An Adaptive Teaching Model For Flipped Classroom

International Journal on Recent and Innovation Trends in Computing and Communication ISSN: 2321-8169
Volume: 5 Issue: 7 35 – 39
_______________________________________________________________________________________________
35
IJRITCC | July 2017, Available @ http://www.ijritcc.org
_______________________________________________________________________________________
An Adaptive Teaching Model For Flipped Classroom
Meltem Eryılmaz
Computer Engineering
AtilimUniversity
Ankara, Turkey
meltem_eryilmaz@atilim.edu.tr
Aisha Ahmed
Computer Engineering
AtilimUniversity
Ankara, Turkey
wabdalali1986@gmail.com
Abstract—Individual differences are important for the learning environments so that it can be said that learning environments that are designed
by using adaptation techniques are effective in improving the performance level of students. In this study a flipped classroom model was
developed for elementary school students by using adaptivetechniques in English lectures. In this way advantageous and strong aspects of
adaptive and flipped learning complete each other. In the research, two different flipped learning environments were developed. The flipped
learning environment was designed without adaptations and with adaptations. The students worked for a period of ten weeks in the designed
environments. The aim of the study is to show the benefits of adaptive technologies for flipped learning environments. In total 60 students from
Libya were selected randomly then placed in adaptive flipped learning and Flipped learning environments. T-test was used in the substance
analysis performed for knowledge test. Based on the findings obtained from the success rates of the students displayed on tests, administered as
a pre and post test, it was demonstrated that adaptability of the flipped learning environment and levels of the adaptability have a positive effect
on the academic achievement rates of the English lecture students.
Keywords-adaptive technologies; flipped learning; flipped class; adaptive learning environment
__________________________________________________*****_________________________________________________
I. INTRODUCTION
Today, the development of the web based technologies,
computer based education and online media, as they influence
every other area also change and affect the educational
platforms. It has been emphasized that the rapid development
of the innovator models and information technologies using
for education, change the student preferences from traditional
to the newest models like online or blended [1]. In Flipped
Classroom model which is a good example of these newest
models, contrary to the traditional model, online course videos
are prepared by the teacher to transfer the information. Students
can study the course materials, working on problem sets,
experimental activities before coming to the class so that they
have more time for interaction in the class instead of lecturing
[2,3]. Although the online assist may be an important
supplement for a traditional learning, there are still question
marks surrounding this model. The same page content and link
structure on the standard web based platforms, may cause
individual differences of the students to be ignored. However,
using adaptation techniques supply personalized learning for
the students. Adaptive learning adapts teaching strategies by
taking individual characteristics and needs of the students into
consideration and is able to achieve effective learning for
them[4,22]. Koumi (1994) provided personalized learning for
web based learning, implemented multimedia-based adaptive
learning management system in which computer offers
individualized control and interactivity [5,6]. It is pointed that
more advanced tools need to be employed in order to adapt
students’ out of class behaviors into the content of the courses
[7]. Research indicated that the learning styles vary among
learners and the students prefer using different types of
learning methods in order to suit their abilities [8]. In Flipped
learning there are still personalized differences like learning
styles and preknowledge of students. Individual differences and
student model are important factors that influence student-
centered webbased learning [9]. The use of videos or other
digital technologies to deliver content outside class can not be
sufficient for the kind of education which gives priority to
personal differences. However, due to the emphasis on students
becoming the agents of their own learning rather than the
object of instruction, the Flipped Learning model can enable
educators to make the shift from teacher-driven instruction to
student-centered learning[10].
A. Adaptive Technique in Flipped Learning
Kakosimos (2015) compare the effect of the micro-adaptive
instruction (mAI) with the traditional style of education, on the
education outcomes of the Chemical Engineering (CHEN
304) course at Texas A & M academy at Qatar. The researcher
has implemented the process for two sequential terms that is
(2013 and 2014) on CHEN 304 which was divided into group
A and group B and comparable to a course, (PETE 314) which
serves as the control group. 17 students Falls in 2013 and 20
Falls in 2014. The quantitative results show a slight
improvement, within the groups (A & B) of the same course,
there was no clear change with and without mAl.
According to the study carried out by Daniel Szafir, Bilge
Mutlu (2013), the design space which is called Adaptive
Review Technology for Flipped Learning: ARTFuL afforded
by these new educational models are explored for improving
teaching [15]. There were 24 female students and 24 male
students in the program. All students were native English
speakers from the University of Wisconsin. To explore the

_______________________________________________________________________________________________
36
_______________________________________________________________________________________
effects of adaptive content review on educational results, they
implemented three alternative education systems designed
around different methods of providing a content review.The
first styling provides no content review, the second provides
maladaptive content review established for reviewing notion to
which students initially paid the most interest, and the third
provided a full review of all lesson concepts.
The results confirmed the following:
1. An adaptive review significantly increased reminiscence
and knowledge gains compared with the no review baseline,
while students who received maladaptive review did not get
cognitive performance gains over the baseline in these
measures.
2. Their results showed no variance in learning or recall
between the full and adaptive conditions, while a significant
difference was found between the full review and the
maladaptive review in terms of recall. However, their results
indicated only a marginally significant difference between a
full review and maladaptive review in terms of learning.
3. Only reviewing the material is not enough to improve
student learning. They found no difference between the no
review and maladaptive review conditions. The outcomes
confirm that simply reviewing the material is not sufficient to
develop student learning. They found no variation between the
no review and maladaptive review conditions.
Problem of Research
Students' level varies from student to student; that mean
there are individual differences between students' educational
levels, so these differences must be taken into account and from
previous studies, note that there is no initial assessment of
student levels in order to be guiding each student to the
appropriate level of educational abilities, while it was found in
the currentstudy, when the student enters the required data,
student will be evaluated, and directed to the appropriate level
by an evaluation test.There are many studies about adaptive
learning and about flipped learning. However, there are few
studies about adaptive technique in flipped learning.
In a traditional classroom, students would be asked to stand
idly by while the teacher delivers a lecture. Students' focus will
be limited to taking notes without absorbing modern concepts
and this will make them to lack the ability to develop their
skills, and lack practice in the classroom because their focus is
on presentation rather than practice. Adaptive Flipped Learning
enables students to prepare for the lesson according to their
personal qualities outside class so that they can participate the
class activities more effectively.
B. Research Focus
This study was used to determine the impacts of Adaptive
Flipped Learningand Flipped Learning in a collectable third-
grade elementary students studying English. During the
research, students can study the educational content at home
before coming to class and their learning platform can be
configured according to the student model. When considering
the previous studies, there were few studies about adaptive
technique in flipped learning within the limits of researcher’s
knowledge and this forms the importance of this study. This
study attempts to answer whether:
1.The differences between the pre test and post test of
adaptive+flipped learning environment of beginning and
advanced levels are significant.
2. There are any differences between flipped learning, and
adaptive flipped learning for understudies in the third grade
students.
II. METHODOLOGY
A. General Background of Research
The purpose of this study is to determine the effects of
Adaptivetechnologies on aflipped learning environment model
and to develop a flipped learning environment including
adaptive technologiesfor elementary school students. In the
adaptive flipped learning environment, the educational content
contains two main levels. The beginning which includes the
introduction content and the advanced level whichcontains the
more advanced content.
Adaptive Technologies that were used in the study:
Adaptive learning environment is formed according to
students' relevant information and attempt to establish a new
structure based on their interests and needs, then the system
individualized for every student [11]. These environments
enrich learning processes and present alternative means for the
students in their learning process. According to Brusilovsky
(2001), there are two fundamental techniques for putting
adaptation into practice: Adaptive presentation and adaptive
navigation[12].
Adaptive presentation
The aim of this technique is to adapt the content presented
in each hypermedia according to student goals
The information is presented in different ways such as text,
images,video etc.
In this study, Fragment Variants technique was used as
adaptive presentation. In this technique the same contents were
prepared by different materials like text, images and videos.
Adaptive navigation
The aim of this method is to support the student to find an
effective way during navigation [13].
In this study, the adaptive navigation that was used in the
design include direct guidance. Direct guidance directly tells
the student in what sequence the section links should be learnt
[14]. Also, Link generation technique was used in the quiz
module.
B. Sample of Research
In total 60 students from Libya were selected randomly
then placed in adaptive flipped learning and Flipped learning
environments (N = 30 in each group). Both groups were taught

_______________________________________________________________________________________________
37
_______________________________________________________________________________________
by the same teacher and used the same syllabus. The control
group was taught via flipped learning and experimental group
which was divided to beginning and advanced level taught by
adaptive technique in flipped learning (flipped+adaptive). A
placement test was given to experimental and control groups to
assess whether all groups show a similar English language level
.The results of the placement test did not statistically significant
variance between the experimental and control groups in terms
of their levels in English.
C. Instrument and Procedures
Tests: The pre-test that consisted of 20 multiple-choice
questions was conducted before starting the experiment, it was
observed that there is no difference between the students' levels
(α >0.05). The Post-test was conducted for all the Control and
Experimental Groups. Then ten weeks after starting the
experiment, and it was observed that there was a difference
between the students' levels in favor of the experimental group
(α <0.05) .
D. Data Analysis
The data obtained in the research was analyzed using SPSS
(The Statistical Package for The Social Sciences) software.
Descriptive statistics such as %, arithmetic mean and standard
deviation were used in data analysis. T-test was used in the
substance analysis performed for knowledge test. In testing of
all hypothesis of the research, .05 significance level was based
on and the differences which are significant at .01 were also
highlighted.
III. RESULTS AND DISCUSSION
The hypothesis for the first question is:
The differences between the pre test and post test of
advanced levels are significant.
Another words, are there statistically significant variance at
the standard of significance (α=0.05) between the mean scores
of the students in the experimental group itself according to
Bloom's Taxonomy (remembering, understanding, applying)?
To answer this question, T test was applied to measure the
importance of the difference between the pre-test and post-test
each of the flipped and adaptive technique in flipped
environments. The arithmetic mean, standard deviation and the
value of (T) between first achievement and last of experimental
group (Beginning level) and experimental group (Advanced
Level) were calculated according to Bloom's Taxonomy
(remembering, understanding, applying) (Tables 1 and 2).
TABLE 1.PRE-TEST POST-TEST EVALUATION FOR ADAPTIVE+FLIPPED
LEARNING ENVIRONMENT (ADVANCED LEVEL)
Tests Value(t) df
Standard
deviation Average
Sig.(2-
tailed)
Pre 17.992 16 1.468 22.18
0Post 2.856 9.18
According to the results, for the Experimental group of
advanced level, it was observed that the T value was
statistically significant at Bloom’s three levels (remembering,
understanding and applying).
TABLE 2.PRE-TEST POST-TEST EVALUATION FOR ADAPTIVE+FLIPPED
LEARNING ENVIRONMENT (BEGINNING LEVEL)
Tests Value(t) df
Standard
deviation Average
Sig.(2-
tailed)
Pre 3.277 12 2.431 10.08
0.007Post 3.14 7.23
According to the results, for the Experimental group of
begining level, it was observed that the T value was statistically
significant at Bloom’s three levels (remembering,
understanding and applying). It was concluded that for both
advanced and begining levels, there were significantly
difference between pre and post tests. The first hypothesis:
“The differences between the pre test and post test of
advanced levels are significant” is true.
The hypothesis for the second question is:
There are any differences between flipped learning (control
group), and adaptive flipped learning (experimental group) for
understudies in the third grade students.
TABLE3.COMPARING BETWEEN ADAPTIVE+FLIPPED (ADVANCED) AND
FLIPPED LEARNING ENVIRONMENTS
Value(t) df
Standard
deviation Average
The level of
achievementSig.(2-
tailed)
Experimental
(Advanced)
Control
4.163
4.741
38
19.9
0.516
0.668
3.6
2.63
0
0
Remembering
Experimental
(Advanced)
Control
5.129
6.088
38
21.9
0.48
0.68
3.7
2.5
0
0
Understanding
Experimental
(Advanced)
Control
5.827
6.639
38
19.9
0.483
0.626
3.7
2.43
0
0
Applying
Experimental
(Advanced)
Control
6.861
8.056
38
21.3
1.054
1.454
11
7.56
0
0
Total
Results of second question for the comparing between
(adaptive+flipped) with flipped learning, from the Table 3 it
turns out the following: Value (T) became statistically
significant at three levels of Bloom levels (remembering,
understanding, applying), meaning there are significant
differences in the average achievement test in favor of the
experimental group (Advanced Level Group) (Table3).
For the beginning level of adaptive flipped learning
environment, the value of t became statisticaly significant at
three Bloom’s levels. According to the findings, there are
significant differences in the average achievement test in favor
of the experimental group (begining level)(Table 4).
These results agree with many studies [16,17,18,19,20].
These studies indicated that students in distance learning
courses that demand on adaptive e-learning earned higher

_______________________________________________________________________________________________
38
_______________________________________________________________________________________
evaluations than those in the customary classroom setting.
Adaptive technique in flipped learning led to changes on the
students'levels and this may be due to several factors positive
was observed by the researcher, has directly influenced the
student achievements.
1) Adaptive techniques in flipped learning such as sound
effects, animated video games, Flash applications contain
several interactive elements that influenced the level of
understanding.These influences have caused excitement in the
mental abilities of the student and reflected a positive manner
to increase achievement.
2) Provide a sense of fun to study, prevent boredom and this
has led to increased demand for learning, which has had a
positive impact on high academic achievement rate.
3) Provide the continuous assessment of students, where each
lesson tutorial includes electronic tests and a variety of
activities.
4) In addition to the presence of the teacher the student has the
ability to exercise self-learning also means that there is an
interaction between the student and the adaptive learning
materials.
TABLE4.COMPARING BETWEEN ADAPTIVE+FLIPPED (BEGINING) AND FLIPPED
LEARNING ENVIRONMENTS
Groups Value(t) df
Standard
deviation
Average
Sig.(2-
tailed)
The level of
achievement
Experimental
(Beginning)
Control
9.092
9.097
48
40.9
0.516
0.668
3.25
1.36
0
0
Remembering
Experimental
( Beginning)
Control
9.016
9.757
48
47.9
0.48
0.68
3.6
1.53
0
0
Understanding
Experimental
( Beginning)
Control
5.763
6.417
48
46.8
0.483
0.626
2.8
1.23
0
0
Applying
Experimental
( Beginning))
Control
9.627
10.862
48
45.4
1.054
1.454
9.7
4.1
0
0
Total
According to post test results, it was observed that the
students’ scores in experimental group ( adaptive flipped) are
high for remembering, understanding and applying level
(Figure1).
Figure 1. Comparison of post test results in the experimental and control class.
There are measurably huge fluctuation at the standard of
hugeness between the mean scores the control, and the trial
bunches at the level of (α=0.05) in the measurement before the
experiment, and measurement after the experiment after the
tenth week of the level of achievement according to the
classification Bloom (remembering, understanding, applying)
for the experimental group of students in the third grade of
primary in English.As it turns out there are statistically
significant variance at the standard of significance between the
mean scores at the level (α=0.05) between the mean of the
experimental group itself in the measurement before the
experiment and after the experiment. Results of second
question for the comparing between (adaptive+flipped) with
flipped learning it has been observed that value (T) became
statistically significant at three levels of Bloom levels
(remembering, understanding, applying), meaning there are
significant differences in the average achievement test in favor
of the experimental group (Advanced Level ) (Table3).
IV. CONCLUSIONS
Nowadays, according to scientific and technological
developments, the need for ensuring a better education facility
for individuals caused using new educational models.
Language teaching is very important in early ages. Creativity in
teaching techniques can bring effectiveness for learning
language. Flipped learning is one of these newest models.
Adaptive learning environment which is another innovative
model for learning that personalizes teaching for each student
by creating a model of the preferences, areas of interest and
aims of the students. The adaptive techniques for flipped
learning was presented in this paper. Through this model, the
student can study before coming to the class and can use his/her
own learning style to learn. Pre test was given for determining
the prior knowledge levels of the students. According to the
results of the test, the students was modelled and they were
directed to the appropriate level as beginner or advanced. The
sample study was composed of 60 students and it was
differentiated into total 2 groups, the number of each
class/group = 30 students. The experimental group learned
through adaptive technique in flipped learning, the control
group learned via Flipped learning . After the experimental
process it was observed that there is a difference between the
students' levels in favor of the experimental group (α <0.05) .
The findings derived from the scores of the tests which were
given as the pre and post tests indicated that the academic
achievements of the students who study in adaptive flipped and
non-adaptive flipped learning environments may differ.
As a result of the research, it has been detected that the
academic performance of the students studying in the flipped
environments with adaptation is significantly different and
higher when compared to the flipped environment without any
adaptations. It is possible to conduct studies focusing on the

_______________________________________________________________________________________________
39
_______________________________________________________________________________________
effects of the adaptive environments with different adaptation
techniques on the academic performance of students.
From the results obtained from this study, it is clear that
adaptive technique in flip learning, which contains several new
technologies have an impact on improving the three levels of
learning (remembering, understanding, applying) and this led to
an increased understanding and comprehension of students.
The findings derived from the scores of the tests which were
given as pre test and post test indicated that the academic
performance of the students who study in adaptive and non-
adaptive flipped learning environments may differ.Individual
differences are important for the learning environments so it
can be said that learning environments designed by using
adaptation techniques are effective in improving the
performance level of students. For this reason adaptive
technique for flipped learning also plays an important role
for student centered education. In this way the advantageous
and strong aspects of adaptive and flipped learning complete
each other.
V. REFERENCES
[1] Tamim, R.M., Bernard, R.M., Borokhovski, E., Abrami, P.C., &
Schmid, R.F. (2011). What forty years of research says about the impact
of technology on learning. Review of Educational Research, 81(1), 4–28
[2] Szafir, D., & Mutlu, B. (2013, April). ARTFul: Adaptive review
technology for Flipped Learning. In Proceedings of the 2013 ACM
annual conference on human factors in computing systems (pp. 1001-
1010). ACM.
[3] Bergmann, J.,& Sams, A. (2012a). Flip your classroom: Reach every
student in every class every day. International Society for Technology in
Education. Washington, D.C.
[4] Bra, P. D., Brusilovsky, P., & Houben, G. J. (1999). Adaptive
hypermedia: From systems to framework. ACM Computing Surveys,
31(4), 1–6. Chen, C. M., Lee, H. M., & Chen, Y. H. (2005). Personalized
e-learning system using Item Response Theory.
[5] Koumi, J. (1994). Media comparison and deployment: a practitioner's
view, British Journal of Educational Technology, 25(1), 41-57.
[6] Despotović-Zrakić, M., Marković, A., Bogdanović, Z., Barać, D., &
Krčo, S. (2012). Providing Adaptivity in Moodle LMS
Courses.Educational Technology & Society, 15 (1), 326–338.
[7] Chen,,J.-M., Chen,M.-C., Sun, Y.S. (2014). A tag based learning
approach to knowledge acquisition for constructing prior knowledge and
enhancing student reading comprehension Comput. Educ., 70 (2014), pp.
256–268
[8] Kelly, D. and Tangney, B. (2006), Adapting to intelligence profile in an
adaptive educational system, Interacting with Computers, Vol. 18, No. 3,
pp. 385-409.
[9] Alessi, S.M. & Trollip, S.P. (2001). Multimedia for learning: Methods
and development. Boston, MA; Allyn and Bacon.
[10] http://www.flippedlearning.org/review
[11] Smith, A. S. (1999). Application of Machine Learning Algorithms in
Adaptive Web-based Information Systems. Ph.D Thesis,
MiddlesexUniversity.
[12] Brusilovsky, P. (2001). Adaptive Hypermedia. User Modeling and User-
Adapted Instruction, 11(1-2), 87-110.
[13] Avgeriou, P.(2002). Adaptive Web-Based Instructional Systems – An
Overviewhttp://www.rug.nl/research/portal/files/3038423/2002ProcIES
Avgeriou.pdf [last access: May2016]
[14] Esichaikul, V., Lamnoi, S., and Bechter, C.(2011). Student Modelling in
Adaptive E-Learning Systems. Knowledge Management & E-Learning:
An International Journal, 3 (2011), 342-355.
[15] Daniel Szafir, Bilge Mutlu. (2013) ARTFuL: Adaptive Review
Technology for Flipped Learning
[16] Bartlett, T. (1997). The hottest campus on the Internet. Business Week,
3549, 77-80.
[17] Bothun, G. D. (1998). Distance education: Effective learning or content-
free credits? Cause/Effect, 21(2), 28-31, 36-37.
[18] Heines, R. A., &Hulse, D. B. (1996). Two-way interactive television:
An emerging technology for university level business school instruction.
Journal of Education for Business, 71(2), 74-76.
[19] Kabat, E. J., &Friedel, J. (1990). The development, pilot-testing, and
dissemination of a comprehensive evaluation model for assessing the
effectiveness of a two-way interactive distance learning system. ERIC,
ED 322690
[20] Schutte, J. G. (1996). Virtual teaching in higher education: The new
intellectual superhighway or just another traffic jam? Retrieved July 7,
2001 from http://www.csun.edu/sociology/virexp.htm.
[21] Souder, W. E. (1993). The effectiveness of traditional vs. satellite
delivery in three management of technology master’s degree programs.
The American Journal of Distance Education, 7(1), 1993
[22] Kakosimos, K. E. (2015). Example of a micro-adaptive instruction
methodology for the improvement of flipped-classrooms and adaptive-
learning based on advanced blended-learning tools. Education for
Chemical Engineers, 12, 1-11.
[23] Eryılmaz, M., Simsek, N. (2014), The Evaluation of Students’ Academic
Achievements in Adaptive Environments, Education and Science, 39,
173
.

An Adaptive Teaching Model For Flipped Classroom

More Related Content

What's hot (19)

Similar to An Adaptive Teaching Model For Flipped Classroom (20)

More from rahulmonikasharma (20)

Recently uploaded (20)

An Adaptive Teaching Model For Flipped Classroom