The Combination of Flipped Classroom Approach and Project-based Model on “Mobile Learning” Courses to Enhance Students’ Project Quality

DOI

10.2991/978-2-38476-198-2_55How to use a DOI?

Keywords

Flipped classroom; Project-based learning; Mobile learning

ABSTRACT

The mobile learning course is one of the required courses in the informatics engineering education study program at Malang State University. Students are projected to have the ability to design mobile learning that adheres to learning theory after completing this course. Students are also expected to be able to create mobile applications that support mobile learning designs. Up to this point, learning activities in mobile learning courses have relied on the project-based learning model, which has proven to be effective in motivating students to create mobile learning products. This model, however, is insufficient to enable students to create flawless mobile applications. Researchers found that one issue with this was a varying pace of learning. Lack of time for understanding “how to develop mobile applications” is another issue that contributes to the final mobile application’s imperfections. Seeing some of these problems, we took the initiative to combine project-based learning with the flipped classroom approach. Students are actively engaged in the learning process in a flipped classroom. Before class, they watch videos, read, and participate in online discussions to help reinforce their understanding of the material. They collaborate in class on coding projects, allowing them to apply their knowledge and skills in a practical setting. Students can work at their own pace and on their schedule thanks to the flipped classroom model. The flipped classroom also promotes personalized learning by allowing lecturers to provide students with personalized support and feedback. Lecturers can use class time to work with students individually, identify areas of difficulty, and provide additional resources and support. Furthermore, flipped classroom model has been shown in studies to improve learning outcomes in programming courses. Students are more likely to retain the material and apply it to real-world problems if they have a more active and engaging learning experience. Given some of the benefits of flipped classrooms, we attempted to design a learning model that combined flipped classrooms and project-based learning in this work. Dick and Carey’s method was used, and this model is ideal for developing learning designs. This paper also presenting student responses to learning models and analyzing the improvements in students’ learning outcomes.

Copyright

© 2024 The Author(s)

Open Access

Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

Download article (PDF)

TY  - CONF
AU  - Azhar Ahmad Smaragdina
AU  - Ahmad Mursyidun Nidhom
AU  - Gres Dyah Kusuma Ningrum
AU  - Dila Umnia Soraya
AU  - M. Zaidan Zuhair Shafar
PY  - 2024
DA  - 2024/02/06
TI  - The Combination of Flipped Classroom Approach and Project-based Model on “Mobile Learning” Courses to Enhance Students’ Project Quality
BT  - Proceedings of the 5th Vocational Education International Conference (VEIC-5 2023)
PB  - Atlantis Press
SP  - 401
EP  - 409
SN  - 2352-5398
UR  - https://doi.org/10.2991/978-2-38476-198-2_55
DO  - 10.2991/978-2-38476-198-2_55
ID  - Smaragdina2024
ER  -