Standard flipped learning method based on Bloom’s Taxonomy: This method has focused (Fetaji, Fetaji, & Ebibi, 2019) on Bloom’s taxonomy principle of the cognitive domain. Learners view brief tutorial videos at school, which will explore the lesson’s central themes. Such videos are posted on YouTube and have a total of fewer than 10 minutes. By replaying or pausing with the recording, learners will watch the tutorial.
To ensure learners watch the video, to show the instructor, they will need to take indi-vidual feedback on the video contents. Additionally, there is a short test after every video lesson to verify the participant’s understanding.
The combined flipped classroom and problem-based learning (FC-PBL) method:
The combined FC-PBL method (E. Chis, Moldovan, Murphy, Pathak, & Muntean, 2018) used in the third stage concentrated on group work. There was an open-ended real-life problem, and learners need to understand the problem by following the layout
of the database of the problem. Learners also invited to watch video clips before com-ing to class, and this concept comes from the definition of the array.
Self-flipped classroom (SFC) method: The participants prepare the material of the flipped learning classroom for the demonstration of the SFC concept (Vasilchenko, Cajander, Daniel, & Balaam, 2018), which takes a move forward with the participant activation. Learner-centered teaching methods come from SFC structure. The SFC idea is dynamic and can easily apply to many academic settings.
E-learning based collaborative flipped learning method: The main feature of the e-learning method (Hayashi, Fukamachi, & Komatsugawa, 2015) is to allocate most of the class time interacting with the teachers to enable the participants in academic work.
Students in the e-learning method use an e-learning framework (flash animations and video data) to do homework one week before a lecture. The teacher will clarify the painful points of reading textbooks or watching videos for students and check student’s learning history.
Game-based learning (GBL) flipped learning method: Before each lecture, learners asked to plan a section of work. The game (Hattingh & Eybers, 2017) problems during the lesson would address a part of the research, and composed of 38 students in their fourth year. Every lecture lasts one hour and a half and the first 30 min of the lesson, interactive board gameplays.
Smart enhanced context-aware for flipped mobile learning (SECA-FML) method: SECA-FML tries to provide (Louhab, Bahnasse, & Talea, 2018) customized material for learners. Material style dependent on its background. The materials also bear the different dimensions of meaning and particularly the context of the mobile devices.
Flipped learning classroom method with interactive feedback portfolio (IFEP):
An interactive feedback portfolio (IFEP) program (Tsai, Hou, Yong, Chiou, & Yu, 2018) that facilitates the flipped learning experiences in classrooms with iBeacon tech-nology. Using the IFEP program is aimed at fostering high participation in education, that comprises of learners utilizing Software, and web interface instructors. Partici-pants require APP to scan their smartphones for iBeacon apps instead of the APP. In
cloud space, iBeacon device records identification status. Consequently, students en-gage naturally in the classroom. Instructors will utilize another feature that the IFEP program provides to facilitate participation in the classroom by showing questions on the front screen. It transfers these queries (multicasts) via web-socket technologies to student’s smartphones. Learners instead use an APP to receive input on responses to these issues. The program often demonstrates the transient results of learner input on board while receiving learner answers and presents countdown time signals. Instruc-tors will quickly receive learner feedback information. These findings can evaluate their potential effects on learning output, including learner participation in classroom and learner answer correction levels. Furthermore, instructors can quickly obtain learner’s learning successes in the classroom, and then instructors can change their interactive techniques.
Flipped learning teaching method in the Moodle environment: Students perform the lesson mainly through the Moodle platform (Li, Zhang, & Hu, 2018) instructional lessons in the classroom. The videos will explore the particularities of the learner. The essential points and challenging parts are identical, and each video will have a length of 20 minutes. Throughout this flipped classroom method, the central aspect in which the course material can deliver is to show videos provided on the Moodle website. The layout divided into the following main modules within the Moodle framework, includ-ing advice and input, micro- chapter, learninclud-ing task list, self- and collective assessment and chat space, etc. Students will watch video lessons and perform the accompanying activities outside of the class.
Method of in-class knowledge internalization activities: The Moodle platform keeps the student’s progress and problems for addressing. Teachers will know the problem (Li, Zhang, & Hu, 2018) that has arisen in a structured way through input from teachers and the assessment of student success in learning. Besides, teachers can also provide students with customized tutoring according to their various problems. In the classroom, instructors use new teaching approaches and dynamic techniques, which increase the engagement and motivation of the student effectively. After learn-ing, students can enhance their information and expand their perception with extensive practice. Method after work self-reflection and evaluation: Teachers can evaluate
students based on their progress in learning on the website, motivate students to learn from one another, and follow various methods for teaching students.
Smart adaptive management for flipped learning (FL) method: The SAM-FL method (Louhab, Bahnasse, Talea, Bensalah, & Khiat, 2019) seeks to provide an interactive Moodle system for teachers that helps them to monitor the learning cycle for learners. By designing and introducing a new plugin to the Moodle framework, this will also allow the latter to access the content of the course relevant to their standard.
The learning cycle used in a flipped classroom sense. Therefore, at school, the learner will view the interactive material of his curriculum and use the learning time to per-form activities and explore various facets of the program.
Flipped learning classroom experimental method: Teachers produced and gave a video on a topic (Trupti, 2016) to the student. Students view the video and finish the video lecture at the end. This task is sent to the instructor via email electronically by the students. The next day of the task debate conducts in class in the context of a ques-tionnaire or query answer or group activity on the video lecture topic and assignments.
During the classroom study session, the teacher scheduled a quiz, Q & A session, and group play. Following the discussion in the classroom, the students have told about revising and adjusting their assignments. This method has shown in figure 2.12.
Figure 2.12 Flipped learning classroom experimental method (Trupti, 2016).
2.8 Summary of the chapter
There are eight sections in the literature review chapter, and these are as follows: Sec-tion 2.1 is a definiSec-tion of the flipped learning where it defined the flipped learning statement according to reviewed literature. Why flipped learning is 2.2 section where it showed the advantages of flipped learning based on literature citation. Section 2.3 is a model of flipped learning which describes existing models of flipped learning. How flipped learning used in different courses of computing education is 2.4 section where it discussed existing flipped based courses from various educational institutes. Section 2.5 defines computing education from the opinion of respected researchers. Different methods for teaching computing education has described in section 2.6. Section 2.7 has described the existing flipped learning techniques of computing education based on previous literature.