Evaluating the Effectiveness of Flipped Classrooms Using Linear Regression

Tsarev R.; Senapati B.; Alshahrani S.H.; Mirzagitova A.; Irgasheva S.; Ascencio J. · Lecture Notes in Networks and Systems (2024) · DOI: 10.1007/978-3-031-53552-9_38

Resumen

E-learning expands the potential of traditional education both in terms of technical, software and information tools, as well as in terms of the use of different ways, methods and approaches in learning. This paper examines student learning based on the flipped classroom model. The use of flipped classrooms involves students independently studying or repeating theoretical material before practical classes. This allows to focus on the practical aspects of the discipline being taught, as well as to develop skills and abilities based on the knowledge gained during lectures and independent flipped classroom preparation. The use of an electronic learning environment that contains the educational material needed to study the course makes the flipped classroom application technically feasible. This paper presents the results of applying linear regression to determine the relationship of student achievement to the time of learning theoretical material in an e-learning course. We used the least squares method for linear regression. The results of the research showed that flipped classrooms can free up time in a practical class from repetition or study of theoretical material, improve the efficiency of the learning process and student performance. #COMESYSO1120. © The Author(s), under exclusive license to Springer Nature Switzerland AG 2024.

Instituciones: Universidad César Vallejo