Research Article
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Blended Learning after the Pandemic: The Flipped Classroom as an Alternative Learning Model for Elementary Classrooms

Year 2023, Volume: 10 Issue: 3, 209 - 225, 01.05.2023
https://doi.org/10.17275/per.23.52.10.3

Abstract

This study examines the suitability of implementing blended learning (BL), especially the flipped classroom (FC) model, for elementary classrooms after the COVID-19 pandemic. Data were collected through a survey involving 136 students and interviews with three teachers of a laboratory school in Indonesia. The data analysis results showed several key findings: (1) the number of students who liked BL (46.32%) was almost equal to those who did not like it (53.68%); (2) the percentage of students who responded positively to each of the five aspects of the FC model was higher than 50%, especially related to their preference of doing assignments in class with their teachers than at home (91.18%); (3) the students were digitally ready; (4) a few challenges faced by the teachers in implementing BL were related to utilising digital technology for teaching, developing students to become independent learners, and their workload (5) the teachers experienced various positive impacts of the model, including on the students’ understanding, achievement of learning goals, mathematics learning, development of students’ independent learning skills, teachers’ technological competencies, and parental support; (6) the teachers agreed that BL was suitable for education during the pandemic; and (7) the teachers believed that BL, especially the FC model, would be suitable for education after the pandemic. Therefore, it can be concluded that BL, particularly the FC model, can become an alternative learning model for elementary classrooms even after the pandemic.

Supporting Institution

Institute of Research and Community Services of Universitas Pendidikan Indonesia.

References

  • Abeysekera, L., & Dawson, P. (2015). Motivation and cognitive load in the flipped classroom: definition, rationale and a call for research. Higher Education Research & Development, 34(1), 1–14. https://doi.org/10.1080/07294360.2014.934336
  • Algayres, M., & Triantafyllou, E. (2020). Learning analytics in flipped classrooms: a scoping review. Electronic Journal of E-Learning, 18(5), 397–409. https://doi.org/10.34190/JEL.18.5.003
  • Amir, L. R., Tanti, I., Maharani, D. A., Wimardhani, Y. S., Julia, V., Sulijaya, B., & Puspitawati, R. (2020). Student perspective of classroom and distance learning during COVID-19 pandemic in the undergraduate dental study program Universitas Indonesia. BMC Medical Education, 20(392), 1–6.
  • An, Y., Kaplan-Rakowski, R., Yang, J., Conan, J., Kinard, W., & Daughrity, L. (2021). Examining K-12 teachers’ feelings, experiences, and perspectives regarding online teaching during the early stage of the COVID-19 pandemic. Educational Technology Research and Development, 69(5), 2589–2613. https://doi.org/10.1007/s11423-021-10008-5
  • ANTARA. (2021). Govt revising guidelines for face-to-face learning. https://en.antaranews.com/news/200913/govt-revising-guidelines-for-face-to-face-learning
  • Ardianti, S., Sulisworo, D., Pramudya, Y., & Raharjo, W. (2020). The impact of the use of STEM education approach on the blended learning to improve student’s critical thinking skills. Universal Journal of Educational Research, 8(3B), 24–32. https://doi.org/10.13189/ujer.2020.081503
  • Batac, K. I. T., Baquiran, J. A., & Agaton, C. B. (2021). Qualitative content analysis of teachers’ perceptions and experiences in using blended learning during the COVID-19 pandemic. International Journal of Learning, Teaching and Educational Research, 20(6), 225–243.
  • Bell, A. (2007). Designing and testing questionnaires for children. Journal of Research in Nursing, 12(5), 461–469. https://doi.org/10.1177/1744987107079616
  • Bergmann, J., & Sams, A. (2012). Flip your classroom reach every student in every class every day. International Society for Technology in Education.
  • Campillo-Ferrer, J. M., & Miralles-Martinez, P. (2021). Effectiveness of the flipped classroom model on students’ self-reported motivation and learning during the COVID-19 pandemic. Humanities & Social Sciences Communications, 8(1), 1–9. https://doi.org/10.1057/s41599-021-00860-4
  • Chaeruman, U. A., Wibawa, B., & Syahrial, Z. (2018). Determining the appropriate blend of blended learning: a formative research in the context of Spada-Indonesia. American Journal of Educational Research, 6(3), 188–195. https://doi.org/10.12691/education-6-3-5
  • Clausen, J. M., Bunte, B., & Robertson, E. T. (2020). Professional development to improve communication and reduce the homework gap in grades 7-12 during COVID-19 transition to remote learning. Journal of Technology and Teacher Education, 28(2), 443–451. https://www.learntechlib.org/primary/p/216289/
  • Cohen, L., Manion, L., & Morrison, K. (2018). Research methods in education (8th ed.). Routledge.
  • Creswell, J. W., & Creswell, J. D. (2017). Research design: Qualitative, quantitative, and mixed methods approaches. Sage publications.
  • Cronje, J. (2020). Towards a new definition of blended learning. Electronic Journal of E-Learning, 18(2), 114–121. https://doi.org/10.34190/EJEL.20.18.2.001
  • Cucinotta, D., & Vanelli, M. (2020). WHO declares COVID-19 a pandemic. Acta Biomedica, 91(1), 157–160. https://doi.org/10.23750/abm.v91i1.9397
  • Cui, T., & Coleman, A. (2020). Investigating students’ attitudes, motives, participation and performance regarding out-of-class communication (OCC) in a flipped classroom. Electronic Journal of E-Learning, 18(6), 550–561. https://doi.org/10.34190/JEL.18.6.007
  • Denzin, N. K. (2017). The research act: a theoretical introduction to sociological methods. Routledge.
  • Divjak, B., Rienties, B., Iniesto, F., Vondra, P., & Žižak, M. (2022). Flipped classrooms in higher education during the COVID-19 pandemic: findings and future research recommendations. International Journal of Educational Technology in Higher Education, 19(1), 1–24. https://doi.org/10.1186/s41239-021-00316-4
  • Fauzi, A., Wandira, R., Sepri, D., & Hafid, A. (2021). Exploring students’ acceptance of Google Classroom during the Covid-19 pandemic by using the technology acceptance model in West Sumatera Universities. Electronic Journal of E-Learning, 19(4), 233–240. https://doi.org/10.34190/ejel.19.4.2348
  • Fung, C.-H., Besser, M., & Poon, K.-K. (2021). Systematic literature review of flipped classroom in mathematics. Eurasia Journal of Mathematics, Science and Technology Education, 17(6), 1–17. https://doi.org/10.29333/ejmste/10900
  • Garad, A., Al-Ansi, A. M., & Qamari, I. N. (2021). The role of e-learning infrastructure and cognitive competence in distance learning effectiveness during the Covid-19 pandemic. Jurnal Cakrawala Pendidikan, 40(1), 81–91.
  • Hartshorne, R., Baumgartner, E., Kaplan-Rakowski, R., Mouza, C., & Ferdig, R. E. (2020). Special issue editorial: Preservice and inservice professional development during the COVID-19 pandemic. Journal of Technology and Teacher Education, 28(2), 137–147. https://www.learntechlib.org/primary/p/216910/
  • Hew, K. F., & Cheung, W. S. (2014). Using blended learning: evidence-based practices (2014th ed.). Springer. https://doi.org/10.1007/978-981-287-089-6
  • Hutchings, M., & Quinney, A. (2015). The flipped classroom, disruptive pedagogies, enabling technologies and wicked problems: responding to “the bomb in the basement.” Electronic Journal of E-Learning, 13(2), 106–119.
  • Indrapangastuti, D., Surjono, H. D., . S., & Yanto, B. E. (2021). Effectiveness of the blended learning model to improve students’ achievement of mathematical concepts. Journal of Education and E-Learning Research, 8(4 SE-Articles), 423–430. https://doi.org/10.20448/journal.509.2021.84.423.430
  • Jdaitawi, M. (2020). Does flipped learning promote positive emotions in science education? a comparison between traditional and flipped classroom approaches. Electronic Journal of E-Learning, 18(6), 516–524. https://doi.org/10.34190/JEL.18.6.004
  • Kundu, A., Bej, T., & Rice, M. (2020). Time to engage: implementing math and literacy blended learning routines in an Indian elementary classroom. Education and Information Technologies, 26(1), 1201–1220. https://doi.org/10.1007/s10639-020-10306-0
  • Li, D. (2022). The shift to online classes during the COVID-19 pandemic: benefits, challenges, and required improvements from the students’ perspective. Electronic Journal of E-Learning, 20(1), 1–18.
  • Marfuah, M., Suryadi, D., Turmudi, T., & Isnawan, M. G. (2022). Providing online learning situations for in-service mathematics teachers’ external transposition knowledge during COVID-19 pandemic: Case of Indonesia. Electronic Journal of E-Learning, 20(1), 69–84.
  • Miles, M. B., Huberman, A. M., & Saldaña, J. (2014). Qualitative data analysis: a methods sourcebook (3rd ed.). SAGE Publications Inc. https://search.library.wisc.edu/catalog/9910191165602121
  • Moszkowicz, D., Duboc, H., Dubertret, C., Roux, D., & Bretagnol, F. (2020). Daily medical education for confined students during coronavirus disease 2019 pandemic: a simple videoconference solution. Clinical Anatomy (New York, N.Y.), 33(6), 927–928. https://doi.org/10.1002/ca.23601
  • Prahmana, R. C. I., Hartanto, D., Kusumaningtyas, D. A., Ali, R. M., & Muchlas. (2021). Community radio-based blended learning model: a promising learning model in remote area during pandemic era. Heliyon, 7(7), 1–10. https://doi.org/https://doi.org/10.1016/j.heliyon.2021.e07511
  • Prasetya, D. D., Wibawa, A. P., Hirashima, T., & Hayashi, Y. (2020). Designing rich interactive content for blended learning: a case study from Indonesia. Electronic Journal of E-Learning, 18(4), 276–287. https://doi.org/10.34190/EJEL.20.18.4.001
  • Rasheed, A. R., Kamsin, A., & Abdullah, N. A. (2020). Challenges in the online component of blended learning: a systematic review. Computers and Education, 144, 1–17. https://doi.org/10.1016/j.compedu.2019.103701
  • Rasheed, R. A., Kamsin, A., Abdullah, N. A., Kakudi, H. A., Ali, A. S., Musa, A. S., & Yahaya, A. S. (2020). Self-regulated learning in flipped classrooms: a systematic literature review. International Journal of Information and Education Technology, 10(11), 848–853.
  • Sanandaji, A., & Ghanbartehrani, S. (2021). An evaluation of online flipped instruction methods during the COVID-19 pandemic. Journal of Information Technology Cases and Applications, 23(1), 46–67. https://doi.org/10.1080/15228053.2021.1901360
  • Seage, S. J., & Türegün, M. (2020). The effects of blended learning on STEM achievement of elementary school students. International Journal of Research in Education and Science, 6(1), 133–140.
  • Shamir-Inbal, T., & Blau, I. (2021). Facilitating emergency remote K-12 teaching in computing-enhanced virtual learning environments during COVID-19 pandemic - blessing or curse? Journal of Educational Computing Research, 59(7), 1243–1271. https://doi.org/10.1177/0735633121992781
  • Staker, H. (2011). The rise of K-12 blended learning: profiles of emerging models. ERIC. https://files.eric.ed.gov/fulltext/ED535181.pdf
  • Strelan, P., Osborn, A., & Palmer, E. (2020). The flipped classroom: a meta-analysis of effects on student performance across disciplines and education levels. Educational Research Review, 30, 100314. https://doi.org/10.1016/j.edurev.2020.100314
  • Tanduklangi, A., Lio, A., & Alberth, A. (2019). Classroom action research in teaching English for senior high school students through blended learning in Kendari of Indonesia. Journal of E-Learning and Knowledge Society, 15(1), 169–182. https://doi.org/10.20368/1971-8829/1579
  • Tang, C. M., & Chaw, L. Y. (2016). Digital literacy: a prerequisite for effective learning in a blended learning environment? Electronic Journal of E-Learning, 14(1), 54–65.
  • Tanujaya, B., Charitas, R., Prahmana, I., & Mumu, J. (2021). The mathematics instruction in rural area during the pandemic era: problems and solutions. Mathematics Teaching Research Journal, 13(1), 3–15.
  • Tsai, C.-W., Shen, P.-D., & Lu, Y.-J. (2015). The effects of problem-based learning with flipped classroom on elementary students’ computing skills: a case study of the production of ebooks. International Journal of Information and Communication Technology Education, 11(2), 32–40. https://doi.org/10.4018/ijicte.2015040103
  • Tucker, C. R., Wycoff, T., & Green, J. T. (2017). Blended learning in action: a practical guide toward sustainable change. California: Corwin Press.
  • Van-Lancker, W., & Parolin, Z. (2020). COVID-19, school closures, and child poverty: a social crisis in the making. The Lancet Public Health, 5(5), e243–e244. https://doi.org/10.1016/S2468-2667(20)30084-0
  • Wahyuni, S., Sanjaya, I. G. M., Erman, E., & Jatmiko, B. (2019). Edmodo-based blended learning model as an alternative of science learning to motivate and improve junior high school students’ scientific critical thinking skills. International Journal of Emerging Technologies in Learning (IJET), 14(07), 98–110. https://doi.org/10.3991/ijet.v14i07.9980
  • Yang, J., Yu, H., & Chen, N. (2019). Using blended synchronous classroom approach to promote learning performance in rural area. Computers and Education, 141, 103619. https://doi.org/10.1016/j.compedu.2019.103619
  • Zainuddin, Z., Zhang, Y., Li, X., Chu, S. K. W., Idris, S., & Keumala, C. M. (2019). Research trends in flipped classroom empirical evidence from 2017 to 2018. Interactive Technology and Smart Education, 16(3), 255–277. https://doi.org/10.1108/ITSE-10-2018-0082
Year 2023, Volume: 10 Issue: 3, 209 - 225, 01.05.2023
https://doi.org/10.17275/per.23.52.10.3

Abstract

References

  • Abeysekera, L., & Dawson, P. (2015). Motivation and cognitive load in the flipped classroom: definition, rationale and a call for research. Higher Education Research & Development, 34(1), 1–14. https://doi.org/10.1080/07294360.2014.934336
  • Algayres, M., & Triantafyllou, E. (2020). Learning analytics in flipped classrooms: a scoping review. Electronic Journal of E-Learning, 18(5), 397–409. https://doi.org/10.34190/JEL.18.5.003
  • Amir, L. R., Tanti, I., Maharani, D. A., Wimardhani, Y. S., Julia, V., Sulijaya, B., & Puspitawati, R. (2020). Student perspective of classroom and distance learning during COVID-19 pandemic in the undergraduate dental study program Universitas Indonesia. BMC Medical Education, 20(392), 1–6.
  • An, Y., Kaplan-Rakowski, R., Yang, J., Conan, J., Kinard, W., & Daughrity, L. (2021). Examining K-12 teachers’ feelings, experiences, and perspectives regarding online teaching during the early stage of the COVID-19 pandemic. Educational Technology Research and Development, 69(5), 2589–2613. https://doi.org/10.1007/s11423-021-10008-5
  • ANTARA. (2021). Govt revising guidelines for face-to-face learning. https://en.antaranews.com/news/200913/govt-revising-guidelines-for-face-to-face-learning
  • Ardianti, S., Sulisworo, D., Pramudya, Y., & Raharjo, W. (2020). The impact of the use of STEM education approach on the blended learning to improve student’s critical thinking skills. Universal Journal of Educational Research, 8(3B), 24–32. https://doi.org/10.13189/ujer.2020.081503
  • Batac, K. I. T., Baquiran, J. A., & Agaton, C. B. (2021). Qualitative content analysis of teachers’ perceptions and experiences in using blended learning during the COVID-19 pandemic. International Journal of Learning, Teaching and Educational Research, 20(6), 225–243.
  • Bell, A. (2007). Designing and testing questionnaires for children. Journal of Research in Nursing, 12(5), 461–469. https://doi.org/10.1177/1744987107079616
  • Bergmann, J., & Sams, A. (2012). Flip your classroom reach every student in every class every day. International Society for Technology in Education.
  • Campillo-Ferrer, J. M., & Miralles-Martinez, P. (2021). Effectiveness of the flipped classroom model on students’ self-reported motivation and learning during the COVID-19 pandemic. Humanities & Social Sciences Communications, 8(1), 1–9. https://doi.org/10.1057/s41599-021-00860-4
  • Chaeruman, U. A., Wibawa, B., & Syahrial, Z. (2018). Determining the appropriate blend of blended learning: a formative research in the context of Spada-Indonesia. American Journal of Educational Research, 6(3), 188–195. https://doi.org/10.12691/education-6-3-5
  • Clausen, J. M., Bunte, B., & Robertson, E. T. (2020). Professional development to improve communication and reduce the homework gap in grades 7-12 during COVID-19 transition to remote learning. Journal of Technology and Teacher Education, 28(2), 443–451. https://www.learntechlib.org/primary/p/216289/
  • Cohen, L., Manion, L., & Morrison, K. (2018). Research methods in education (8th ed.). Routledge.
  • Creswell, J. W., & Creswell, J. D. (2017). Research design: Qualitative, quantitative, and mixed methods approaches. Sage publications.
  • Cronje, J. (2020). Towards a new definition of blended learning. Electronic Journal of E-Learning, 18(2), 114–121. https://doi.org/10.34190/EJEL.20.18.2.001
  • Cucinotta, D., & Vanelli, M. (2020). WHO declares COVID-19 a pandemic. Acta Biomedica, 91(1), 157–160. https://doi.org/10.23750/abm.v91i1.9397
  • Cui, T., & Coleman, A. (2020). Investigating students’ attitudes, motives, participation and performance regarding out-of-class communication (OCC) in a flipped classroom. Electronic Journal of E-Learning, 18(6), 550–561. https://doi.org/10.34190/JEL.18.6.007
  • Denzin, N. K. (2017). The research act: a theoretical introduction to sociological methods. Routledge.
  • Divjak, B., Rienties, B., Iniesto, F., Vondra, P., & Žižak, M. (2022). Flipped classrooms in higher education during the COVID-19 pandemic: findings and future research recommendations. International Journal of Educational Technology in Higher Education, 19(1), 1–24. https://doi.org/10.1186/s41239-021-00316-4
  • Fauzi, A., Wandira, R., Sepri, D., & Hafid, A. (2021). Exploring students’ acceptance of Google Classroom during the Covid-19 pandemic by using the technology acceptance model in West Sumatera Universities. Electronic Journal of E-Learning, 19(4), 233–240. https://doi.org/10.34190/ejel.19.4.2348
  • Fung, C.-H., Besser, M., & Poon, K.-K. (2021). Systematic literature review of flipped classroom in mathematics. Eurasia Journal of Mathematics, Science and Technology Education, 17(6), 1–17. https://doi.org/10.29333/ejmste/10900
  • Garad, A., Al-Ansi, A. M., & Qamari, I. N. (2021). The role of e-learning infrastructure and cognitive competence in distance learning effectiveness during the Covid-19 pandemic. Jurnal Cakrawala Pendidikan, 40(1), 81–91.
  • Hartshorne, R., Baumgartner, E., Kaplan-Rakowski, R., Mouza, C., & Ferdig, R. E. (2020). Special issue editorial: Preservice and inservice professional development during the COVID-19 pandemic. Journal of Technology and Teacher Education, 28(2), 137–147. https://www.learntechlib.org/primary/p/216910/
  • Hew, K. F., & Cheung, W. S. (2014). Using blended learning: evidence-based practices (2014th ed.). Springer. https://doi.org/10.1007/978-981-287-089-6
  • Hutchings, M., & Quinney, A. (2015). The flipped classroom, disruptive pedagogies, enabling technologies and wicked problems: responding to “the bomb in the basement.” Electronic Journal of E-Learning, 13(2), 106–119.
  • Indrapangastuti, D., Surjono, H. D., . S., & Yanto, B. E. (2021). Effectiveness of the blended learning model to improve students’ achievement of mathematical concepts. Journal of Education and E-Learning Research, 8(4 SE-Articles), 423–430. https://doi.org/10.20448/journal.509.2021.84.423.430
  • Jdaitawi, M. (2020). Does flipped learning promote positive emotions in science education? a comparison between traditional and flipped classroom approaches. Electronic Journal of E-Learning, 18(6), 516–524. https://doi.org/10.34190/JEL.18.6.004
  • Kundu, A., Bej, T., & Rice, M. (2020). Time to engage: implementing math and literacy blended learning routines in an Indian elementary classroom. Education and Information Technologies, 26(1), 1201–1220. https://doi.org/10.1007/s10639-020-10306-0
  • Li, D. (2022). The shift to online classes during the COVID-19 pandemic: benefits, challenges, and required improvements from the students’ perspective. Electronic Journal of E-Learning, 20(1), 1–18.
  • Marfuah, M., Suryadi, D., Turmudi, T., & Isnawan, M. G. (2022). Providing online learning situations for in-service mathematics teachers’ external transposition knowledge during COVID-19 pandemic: Case of Indonesia. Electronic Journal of E-Learning, 20(1), 69–84.
  • Miles, M. B., Huberman, A. M., & Saldaña, J. (2014). Qualitative data analysis: a methods sourcebook (3rd ed.). SAGE Publications Inc. https://search.library.wisc.edu/catalog/9910191165602121
  • Moszkowicz, D., Duboc, H., Dubertret, C., Roux, D., & Bretagnol, F. (2020). Daily medical education for confined students during coronavirus disease 2019 pandemic: a simple videoconference solution. Clinical Anatomy (New York, N.Y.), 33(6), 927–928. https://doi.org/10.1002/ca.23601
  • Prahmana, R. C. I., Hartanto, D., Kusumaningtyas, D. A., Ali, R. M., & Muchlas. (2021). Community radio-based blended learning model: a promising learning model in remote area during pandemic era. Heliyon, 7(7), 1–10. https://doi.org/https://doi.org/10.1016/j.heliyon.2021.e07511
  • Prasetya, D. D., Wibawa, A. P., Hirashima, T., & Hayashi, Y. (2020). Designing rich interactive content for blended learning: a case study from Indonesia. Electronic Journal of E-Learning, 18(4), 276–287. https://doi.org/10.34190/EJEL.20.18.4.001
  • Rasheed, A. R., Kamsin, A., & Abdullah, N. A. (2020). Challenges in the online component of blended learning: a systematic review. Computers and Education, 144, 1–17. https://doi.org/10.1016/j.compedu.2019.103701
  • Rasheed, R. A., Kamsin, A., Abdullah, N. A., Kakudi, H. A., Ali, A. S., Musa, A. S., & Yahaya, A. S. (2020). Self-regulated learning in flipped classrooms: a systematic literature review. International Journal of Information and Education Technology, 10(11), 848–853.
  • Sanandaji, A., & Ghanbartehrani, S. (2021). An evaluation of online flipped instruction methods during the COVID-19 pandemic. Journal of Information Technology Cases and Applications, 23(1), 46–67. https://doi.org/10.1080/15228053.2021.1901360
  • Seage, S. J., & Türegün, M. (2020). The effects of blended learning on STEM achievement of elementary school students. International Journal of Research in Education and Science, 6(1), 133–140.
  • Shamir-Inbal, T., & Blau, I. (2021). Facilitating emergency remote K-12 teaching in computing-enhanced virtual learning environments during COVID-19 pandemic - blessing or curse? Journal of Educational Computing Research, 59(7), 1243–1271. https://doi.org/10.1177/0735633121992781
  • Staker, H. (2011). The rise of K-12 blended learning: profiles of emerging models. ERIC. https://files.eric.ed.gov/fulltext/ED535181.pdf
  • Strelan, P., Osborn, A., & Palmer, E. (2020). The flipped classroom: a meta-analysis of effects on student performance across disciplines and education levels. Educational Research Review, 30, 100314. https://doi.org/10.1016/j.edurev.2020.100314
  • Tanduklangi, A., Lio, A., & Alberth, A. (2019). Classroom action research in teaching English for senior high school students through blended learning in Kendari of Indonesia. Journal of E-Learning and Knowledge Society, 15(1), 169–182. https://doi.org/10.20368/1971-8829/1579
  • Tang, C. M., & Chaw, L. Y. (2016). Digital literacy: a prerequisite for effective learning in a blended learning environment? Electronic Journal of E-Learning, 14(1), 54–65.
  • Tanujaya, B., Charitas, R., Prahmana, I., & Mumu, J. (2021). The mathematics instruction in rural area during the pandemic era: problems and solutions. Mathematics Teaching Research Journal, 13(1), 3–15.
  • Tsai, C.-W., Shen, P.-D., & Lu, Y.-J. (2015). The effects of problem-based learning with flipped classroom on elementary students’ computing skills: a case study of the production of ebooks. International Journal of Information and Communication Technology Education, 11(2), 32–40. https://doi.org/10.4018/ijicte.2015040103
  • Tucker, C. R., Wycoff, T., & Green, J. T. (2017). Blended learning in action: a practical guide toward sustainable change. California: Corwin Press.
  • Van-Lancker, W., & Parolin, Z. (2020). COVID-19, school closures, and child poverty: a social crisis in the making. The Lancet Public Health, 5(5), e243–e244. https://doi.org/10.1016/S2468-2667(20)30084-0
  • Wahyuni, S., Sanjaya, I. G. M., Erman, E., & Jatmiko, B. (2019). Edmodo-based blended learning model as an alternative of science learning to motivate and improve junior high school students’ scientific critical thinking skills. International Journal of Emerging Technologies in Learning (IJET), 14(07), 98–110. https://doi.org/10.3991/ijet.v14i07.9980
  • Yang, J., Yu, H., & Chen, N. (2019). Using blended synchronous classroom approach to promote learning performance in rural area. Computers and Education, 141, 103619. https://doi.org/10.1016/j.compedu.2019.103619
  • Zainuddin, Z., Zhang, Y., Li, X., Chu, S. K. W., Idris, S., & Keumala, C. M. (2019). Research trends in flipped classroom empirical evidence from 2017 to 2018. Interactive Technology and Smart Education, 16(3), 255–277. https://doi.org/10.1108/ITSE-10-2018-0082
There are 50 citations in total.

Details

Primary Language English
Subjects Other Fields of Education
Journal Section Research Articles
Authors

Asep Nuryadin 0000-0001-6226-0914

Karlimah Karlimah 0000-0002-4292-5226

Dindin Abdul Muiz Lidinillah 0000-0002-8672-1073

Ika Fitri Apriani 0000-0003-2326-313X

Early Pub Date May 14, 2023
Publication Date May 1, 2023
Acceptance Date March 26, 2023
Published in Issue Year 2023 Volume: 10 Issue: 3

Cite

APA Nuryadin, A., Karlimah, K., Lidinillah, D. A. M., Apriani, I. F. (2023). Blended Learning after the Pandemic: The Flipped Classroom as an Alternative Learning Model for Elementary Classrooms. Participatory Educational Research, 10(3), 209-225. https://doi.org/10.17275/per.23.52.10.3