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Mobile learning application: flipped classroom

This study attempts to illustrate the phases of designing a flipped learning mobile application. It is worth noting that changes in students’ learning behavior should be met by changes in the classroom – particularly on the way a course should be delivered. Studies have shown that students who learn...

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Main Authors:	Aslina Baharum, Lim, Yi Wan, Farashazillah Yahya, Nadia Hanin Nazlah, Nor Azida Mohamed Nor, Ismassabah Ismail, Noorsidi Aizuddin Mat Noor
Format:	Article
Language:	English English
Published:	2020
Online Access:	https://eprints.ums.edu.my/id/eprint/25638/1/Mobile%20learning%20application%20flipped%20classroom.pdf https://eprints.ums.edu.my/id/eprint/25638/2/Mobile%20learning%20application%20flipped%20classroom%201.pdf https://eprints.ums.edu.my/id/eprint/25638/ https://doi.org/10.11591/ijeecs.v17.i2.pp1084-1090
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id	my.ums.eprints.25638
record_format	eprints
spelling	my.ums.eprints.256382021-01-15T08:48:49Z https://eprints.ums.edu.my/id/eprint/25638/ Mobile learning application: flipped classroom Aslina Baharum Lim, Yi Wan Farashazillah Yahya Nadia Hanin Nazlah Nor Azida Mohamed Nor Ismassabah Ismail Noorsidi Aizuddin Mat Noor This study attempts to illustrate the phases of designing a flipped learning mobile application. It is worth noting that changes in students’ learning behavior should be met by changes in the classroom – particularly on the way a course should be delivered. Studies have shown that students who learn using the flipped learning method are less likely to fail as opposed to their counterparts in the traditional classroom setting. The rising importance and popularity of flipped learning necessitates the development of a mobile application that assists both students to learn and allow instructors to manage their course via their mobile devices, almost anywhere and anytime. The software development life cycle (SDLC) is divided into four distinct phases: 1) Preliminary study, 2) content design, 3) System design and development, and 4) System evaluation. The effectiveness of the application is tested using electroencephalography (EEG). The findings suggest effectiveness of the mobile application falls within the acceptable range. Improvements for the flipped learning mobile application is also presented. 2020 Article PeerReviewed text en https://eprints.ums.edu.my/id/eprint/25638/1/Mobile%20learning%20application%20flipped%20classroom.pdf text en https://eprints.ums.edu.my/id/eprint/25638/2/Mobile%20learning%20application%20flipped%20classroom%201.pdf Aslina Baharum and Lim, Yi Wan and Farashazillah Yahya and Nadia Hanin Nazlah and Nor Azida Mohamed Nor and Ismassabah Ismail and Noorsidi Aizuddin Mat Noor (2020) Mobile learning application: flipped classroom. Indonesian Journal of Electrical Engineering and Computer Science, 17 (2). pp. 1084-1090. ISSN 2502-4752 https://doi.org/10.11591/ijeecs.v17.i2.pp1084-1090
institution	Universiti Malaysia Sabah
building	UMS Library
collection	Institutional Repository
continent	Asia
country	Malaysia
content_provider	Universiti Malaysia Sabah
content_source	UMS Institutional Repository
url_provider	http://eprints.ums.edu.my/
language	English English
description	This study attempts to illustrate the phases of designing a flipped learning mobile application. It is worth noting that changes in students’ learning behavior should be met by changes in the classroom – particularly on the way a course should be delivered. Studies have shown that students who learn using the flipped learning method are less likely to fail as opposed to their counterparts in the traditional classroom setting. The rising importance and popularity of flipped learning necessitates the development of a mobile application that assists both students to learn and allow instructors to manage their course via their mobile devices, almost anywhere and anytime. The software development life cycle (SDLC) is divided into four distinct phases: 1) Preliminary study, 2) content design, 3) System design and development, and 4) System evaluation. The effectiveness of the application is tested using electroencephalography (EEG). The findings suggest effectiveness of the mobile application falls within the acceptable range. Improvements for the flipped learning mobile application is also presented.
format	Article
author	Aslina Baharum Lim, Yi Wan Farashazillah Yahya Nadia Hanin Nazlah Nor Azida Mohamed Nor Ismassabah Ismail Noorsidi Aizuddin Mat Noor
spellingShingle	Aslina Baharum Lim, Yi Wan Farashazillah Yahya Nadia Hanin Nazlah Nor Azida Mohamed Nor Ismassabah Ismail Noorsidi Aizuddin Mat Noor Mobile learning application: flipped classroom
author_facet	Aslina Baharum Lim, Yi Wan Farashazillah Yahya Nadia Hanin Nazlah Nor Azida Mohamed Nor Ismassabah Ismail Noorsidi Aizuddin Mat Noor
author_sort	Aslina Baharum
title	Mobile learning application: flipped classroom
title_short	Mobile learning application: flipped classroom
title_full	Mobile learning application: flipped classroom
title_fullStr	Mobile learning application: flipped classroom
title_full_unstemmed	Mobile learning application: flipped classroom
title_sort	mobile learning application: flipped classroom
publishDate	2020
url	https://eprints.ums.edu.my/id/eprint/25638/1/Mobile%20learning%20application%20flipped%20classroom.pdf https://eprints.ums.edu.my/id/eprint/25638/2/Mobile%20learning%20application%20flipped%20classroom%201.pdf https://eprints.ums.edu.my/id/eprint/25638/ https://doi.org/10.11591/ijeecs.v17.i2.pp1084-1090
_version_	1760230394011058176
score	13.211869

Mobile learning application: flipped classroom

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