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p-Index From 2021 - 2026
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All Journal Journal of Paddisengeng Technology International Journal of Educational Narratives
Abena Boateng
Kwame Nkrumah University of Science and Technology

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Flipped Classroom Models: Revolutionizing Learning in Higher Education Aceng Haetami; Abena Boateng; Ricardo Martinez
International Journal of Educational Narratives Vol. 3 No. 1 (2025)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijen.v3i1.1690

Abstract

Background. The traditional lecture-based model of teaching in higher education has faced increasing criticism due to its limited engagement and ability to foster active learning. In response, the flipped classroom model has emerged as a promising alternative, where students engage with instructional content outside the classroom and use class time for collaborative and interactive activities. Purpose. This study aims to investigate the effectiveness of flipped classroom models in higher education, focusing on their impact on student engagement, academic performance, and learning outcomes. Method. A mixed-methods approach was employed, combining quantitative analysis of student performance data with qualitative insights from surveys and interviews. A sample of 200 students from five different universities participated in flipped classroom courses, and their learning outcomes were compared to those of students in traditional lecture-based courses. Data were collected at the beginning and end of the semester to assess changes in engagement and academic performance. Results. The study found that students in flipped classrooms showed significantly higher levels of engagement and academic performance compared to their peers in traditional settings. Students reported increased satisfaction with the learning process, particularly in terms of collaborative learning and self-paced study. Conclusion. The flipped classroom model proves to be an effective strategy for enhancing student engagement and improving learning outcomes in higher education.
Constructivist Flipped Learning as a Recursive Knowledge Transformation Cycle Muhamm Azzam Almubarok; Ming Kir; Abena Boateng
Journal of Paddisengeng Technology Vol. 2 No. 3 (2026)
Publisher : PT. Sinergi Bersahaja Sejahtera

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65224/jopate.v2i3.290

Abstract

Background. Flipped learning has been widely implemented to reorganize learning activities across pre class, in class, and post class environments. However, existing models often emphasize instructional inversion and activity sequencing without adequately explaining how learners transform prior understanding into reconstructed knowledge. Purpose. This conceptual study develops the Constructivist Flipped Learning Cycle (CFLC), an integrative theoretical model explaining knowledge transformation through cognitive and social constructivist mechanisms. Method. The study employed a conceptual theory-building design comprising targeted literature identification, theoretical comparison, conceptual synthesis, framework development, and proposition formulation. Relevant perspectives on flipped learning, constructivism, cognitive conflict, social negotiation, knowledge reconstruction, and metacognitive reflection were integrated into a coherent explanatory model. Results. The CFLC comprises seven interconnected stages: prior knowledge activation, exploratory pre-class engagement, cognitive conflict, social negotiation, knowledge reconstruction, authentic application, and metacognitive reflection. These stages form a recursive cycle in which reconstructed knowledge becomes prior knowledge for subsequent learning. Novelty. The CFLC reframes flipped learning from a temporal-spatial inversion of instruction into a knowledge-transformation architecture and introduces a mechanism-based explanation linking cognitive conflict, social negotiation, and knowledge reconstruction across interconnected learning environments. Conclusion. The CFLC provides a theoretically grounded framework for explaining how meaningful conceptual transformation may occur in flipped learning and offers testable propositions for future empirical validation across diverse educational contexts.
Co-Authors Aceng Haetami Ming Kir Muhamm Azzam Almubarok Ricardo Martinez