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The Role of The Flipped Classroom to Enhance User Experience in Cells and Molecules Course Junior-Leveled Students At The American University Of Science and Technology–Achraiyeh Campus

Select Volume / Issue:

• Volume 3,Issue 3, May 2016

Year:

2016

Type of Publication:

Article

Keywords:

Flipped Classroom, Twenty First Century Skills, Students Centered, Blending Learning, ICT, Educational Technology

Authors:

• Abou Afash, Sara
• kibbi, Ibrahim

Journal:

IJIRES

Volume:

3

Number:

3

Pages:

198-207

Month:

May

ISSN:

2349-5219

BibTex:

@article{590, author = "Abou Afash, Sara and Ibrahim kibbi", abstract = "Flipped classroom was performed on 133 students in “Cells and Molecules” course on junior leveled students at the American University of Science and Technology (AUST) – Achrafiyeh Campus. This study is one of the pioneering quantitative studies assessing the impact of flipping classroom on students in Lebanon. The aim of this study is to test if the flipped classroom was to challenge, motivate, engage students in their learning process, and use class time in a more effective way. The data collected in the pre and post questionnaires was the basis for evaluating students’ reaction towards their traditional class verses the newly introduced flipped module. The results of the study are encouraging; comprehension, enthusiasm reflected through participation and collaboration and class time effectiveness for both instructor and student. The impact of the flipping on students’ performance was evaluated through a post exam in which their average increased by 13 points, and students were able to elaborate their answers. The outcomes of this study are encouraging and pave the road for future researchers on education on the Lebanese educational system.", issn = "23495219", journal = "IJIRES", keywords = "Flipped Classroom, Twenty First Century Skills, Students Centered, Blending Learning, ICT, Educational Technology", month = "May", note = "This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License. CC BY-NC-SA 4.0 Creative Commons License: https://creativecommons.org/licenses/by-nc-sa/4.0/", number = "3", pages = "198-207", title = "{T}he {R}ole of {T}he {F}lipped {C}lassroom to {E}nhance {U}ser {E}xperience in {C}ells and {M}olecules {C}ourse {J}unior-{L}eveled {S}tudents {A}t {T}he {A}merican {U}niversity {O}f {S}cience and {T}echnology–{A}chraiyeh {C}amp", volume = "3", year = "2016", }

Note:

This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License. CC BY-NC-SA 4.0 Creative Commons License: https://creativecommons.org/licenses/by-nc-sa/4.0/

Abstract:

Flipped classroom was performed on 133 students in “Cells and Molecules” course on junior leveled students at the American University of Science and Technology (AUST) – Achrafiyeh Campus. This study is one of the pioneering quantitative studies assessing the impact of flipping classroom on students in Lebanon. The aim of this study is to test if the flipped classroom was to challenge, motivate, engage students in their learning process, and use class time in a more effective way. The data collected in the pre and post questionnaires was the basis for evaluating students’ reaction towards their traditional class verses the newly introduced flipped module. The results of the study are encouraging; comprehension, enthusiasm reflected through participation and collaboration and class time effectiveness for both instructor and student. The impact of the flipping on students’ performance was evaluated through a post exam in which their average increased by 13 points, and students were able to elaborate their answers. The outcomes of this study are encouraging and pave the road for future researchers on education on the Lebanese educational system.

Full text: IJIRES_590_Final3.pdf Online version [Bibtex]