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Effects of technologically mediated flipped classroom instruction on students' learning experiences.

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Title: Effects of technologically mediated flipped classroom instruction on students' learning experiences.
Authors: Geletu, Girma Moti, Seid, Remla Sherefa
Source: Journal of Educational Research. 2025, Vol. 118 Issue 4, p329-341. 13p.
Subjects: Instructional innovations, Classrooms, Technology, Active learning, Students
Abstract: The quality of the teaching–learning process depends entirely on the quality of teachers' effective implementation of active learning methods and continuous assessment techniques. This study examined the effects of technologically mediated flipped classroom instruction on students' English-learning experiences. The researchers employed a mixed research method with an embedded design. Quantitative data were collected through tests and questionnaire, and qualitative data were collected using focus group discussion, observation, and document review. The control group was exposed to traditional lecture-based instruction, and the experimental group received flipped classroom instruction. Quantitative data were analyzed using statistical tools, and qualitative data were analyzed through narration. Findings show that flipped classroom instruction was more engaging than a traditional lecture-based method because it improves students' understanding and learning experiences in English. Flipped classroom instruction is a powerful teaching strategy when used in classrooms and fosters active learning, peer-to-peer interactions, and academic achievement. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Educational Research is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Effects of technologically mediated flipped classroom instruction on students' learning experiences.
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  Data: <searchLink fieldCode="AR" term="%22Geletu%2C+Girma+Moti%22">Geletu, Girma Moti</searchLink><br /><searchLink fieldCode="AR" term="%22Seid%2C+Remla+Sherefa%22">Seid, Remla Sherefa</searchLink>
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  Data: <searchLink fieldCode="JN" term="%22Journal+of+Educational+Research%22">Journal of Educational Research</searchLink>. 2025, Vol. 118 Issue 4, p329-341. 13p.
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  Data: <searchLink fieldCode="DE" term="%22Instructional+innovations%22">Instructional innovations</searchLink><br /><searchLink fieldCode="DE" term="%22Classrooms%22">Classrooms</searchLink><br /><searchLink fieldCode="DE" term="%22Technology%22">Technology</searchLink><br /><searchLink fieldCode="DE" term="%22Active+learning%22">Active learning</searchLink><br /><searchLink fieldCode="DE" term="%22Students%22">Students</searchLink>
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  Data: The quality of the teaching–learning process depends entirely on the quality of teachers' effective implementation of active learning methods and continuous assessment techniques. This study examined the effects of technologically mediated flipped classroom instruction on students' English-learning experiences. The researchers employed a mixed research method with an embedded design. Quantitative data were collected through tests and questionnaire, and qualitative data were collected using focus group discussion, observation, and document review. The control group was exposed to traditional lecture-based instruction, and the experimental group received flipped classroom instruction. Quantitative data were analyzed using statistical tools, and qualitative data were analyzed through narration. Findings show that flipped classroom instruction was more engaging than a traditional lecture-based method because it improves students' understanding and learning experiences in English. Flipped classroom instruction is a powerful teaching strategy when used in classrooms and fosters active learning, peer-to-peer interactions, and academic achievement. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Journal of Educational Research is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1080/00220671.2025.2476161
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        Text: English
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      – SubjectFull: Instructional innovations
        Type: general
      – SubjectFull: Classrooms
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      – SubjectFull: Technology
        Type: general
      – SubjectFull: Active learning
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      – SubjectFull: Students
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      – TitleFull: Effects of technologically mediated flipped classroom instruction on students' learning experiences.
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              Text: 2025
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