targeted concept" (Kapur, 2015, p. 52) In the "productive failure" pedagogical design, students explored, discussed, and solved problems related to the new concepts first in class even though they might come across failures, followed by consolidating the concepts and associated procedures using video clips at home supported by mobile devices. The pedagogical design is referred to as "productive failure based flipped classroom" in this study. The rest of the paper reviews the literature, followed by research methods. Then the results are presented and discussed. Relevant literature "Traditional flipped classroom" pedagogical design The flipped classroom is also termed as "inverted classroom" or "blended learning" with various definitions (Chen, Wang, Kinshuk, Chen, 2014) In general, the flipped classroom attempts to free student class time from lectures by providing the new instructional content (including concepts) in the form of video clips for students to watch as homework; then use class time for active learning where the teacher acts as a facilitator to organize class activities to deepen their conceptual understanding (Roehl, Reddy, Shannon, 2013) This type of pedagogical design is referred to as "traditional flipped classroom" and is used interchangeably with the flipped classroom in this paper. Active learning is known as any instructional method that engages students in their learning process through collaborative and problem based learning activities to develop their critical thinking and problem solving skills (Prince, 2004) Although teacher student contact hours do not change, students can re play the instructional content at home, and have more teacher student engagement in class. The ultimate goal is to shift teacher centered instruction to student centered learning to change the role of the teacher from a sage on the stage to a guide on the side (King, 1993) The flipped classroom is gaining popularity. Previous studies have typically been conducted in higher education settings (e.g. Abeysekera Dawson, 2015) and in recent years, research on the flipped classroom in school education is on the rise, particularly in mathematics learning and teaching (Muir Geiger, 2015)