This study investigated the feasibility and effectiveness of using a flipped classroom (FC) approach to combine self-regulated learning (SRL) instruction and out-of-class eLearning activities in a two-year reading intervention program to facilitate students' learning of classical Chinese reading. A total of 352 junior secondary students from three Hong Kong secondary schools participated in the study voluntarily. Using a quasi-experimental design, students from each school were assigned to one of the following conditions: SRL instruction plus out-of-class eLearning (EG-I+E), SRL instruction only (EG-I), and control (CG). Both quantitative methods, including reading tests and student questionnaires, and qualitative methods, including teacher and student interviews, were adopted to collect data for the program evaluation. Findings indicate that after implementing the intervention program, EG students perceived significant changes in their classical Chinese lessons to be more SRL-oriented. While all treatment groups significantly improved their performance in the reading post-tests, only EG students significantly improved their strategy use, self-efficacy, and intrinsic motivation. Although both EG groups had similar improvements in all outcome measures, teachers and students of EG-I+E opined that the eLearning component of FC facilitated teachers' implementation of the intervention and students' strategy learning and motivation. Findings are discussed to shed light on applying SRL instruction and FC in a school subject long dominated by teacher-centered instruction. Copyright © 2024 Springer .

Drawing on self-determination theory, this study investigated the impact of different teaching styles (i.e., autonomous and controlled motivation) to motivate students to complete the pre-class activities in a flipped classroom context on their academic performance, especially in the cognitive domain of Bloom's taxonomy. Utilizing ordinary least squares (OLS) regression analysis and a two-sample t-test, a quasi-experimental design comprising of 95 students from a higher education institution in Hong Kong was employed. The results found that among students in the class with controlled motivation from the instructors, there was a negative relationship between watching pre-recorded videos and performance on questions related to the knowledge and comprehension levels in the final examination. This negative relationship highlights the core aspect of cognitive overload, suggesting that over-engagement with video content may hinder rather than help learning. However, neither the pre-recorded videos nor the online exercises correlated with performance on questions at the application level. This outcome emphasizes the need to tailor the design of flipped classroom materials to accommodate cultural learning styles and cognitive development goals, particularly in diverse educational environments. The present study contributes to the flipped classroom literature by enhancing understanding of its impact on academic performance across the knowledge, comprehension, and application levels under Bloom's taxonomy, and suggests practical guidelines for the use of pre-recorded videos in the flipped classroom. It also highlights the intricate balance required between student engagement strategies, the cognitive demands of learning materials, and the cultural context of learners. Copyright © 2024 Springer.

Flipped learning is an educational method that utilizes technology to provide instruction outside regular class hours, enhancing student engagement and learning outcomes. Bibliometric studies have been increasingly used to assess the status of research in a field. However, no study has explored research trends in implementing the flipped classroom model (FCM) in educational research. Hence, this research explored trends in implementing FCM in educational research using bibliometric analysis. For this purpose, I analyzed the data from 1,093 publications indexed in the Web of Science database using VOSviewer software. The results showed that publications on flipped classrooms increased annually, and most studies were conducted in 2020. In addition, the results also revealed that Interactive Learning Environments journal published the most articles, and most of the publications were conducted in the USA. The institution with the most publications is the University of Hong Kong, while the researcher with the most publications is Gwo-Jen Hwang. Furthermore, the results also revealed 10 clusters demonstrating research trends in flipped research in the education field. Based on the findings, recommendations for practice and research are made. Copyright ©2024 Modestum.

Self-regulation behaviours are a significant predictor of students’ academic achievement. However, few students are proficient in regulating their learning. Feedback is a promising way to support students in becoming self-regulated learners, but the large class sizes and tight teaching schedules make this difficult to implement in Hong Kong schools.The flipped classroom approach and seven principles of high-quality feedback practices were adapted to formulate the current study’s theoretical framework—the self-regulated flipped classroom (SRFC) approach. The flipped classroom could free up classroom time by moving teacher-centred instruction out of the classroom using online learning resources. The primary goal was to provide more opportunities for active learning activities, teachers to provide quality feedback and students to respond to the feedback.To investigate whether the SRFC approach can enhance students’ self-regulated learning (SRL) skills, a pretest, posttest nonequivalent quasi-experiment study design using a mixed-method approach was conducted. The experiment collects evidence for investigating whether the approach can (1) enhance students’ SRL, (2) foster better feedback practice, (3) enhance students’ second language writing skills and (4) foster the use of SRL strategies. Quantitative measures included two self-report questionnaires MSLQ-RCV and AEQ, students’ ELS written test and SRLIS structured interview. ANCOVA was used to analyse the data. Students’ responses to the SRLIS also transcribed, categorised into 15 SRLIS strategies and analysed qualitatively.The results indicate that students’ self-efficacy, use of feedback and writing skills were significantly higher in the SRFC classroom experimental group than in the control group. Moreover, students’ test anxiety was statistically significantly lower in the experimental group. These findings suggest that the SRFC approach can enhance students’self-efficacy, reduce their test anxiety, foster better use

Under the current trend of curriculum reform in higher education worldwide, many institutions have taken the initiative to develop English for Specific Academic Purposes (ESAP) courses to cater for students' diverse needs for disciplinary learning and future professional practices. This paper illustrates the pedagogical innovations in an ESAP course to facilitate undergraduates’ disciplinary learning at an international university in Hong Kong. Based on the data collected from students and discipline teachers, we, as the course developers, reflected upon the opportunities and challenges in implementing the revamped ESAP course. Our reflections reveal the importance of promoting flipped learning and peer feedback practices in the ESAP classroom and interdisciplinary collaboration between ESAP course developers and discipline teachers. This paper will be of interest not only to ESAP teachers but also to discipline teachers who intend to promote best practices for effective disciplinary studies through English teaching and learning in higher education. Copyright © 2024 Elsevier Ltd. All rights are reserved, including those for text and data mining, AI training, and similar technologies.

In K-12 schools, classes are forced to transform online due to the class suspension amid the COVID-19 pandemic. Educators began to design alternative ways to conduct some meaningful learning activities for their students. However, not all subject disciplines could be easily transformed online, especially for those requiring much social interaction and creation processes. In this article, we explore the learning processes through learning Shubailan, a form of music folk-talk-singing, with a mobile instrument application called muyu in an online flipped classroom among 122 secondary school students in Hong Kong. The opportunities can encourage students to learn music theories and instruments about Shubailan, and create a Shubailan piece through 6-lesson music learning. To gain more online face-to-face time for collaboration, flipping the online classroom is adopted in this study to engage students in lesson preparations via preassigned recorded videos and collaborative activities during face-to-face online lessons. In this study, a mixed research method was employed with the use of a learning satisfaction survey, teachers’ observations and semi-structured interviews. We found that this strategy could effectively motivate students to learn music and improve their music knowledge in Shubailan. This article presents evidence of implementing the online flipped classroom approach to enhance students’ satisfaction and knowledge acquisition throughout Shubailan music making processes, and offers recommendations for online music educators. Results provide a set of innovative pedagogical approaches to teach music in an online alternative mode during the difficult times. Copyright © 2022 Springer.

Flipped-classroom learning has been shown to improve students' learning experience and performance in tertiary education. However, few studies have been done in Asia where the learning culture is vastly different from the West. Here, we studied the effect of flipped-classroom learning with the use of interactive videos on the academic performance of a group of first year undergraduate physics students in Hong Kong. By employing a conceptbased pre-test and post-test, normalized gains of 35% and 13% were obtained for the flipped and control class, respectively. A very strong correlation (r = 0.72, p <.001) was shown between the post-test score and the exam results of the flipped class, while the control class showed a moderate positive correlation (r = 0.37, p =.013). Our results showed that the conceptual knowledge of students taught in flipped-classroom improved significantly more than the students taught traditionally, and that their understanding in conceptual knowledge served as a stronger indicator of their exam performance. The interactive videos were well-received and were shown to be one of the most valued components by the students. Copyright © 2019 SPIE.

Flipped classrooms emphasise a learner-centred and results-oriented approach. They have been widely adopted in recent years, to enhance the effectiveness of student learning and encourage students to understand and apply new information. This approach is also regarded as a type of blended learning, given that tutors decide on the pre-class work, which is often characterised by online materials, and in-class time is devoted to collaborative tasks. This paper proposes teaching English narrative genres by combining digital drawing with active learning approaches – storymaking and storytelling. It also examines Hong Kong university students' perceptions of gamified flipped classrooms, as well as their understanding of the narrative concepts taught. Based on a combination of surveys, narrative writing scores, and focus group interviews, this study found that participants regarded the group-based game task as more effective than the group discussion task. The collaborative group-based game fostered a positive classroom atmosphere, served as a review session that allowed students to identify areas for improvement and prepare for the exit examination, and reduced their anxiety and reticence toward using English. These findings confirmed previous research findings that students' behavioural, cognitive, and motivational engagement could be enhanced through a gamified flipped classroom. Pedagogical implications for ESL teachers were also discussed. Copyright ©Routledge.

In Hong Kong, student interest and achievement in science have been declining in recent years. We thus aim to seek ways to improve our science education. This paper reports an attempt of using the flipped classroom approach together with the Next Generation Science Standards (NGSS) to deliver a science unit ("electrical conductors and insulators"). This exploratory study was divided into two stages. In Stage 1, the teacher-researcher designed the science lessons using the NGSS and prepared flipped learning materials (e.g., pre-class videos, online exercises, class activities). In Stage 2, these lessons were implemented in a Hong Kong secondary school, involving a total of 32 ninth-graders from two classes. At the end of this study, two focus group interviews (five students each) were conducted to understand student perceptions of flipped science learning. Teacher reflections of the implementation were also collected and analyzed to reveal his experiences of flipping with the NGSS. Overall, the findings suggest that the students perceived flipped science learning positively because of the ability of self-paced learning, better class preparation, and more in-class interactions. From the teacher's point of view, however, the science curriculum in Hong Kong and the NGSS are different in terms of their focus and content. Time constraint and inadequate laboratory equipment in school also hindered the implementation of the NGSS in Hong Kong. We recommend further research be conducted to investigate how to adopt the NGSS in other topics of Hong Kong science education and examine its effects on student interest and achievement in the long run. Copyright © 2018 Copyright is held by the owner/author(s).

This study was designed to explore how secondary students perceive the use of flipped classroom for learning computer programming. Specifically, it aimed to investigate the effects of flipped classroom on students’ learning and acquisition of programming knowledge and skills. Flipped classroom is known as a blended learning approach in which learning materials are delivered online, out of class for self-study in advance of classes, while homework assignments are transformed into class activities. This approach leverages technology and digital resources to support students in independent and online learning. It also enables teachers to minimize direct instruction and maximize student involvement in both teacher-student and student-student interactions. In this study, forty students from two Information and Communications Technology (ICT) classes (18 students in Secondary 4 and 22 in Secondary 5) in a Hong Kong secondary school were involved. Flipped classroom was adopted to teach students about computer programming topics (conditional, repetition and array) in both classes. Data were collected from a questionnaire and two interview sessions to explore students’ views on using flipped classroom to learn computer programming. The findings of this study indicate that students in the flipped classroom, regardless of their performance level, experienced stronger grasp of programming knowledge and higher engagement in learning programming concepts. Our findings also highlight limitations with this study that could be addressed in future work. Copyright © 2019 Springer Nature Singapore Pte Ltd.