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Dear Colleagues,

Today's society, particularly within the educational landscape, has been strongly influenced by the consequences of the COVID-19 pandemic. This impact has generated a large number of pedagogical alternatives to enable adapting the existing methodologies to the new socio-educational context. Flipped learning is a pedagogical model that admits a high degree of flexibility, especially when it takes advantage of the virtues of techno-pedagogy.

This Special Issue aims to bring together the main innovations and updates produced within the flipped learning model in its process of adaptation to the context of pandemic and post-pandemic. Likewise, it is intended to collect the main research trends on the flipped learning model and on the implementation of the flipped classroom, based on the fact that we are faced with a fully extended pedagogical model increasingly used in the pedagogical world.

The contributions made to this issue will make it possible to expand the existing scientific literature on the flipped learning model. In this way, a holistic perspective can be obtained on the new forms of implementation of flipped learning in different pedagogical fields. It will also build an understanding of the main research trends on flipped learning, a pedagogical model fully established in the current educational landscape.

Dr. Santiago Pozo-Sánchez
Dr. Jesús López Belmonte
Dr. Juan Antonio López-Núñez
Guest Editors

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Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a single-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Sustainability is an international peer-reviewed open access semimonthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 2400 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

flipped learning
flipped classroom
educational innovation
active methodologies
techno-pedagogy

Published Papers (1 paper)

Research

16 pages, 1059 KiB

Open AccessArticle

Effects of Combining Different Collaborative Learning Strategies with Problem-Based Learning in a Flipped Classroom on Program Language Learning

by Yi-Hsing Chang, Yin-Chen Yan and You-Te Lu

Sustainability 2022, 14(9), 5282; https://doi.org/10.3390/su14095282 - 27 Apr 2022

Cited by 5 | Viewed by 3894

Abstract

This study proposed combining problem-based learning (PBL) with different collaboration learning strategies in flipped classrooms to improve learners’ learning motivation and learning outcomes. The main idea was to design a teaching process based on the concept of flipped classrooms. The proposed method was adopted to design learning objectives, learning content, and group activities, thereby forming new teaching strategies for developing students’ independent learning, logical thinking, problem-solving skills, learning outcomes, and learning motivation. We used the C# programming language as the learning target and recruited 96 students from a first-year class of the Department of Information Management of the Southern Taiwan university of Science and Technology as participants. During the experiment, the participants were divided into an experimental group with heterogeneous subgroups and a control group with random subgroups, and pretest and posttest data obtained during the programming course were used to evaluate the learning effects of the proposed teaching strategies. In addition, a questionnaire was used to explore learning motivation through three aspects: flipped classroom, PBL, and collaborative learning. The results of this study indicated that the proposed teaching strategies improved the participants’ learning outcomes. The experimental group exhibited higher improvements in learning outcomes than did the control group. Significant results were obtained for all the items of the adopted questionnaire. Thus, the participants provided positive ratings to the flipped classroom model designed in this study. Full article

(This article belongs to the Special Issue New Approaches to the Flipped Learning Model and a Pedagogical Update of the Flipped Classroom)

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