Online Flipped Classroom in Electricity and Magnetism Course Supported Google Classroom and Telegram: A Case Study

M Furqon

doi:10.51574/jrip.v4i1.1354

Authors

M Furqon Universitas Jambi

DOI:

https://doi.org/10.51574/jrip.v4i1.1354

Keywords:

Flipped Classroom, Electricity and Magnetism, Google Classroom, Telegram

Abstract

The online flipped classroom is a learning design gaining popularity in the current Education 4.0 era. This learning design combines the synchronous and asynchronous learning and provides opportunities for students to explore material before virtual meetings and solve problems directly during virtual meetings. This study aims to obtain an overview of the online flipped classroom implementation in physics courses. The researcher used the qualitative method in this study. Data collection was carried out through observation and documentation toward two lecturers and 25 physics education students taking electricity and magnetism courses at a university in West Java. The results showed that electricity and magnetism online learning combined asynchronous and synchronous learning through Google Classroom and Telegram in three stages: pre-class, in-class, and post-class. Studies on online learning using other learning management systems and social media to gain a more comprehensive overview of the use of learning management systems and social media in online learning are suggested.

Downloads

Download data is not yet available.

References

Abeysekera, L., & Dawson, P. (2015). Motivation and cognitive load in the flipped classroom: Definition, rationale and a call for research. Higher Education Research and Development, 34(1), 1–14. https://doi.org/10.1080/07294360.2014.934336 DOI: https://doi.org/10.1080/07294360.2014.934336

Afrianto. (2018). Being a professional teacher in the era of industrial revolution 4.0: Opportunities, challenges and strategies for innovative classroom practices. English Language Teaching and Research, 2(1), 3.

Annurwanda, P., & Winata, H. (2021). Students' readiness for using Google Classroom in online learning. Journal of Physics: Conference Series, 1842(1), 012025. https://doi.org/10.1088/1742-6596/1842/1/012025 DOI: https://doi.org/10.1088/1742-6596/1842/1/012025

Ayub, E., Wei, G. W., Luaran, J. E., Keppell, M. J., Leong, L. C., & Mohamad, S. N. A. (2019). A design and development research approach to redesigning an online module for Education 4.0. *2019 IEEE Conference on E-Learning, e-Management and e-Services, IC3e 2019, 1–6. https://doi.org/10.1109/IC3e47558.2019.8971787 DOI: https://doi.org/10.1109/IC3e47558.2019.8971787

Benešová, A., & Tupa, J. (2017). Requirements for education and qualification of people in Industry 4.0. Procedia Manufacturing, 11(June), 2195–2202. https://doi.org/10.1016/j.promfg.2017.07.366 DOI: https://doi.org/10.1016/j.promfg.2017.07.366

Bergmann, J., & Sams, A. (2012). Flip Your Classroom: Reach Every Student in Every Class Every Day. International Society for Technology in Education.

Bonk, C. J., & Zhang, K. (2006). Introducing the R2D2 Model: Online learning for the diverse learners of this world. Distance Education, 27(2), 249–264. https://doi.org/10.1080/01587910600789670 DOI: https://doi.org/10.1080/01587910600789670

Bryson, J. R., & Andres, L. (2020). Covid-19 and rapid adoption and improvisation of online teaching: curating resources for extensive versus intensive online learning experiences. Journal of Geography in Higher Education, 44(4), 608–623. https://doi.org/10.1080/03098265.2020.1807478 DOI: https://doi.org/10.1080/03098265.2020.1807478

Cahya, R. N., & Ashoumi, H. (2022). The effectiveness of Google Classroom in online learning during the Covid-19 pandemic. Journal of Physics: Conference Series, 2194(1), 012024. https://doi.org/10.1088/1742-6596/2194/1/012024 DOI: https://doi.org/10.1088/1742-6596/2194/1/012024

Chabay, R., & Sherwood, B. (2006). Restructuring the introductory electricity and magnetism course. American Journal of Physics, 74(4), 329–336. https://doi.org/10.1119/1.2165249 DOI: https://doi.org/10.1119/1.2165249

Chen, Y. T., Chou, Y. H., & Cowan, J. (2015). The impact of perceived security, involvement, and attitude on e-loyalty in online banking. International Journal of Electronic Finance, 8(2-4), 197–218. https://doi.org/10.1504/IJEF.2015.070527 DOI: https://doi.org/10.1504/IJEF.2015.070531

Chiablaem, S. (2021). The effectiveness of using Google Classroom in teaching English. International Journal of Emerging Technologies in Learning (iJET), 16(11), 250–260. https://doi.org/10.3991/ijet.v16i11.21391

Dąbrowska, A. (2011). Consumer behaviour in the market of e-services in the light of empirical research in selected European countries. Contemporary Economics, 5(4), 100–109. https://doi.org/10.5709/ce.1897-9254.28 DOI: https://doi.org/10.5709/ce.1897-9254.28

Darma, D. C., Ilmi, Z., Darma, S., & Syaharuddin, Y. (2020). COVID-19 and its impact on education: Challenges from Industry 4.0. Aquademia, 4(2), ep20025. https://doi.org/10.29333/aquademia/8453 DOI: https://doi.org/10.29333/aquademia/8453

Dumiretscu, A., Lima, R., Chattinnawat, W., & Savu, T. (2019). Industry 4.0 competencies’ gap analysis. International Scientific Journal “Industry 4.0,” 141(3), 138–141.

Durib, M. J. (2014). Challenges of globalization to school curricula from the point of view of faculty members with suggestions of how to deal with it. Procedia - Social and Behavioral Sciences, 112(Iceepsy 2013), 1196–1206. https://doi.org/10.1016/j.sbspro.2014.01.1284 DOI: https://doi.org/10.1016/j.sbspro.2014.01.1284

Er, E., Özden, M. Y., & Arifoğlu, A. (2009). LIVELMS: A blended e-learning environment. The International Journal of Learning: Annual Review, 16(2), 449–460. https://doi.org/10.18848/1447-9494/CGP/v16i02/46147 DOI: https://doi.org/10.18848/1447-9494/CGP/v16i02/46147

Gunawan, G., Harjono, A., Sahidu, H., & Herayanti, L. (2020). Investigating students' conceptual understanding of electricity and magnetism using virtual simulations. Journal of Physics: Conference Series, 1521(2), 022053. https://doi.org/10.1088/1742-6596/1521/2/022053 DOI: https://doi.org/10.1088/1742-6596/1521/2/022053

Harris, J., Mishra, P., & Koehler, M. (2009). Teachers’ technological pedagogical content knowledge and learning activity types. Journal of Research on Technology in Education, 41(4), 393–416. https://doi.org/10.1080/15391523.2009.10782536 DOI: https://doi.org/10.1080/15391523.2009.10782536

Herreid, C. F., & Schiller, N. A. (2013). Case studies and the flipped learning. Journal of College Science Teaching, 42(5), 62–66.

Hrastinski, S. (2008). Asynchronous and synchronous e-learning. Educause Quarterly, 31(4), 51–55.

Idoghor, P. O., & Oluwayimika, A. O. (2022). Readiness for Google Classroom adoption for teaching and learning in Nigerian universities. Journal of Applied Research in Higher Education, 14(3), 1097–1112. https://doi.org/10.1108/JARHE-07-2021-0269

Knapp, N. F. (2018). Increasing interaction in a flipped online classroom through video conferencing. TechTrends, 62(6), 618–624. https://doi.org/10.1007/s11528-018-0336-z DOI: https://doi.org/10.1007/s11528-018-0336-z

Kreutzer, K., & Boudreaux, A. (2012). Preliminary investigation of instructor effects on gender gap in introductory physics. Physical Review Special Topics - Physics Education Research, 8(1). https://doi.org/10.1103/physrevstper.8.010120 DOI: https://doi.org/10.1103/PhysRevSTPER.8.010120

Leszczyński, P., Charuta, A., Łaziuk, B., Gałązkowski, R., Wejnarski, A., Roszak, M., & Kołodziejczak, B. (2018). Multimedia and interactivity in distance learning of resuscitation guidelines: A randomised controlled trial. Interactive Learning Environments, 26(2), 151–162. https://doi.org/10.1080/10494820.2017.1337035 DOI: https://doi.org/10.1080/10494820.2017.1337035

Lin, L. C., Hung, I. C., Kinshuk, & Chen, N. S. (2019). The impact of student engagement on learning outcomes in a cyber-flipped course. Educational Technology Research and Development, 67(6), 1573–1591. https://doi.org/10.1007/s11423-019-09698-9 DOI: https://doi.org/10.1007/s11423-019-09698-9

Lin, Y. W., Tseng, C. L., & Chiang, P. J. (2019). The effect of blended learning in mathematics course. EURASIA Journal of Mathematics, Science and Technology Education, 13(3), 741–770. https://doi.org/10.12973/eurasia.2017.00641a DOI: https://doi.org/10.12973/eurasia.2017.00641a

Manurung, S., Siagian, P., & Mertosono, S. R. (2021). The effect of blended learning with Google Classroom on students' motivation and learning outcomes. Journal of Physics: Conference Series, 1842(1), 012027. https://doi.org/10.1088/1742-6596/1842/1/012027 DOI: https://doi.org/10.1088/1742-6596/1842/1/012027

Muchtar, M., Maknun, J., & Yamin, M. (2021). Implementation of Google Classroom application as a learning management system in natural science learning during the COVID-19 pandemic. Journal of Physics: Conference Series, 1806(1), 012008. https://doi.org/10.1088/1742-6596/1806/1/012008 DOI: https://doi.org/10.1088/1742-6596/1806/1/012008

O’Flaherty, J., & Phillips, C. (2015). The use of flipped classrooms in higher education: A scoping review. Internet and Higher Education, 25, 85–95. https://doi.org/10.1016/j.iheduc.2015.02.002 DOI: https://doi.org/10.1016/j.iheduc.2015.02.002

Oladele, A. O., Ogundokun, R. O., Adegun, A. A., Adeniyi, E. A., & Oladele, T. O. (2021). Google Classroom: An effective tool for flipped classroom in higher institutions of learning. Journal of Applied Research in Higher Education, 13(4), 1229–1243. https://doi.org/10.1108/JARHE-05-2020-0127

Periani, A. A., & D, S. (2022). The effectiveness of Google Classroom in online learning during the COVID-19 pandemic. Journal of Physics: Conference Series, 2194(1), 012023. https://doi.org/10.1088/1742-6596/2194/1/012023 DOI: https://doi.org/10.1088/1742-6596/2194/1/012023

Ramadhani, R., Umam, R., Abdurrahman, A., & Syazali, M. (2019). The effect of flipped-problem based learning model integrated with LMS-google classroom for senior high school students. Journal for the Education of Gifted Young Scientists, 7(2), 137–158. https://doi.org/10.17478/jegys.548350 DOI: https://doi.org/10.17478/jegys.548350

Roach, T. (2014). Student perceptions toward flipped learning: New methods to increase interaction and active learning in economics. International Review of Economics Education, 17, 74–84. https://doi.org/10.1016/j.iree.2014.08.003 DOI: https://doi.org/10.1016/j.iree.2014.08.003

Ruqia, B., Fatima, S. S., & Mahmood, A. (2021). Google Classroom: An effective tool for flipped classroom in higher education during COVID-19 pandemic. Journal of Educational Research, 24(1), 144–163.

Sadaghiani, H. R. (2011). Using multimedia learning modules in a hybrid-online course in electricity and magnetism. Physical Review Special Topics - Physics Education Research, 7(1). https://doi.org/10.1103/physrevstper.7.010102 DOI: https://doi.org/10.1103/PhysRevSTPER.7.010102

Saputra, O., Susilawati, S., Verawati, N. N. S. P., & Makhrus, M. (2021). The development of e-learning using Google Classroom integrated with PhET simulation for physics learning in the COVID-19 era. Journal of Physics: Conference Series, 1816(1), 012077. https://doi.org/10.1088/1742-6596/1816/1/012077 DOI: https://doi.org/10.1088/1742-6596/1816/1/012077

Serway, R. A., & Jewett, J. W. (2019). Physics for Scientists and Engineers with Modern Physics. Cengage Learning.

Shahroom, A. A., & Hussin, N. (2018). Industrial Revolution 4.0 and Education. International Journal of Academic Research in Business and Social Sciences, 8(9), 314–319. https://doi.org/10.6007/ijarbss/v8-i9/4593 DOI: https://doi.org/10.6007/IJARBSS/v8-i9/4593

Simonson, M., Smaldino, S. E., Albright, M., & Zvacek, S. (2012). Teaching and Learning at a Distance: Foundations of Distance Education. Pearson.

Skylar, A. A. (2009). A comparison of asynchronous online text-based lectures and synchronous interactive web conferencing lectures. Issues in Teacher Education, 18(2), 69–84.

Smedley, J. (2010). Modelling the impact of knowledge management using technology. OR Insight, 23(4), 233–250. https://doi.org/10.1057/ori.2010.11 DOI: https://doi.org/10.1057/ori.2010.11

Stöhr, C., Demazière, C., & Adawi, T. (2020). The polarizing effect of the online flipped classroom. Computers & Education, 147(September 2019). https://doi.org/10.1016/j.compedu.2019.103789 DOI: https://doi.org/10.1016/j.compedu.2019.103789

Susanto, A., Sari, C. K., & Susilo, S. (2021). Google Classroom as a platform in teaching and learning activities during the COVID-19 pandemic. Journal of Physics: Conference Series, 1842(1), 012026. https://doi.org/10.1088/1742-6596/1842/1/012026 DOI: https://doi.org/10.1088/1742-6596/1842/1/012026

Susilo, S., & Rohman, A. (2021). The effectiveness of Google Classroom in the teaching and learning process during the COVID-19 pandemic. Journal of Physics: Conference Series, 1842(1), 012028. https://doi.org/10.1088/1742-6596/1842/1/012028 DOI: https://doi.org/10.1088/1742-6596/1842/1/012028

Syahfitri, D., & Herlina, H. (2022). The effectiveness of Google Classroom in online learning during the COVID-19 pandemic. Journal of Physics: Conference Series, 2194(1), 012022. https://doi.org/10.1088/1742-6596/2194/1/012022 DOI: https://doi.org/10.1088/1742-6596/2194/1/012022

Wagner, N., Hassanein, K., & Head, M. (2008). Who is responsible for E-Learning Success in Higher Education? A Stakeholders’ Analysis. Educational Technology & Society, 11(3), 26–36.

Zakaria, Z. (2023). The effectiveness of Google Classroom in teaching mathematics: A case study in secondary schools. International Journal of Emerging Technologies in Learning (iJET), 18(2), 69–80. https://doi.org/10.3991/ijet.v18i02.34725

Zhou, K., Liu, T., & Zhou, L. (2015). Industry 4.0: Towards future industrial opportunities and challenges. 2015 12th International Conference on Fuzzy Systems and Knowledge Discovery, FSKD 2015, 2147–2152. https://doi.org/10.1109/FSKD.2015.7382284 DOI: https://doi.org/10.1109/FSKD.2015.7382284