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- HNUE JOURNAL OF SCIENCE Educational Sciences, 2020, Volume 64, Issue 4B, pp. 3-12 This paper is available online at http://stdb.hnue.edu.vn USING FLIPPED CLASSROOM MODEL IN TEACHING KARL MARX - F. ENGELS – V.I. LENIN’S CLASSICAL WORKS FOR STUDENTS MAJORING IN POLITICAL EDUCATION Tieu Thi My Hong Faculty of Politic Theory and Civic Education, Hanoi National University of Education Abstract. Teaching class works for students majoring in political education plays a crucial role in training curriculum. This research paper discusses using flipped classroom model to replace the traditional one in teaching the above mentioned subject in order to form students’ essential personalities and competencies to meet the need of education innovation cause. With such research methods as observing, analyzing, synthesizing and consulting materials, the piece of writing shows features of teaching classical works, at the same time clarifies advantages of flipped classroom model when teaching these contents. After that, the research reveals procedure, requirements of using flipped classroom model to teach classical works for the highest effectiveness. Keywords: teaching, classical works, flipped classroom, flipped classroom model. 1. Introduction Teaching classical works is an extremely pivotal content in training students majoring in political education in Vietnam these days. Teaching classical works assists students to study Marxism-Leninism from the original version, comprehend thesis of the theory most correctly, scientifically. However, classical works are not easy to learn, to read; in another word, they are difficult, some of them are extremely difficult. Time scale for teaching each classical work is limited. This is the contradiction arising from the teaching process that most of the lecturers and students recognize. Students normally feel worried, hard to study classical works. As a result, it is extremely essential to raise teaching quality. In order to overcome the contradiction of the above mentioned hardship and limited time, lecturers need to search for assistance from means of technology, modern equipment to support teaching process. That makes students interested, more active, more willing to approach these academic contents. At present, the development of science and technology leads to the establishment of a number of new models, teaching method. Apart from traditional model of teaching (only taking place in class), there appeared blended model of teaching. Blended learning can be understood as combination between direct teaching and opportunities of online learning, including such models as: free, flexible and circular. Flipped classroom is model of circular blended classroom. Flipped classroom with its own features is considered as the dominant model in teaching classical works. Applying the model of flipped classroom in teaching classical works is promised to bring about high effectiveness, overcome hardships caused by “classical” characteristic. Received April 11, 2020. Revised April 24, 2020. Accepted May 15, 2020. Contact: Tieu Thi My Hong, e-mail address: tieu.my.hong@gmail.com 3
- Tieu Thi My Hong Flipped classroom is currently concerned by numerous educators in Vietnam and in other countries. For 15 years (2000-2015), Aliye and his colleagues wrote 62 works discussing flipped classroom. All these research papers focused on showing advantages of this model. They asserted that model of flipped classroom created a flexible learning environment; with this model, a quantity of learners’ pivotal personalities and competence are formed. Although there witnessed several difficulties, this model resulted in more achievements than the traditional model [1]. It is even asserted that the flipped classroom, which is used to create effective teaching environments at schools, is the best model for using technology in education [2] The author Nguyen The Dung (2015) also approached the flipped classroom model in another article titled Research using flipped classroom Model: Challenges and Applicability. The author focuses on clarifying the steps for organizing flipped classes in the teaching of module: the Access Data Management, evaluating the results achieved, as well as showing challenges when applying the flipped class model [3]. Chung Kwan Lo & Khe Foon Hew (2017) with A critical review of flipped classroom challenges in K-12 education: possible solutions and recommendations for future research show challenges of implementing flipped classrooms and categorized into student-related challenges, faculty challenges, and operational challenges. Based on the suggestions of previous studies together with relevant empirical supports, we propose a rudimentary flipped classroom model and a set of 10 guidelines to address these challenges [4]. Clarifying appearance and feasibility of flipped class model, Johnston emphasized development of science and technology with a variety of supportive tools such as interactive videos, interactive in-class activities, and video conference systems paves the way for the widespread use of flipped classrooms [5]. Flipped classroom model can be applied in a number of education levels, fields and different subjects; consequently, besides shared research papers, authors investigated application of this model in such particular fields as: information systems [7], engineering, sociology, and humanities [8], mathematics education [9], and English composition [10], Physics [11], [12], Civic education [13]. 2. Content 2. 1. Flipped classroom model Flipped classroom initially mentioned by Eric MaZur. Eric MaZur developed method of guiding in pairs in the 1920s. He recognized that using computers in teaching assisted him to instruct learners without presenting. In autumn 2000, Wisconsin-Madison University used softwares to replace lectures with information technology in class by using video clips of teachers’ lectures accompanied with slides. In 2011, two centers in Wisconsin Collaboratory for Enhanced Learning were established for flipped classroom model. Flipped classroom is the model of classroom in which steps of teaching and learning in traditional classroom are flipped, that means, learners listen to theoretical lectures at home while watching online video clips, practicing, applying, doing exercises, responding to questions, thoroughly discussing the knowledge are carried out in class. Flipped classroom model in comparison with traditional classroom is illustrated as Image 1 below. In the classical classroom, students sit on chairs and listen to lectures; this form is called low thinking by experts. After that, students do exercises at home, which is challenge for them if they do not understand the lectures. In fact, the traditional method of teaching does not provide teachers with adequate time to present new knowledge and assist students to finish all the exercises relating 4
- Using flipped classroom model in teaching Karl Marx - F. Engels – V.I. Lenins classical works… to the knowledge; teachers are not able to spend time paying attention to all the students. Flipped classroom model handles these difficulties when traditional process of teaching is flipped. Image 1. Traditional classroom and flipped classroom Source:https://forneyisd.instructure.com/courses/8503/pages/flipped-classroom?module_item_id=88741 As a result, the duty of conveying new knowledge belongs to teachers, and based on Bloom’s Taxonomy, this duty is of low order (it means “Remembering” and “Understanding”). Students’ duty is to do exercises using high thinking orders (it consists of “Applying”, “Analyzing”, “Synthesizing” and “Evaluating”). Hindrance is that duties of high thinking orders are done by students and students’ parents who hardly ever own profound professional knowledge and not all of them have pedagogical skills. For flipped classroom model, learning knowledge is oriented by teachers (through E-learning Coursebooks prepared in advance and information searched by students themselves), students’ duty is to self-study the new knowledge and do exercises of low thinking orders at home. In class, teachers hold activities for students to interact and share with one another. Exercises of high thinking orders are also carried out in class with the assistance of teachers and classmates of the same group. This learning method requires students to activate their brains a lot, which is called high thinking orders. Hence, duties of high thinking levels are implemented by both teachers and students. This is also the difference between traditional classroom model and flipped classroom model. Image 2. Blooms Taxonomy with students’ activities Source: https://tiasang.com.vn/-giao-duc/day-hoc-theo-mo-hinh-flipped-classroom-9534 2.2. Characteristics of teaching classical works and advantages of flipped classroom model in teaching Karl Marx – F. Engels – V.I. Lenin’s classical works 2.2.1. Characteristics of teaching Karl Marx – F. Engels – V.I. Lenin’s classical works 5
- Tieu Thi My Hong According to “Vietnamese Dictionary”, “classical” means “owning distinctive standard values for a theory, a doctrine” It can be understood that, Marxism – Leninism’s classical works are Karl Marx, F. Engels, V.I. Lenin’s valuable, standard works. These works were written by Karl Marx, F. Engels, V.I. Lenin from the early 1840s to the early 1920s. Each great work obviously showed their considerable contributions to development of humankind ideology, Marxism – Leninism’s process of establishment and development. Political education is a crucial duty in the cause of building the country following socialism. Consequently, universities of education all over the country train students majoring in Political Education to provide lecturers for vocational schools, colleges, universities, academies and party universities all over the country, etc. These teachers teach subjects of political reasoning, including: Marx-Lenin’s philosophy, Political Economics, Scientific Socialism, History of Vietnamese Communist Party, Ho Chi Minh’s Ideology. The viewpoint system of those who follow Marxism is shown specifically in classical works. All principles of Marxism – Leninism in such coursebooks as: Marxist-Leninist philosophy, Marxist-Leninist political economics and Scientific socialism are generalization basing on or originating from classical works. As a result, in order that students understand rightly and profoundly the system of Marxism reasoning, universities of education all over the country, propose content of classical works in compulsory subjects relating to majors. Students learn Karl Marx, F. Engels, Lenin’s classical works from third year and specially focus on learning these works in fourth year. Currently, curricula for students majoring in Political Education in Hanoi National University of Education, Ho Chi Minh University of Education, Hanoi Pedagogical University 2, University of Education – Thai Nguyen University, University of Education – Hue University, Can Tho University, etc, focus on teaching classical works. Several classical works to teach and introduce to students include: Manifesto of the Communist Party, Anti-Duhring, Dialectics of Nature, The Civil War in France, Critique of the Gotha Programme, Origin of the Family, Private Property, and the State, Two tactics of Social Democracy in the Democratic Revolution, The state and Revolution, Initial Duties of Soviet Union Government, Discussing food tax, Little is better, etc.. Content of the works is comparatively complicated, highly generalized and abstract; a number of works are closely associated with large humankind context, which requires learners to possess thorough knowledge of history and other issues related. Capacity of each work is normally large with a quantity of issues to explain; however time allowance for teaching each work in class is limited. Specifically, teaching innovation has changed from content orientation to competence orientation. This requires that learners become the center, teachers are instructors or organizers for students to actively acquire knowledge for forming essential competence. A number of works are criticism of old or opposite viewpoints. Ideology in classical works is basis of reasoning which is revolutionary, scientific, dominant in worldview and methodology. Updated situation with complexity of fight in politics and ideology which is increasing, improvement in effectiveness of teaching and learning classical works is more and more essential. It is because that ensuring content of learning political reasoning is profound, of great use for training learners’ competence of reasoning and methods of scientific thinking; helping learners to rightly understand ideology of people who follow classics. Studying classical works means understanding the works and more importantly, using the works to explain and handle several practical issues. There appear a variety of requirements for teaching classical works but the fact that time allowance for teaching them is limited is paradox. Thus, students need to stimulate creativity; lecturers also need to unstoppably renovate, apply methods, solutions, techniques, teaching tools 6
- Using flipped classroom model in teaching Karl Marx - F. Engels – V.I. Lenins classical works… appropriately. If students just learn a few works in class with the traditional method, it is hard to obtain expected effectiveness. 2.2.2. Advantages of using flipped classroom model in teaching Karl Marx – F. Engels – V.I.Lenin’s classical works Using flipped classroom model handles several difficulties in teaching classical works and at the same time, developing learners’ competence. For students, this model increases activeness, flexibility in arranging learning time. At the same time, it depends on learners’ competence which they can select quick or slow speed of learning, listening once or many times. This cannot be done in class because the time is limited, number of students is large, which handles difficulty, abstraction of classical works. For long works with numerous contents and high complexity including: Anti-Duhring, Dialectics of the Nature, Civil War in France, Critique of the Gotha Programme, Government and Revolution, Philosophical Memoir, etc, students are able to listen again and again for the issues they do not know surely. About this issue, Bishop, J.Verleger, M., (2013) clarified that, students who take courses with a flipped classroom model get higher scores. The reasons are clear: allowing each student to study the theoretical section at their own pace prevents students from getting lost in class or getting bored if the teacher needs to repeat the lesson [14 ]. With this classroom model, students’ self-study competence is raised; students are aware of preparing for lesson before class. It is because listening, thinking about the questions and asking questions about the issues they do not understand thoroughly is a must. For each hard question, students spend more time searching for the answer. This answer can also be result of listening to teachers’ lectures many times. This is what cannot be done in the traditional classroom with time and space limited. Mentioning this issue, Bishop, J., Verleger, M., (2013) asserted that, “(…) students supplied with optional video lectures came to class much better prepared than when they had been given textbook readings. This observation is encouraging because although learning gains are high for information presented textually, shows that college students don’t generally complete reading assignments” [14]. After finishing homework, students go to class to exchange, discuss the contents that lecturers presented on video clips; thus, the time for the lessons in class is spent on widening students’ knowledge, relating issues in the works to the current issues, international and domestic situations. For example, in the work “Little is better”, time in class is spent on relating, widening the issue with the situation of the current government apparatus. Students focus on exchanging, discussing whether it is necessary to revolutionize the government apparatus with particular measures. For “Dialectics of the Nature”, the issue of sustainable development can be proposed together with the issues relating to “revenge” of nature for the human’s action of “conquering” nature too much, consequences that human are suffering from their action, etc. For this model, students are trained for essential skills including teamwork, critical thinking, etc. Critical thinking is extremely necessary for students majoring in political education. It assists students to possess comprehensive, right view of opposite viewpoints, especially the viewpoint of protesting against the way of building socialism in Vietnam. Hence, classroom time is spent mostly on widening, relating, clinging reasoning with reality so as to base on classical works to explain vivid issues in current life. This classroom model increases contact between lecturers and students in discussion after students have studied the lesson presented on video clips by lecturers. Now, teacher is considered as a friend to discuss, criticize, propose the issue and handle it. As a result, teacher has an opportunity to understand more about students, especially issues of ideology in terms of contrariwise viewpoints, reactionary and preventive information. Knowing general situation of the class, understanding characteristics, thinking competence of each student assists lecturer to 7
- Tieu Thi My Hong adapt more appropriately. For this model, lecturer spends more time paying attention to each student, supporting in maximum difficult case in being aware of the issues which are not easy from classical works. Nevertheless, it witnesses some difficulties to apply flipped classroom model in teaching classical works for students majoring in political education. This model requires all students to have opportunities to get access to supportive equipment including laptops, smart phones, Internet, etc. At the same time, teachers spend a lot of time preparing thoroughly, carefully in terms of content and image. Moreover, students generally and students majoring in political education particularly are accustomed to the traditional classroom model, with the key teaching method of teachers’ presenting and students’ note-taking. Studying voluntarily has not become students’ habits; students are likely to be passive, mainly learn by heart but hardly ever use critical thinking. 2.3. Procedure of using flipped classroom model in teaching Marxism-Leninism’s classical works 2.3.1. Steps for Preparation Firstly, lecturers need to determine the knowledge to apply in flipped classroom model. For flipped classroom model, it is not possible and necessary for every content of knowledge to be applied. Therefore, lecturers need to choose the appropriate knowledge. The knowledge chosen is the contents containing issues to be discussed, exchanged and questioned most by students; it is not advisable to select the contents within students’ understanding. This is the first pivotal step for preparation in the whole procedure of applying flipped classroom model. Secondly, lesson plans are made. Before making lesson plans, lecturers determine objectives obviously, as objectives orient designing contents for making video clips, recording and carrying out activities in class. Lecturers need to focus on students’ personalities and competence to be formed and developed by obtaining requirements of knowledge, skills, attitude. After that, lecturers start making lesson plans for making video clips and proposing issues for discussion. The most significant factor so as that the discussion period in class is effective is selecting topics or contents. In order to promote all students’ thinking, contents or topics to be selected are appropriate and attracting all students to think about them. Content of discussion, situations/ questions of problems must be appropriate with objectives of the lessons. Topics for discussion can also start from the ideas, situations, stories in history or in current reality but are normally particularized into key questions. It is advisable to select attracting questions, issues originating from real life, being easy to share, collect a variety of different ideas from members in class. Determining forms of activities in class. It depends on the knowledge that lecturers select activities to suit characteristics of the classroom. Besides organizing discussion activities for students in normal small groups, pyramid groups, murmur groups, etc, lecturers should bear in mind other activities including playing games in teams/ groups, dividing into rows or playing drama, skits, etc. Hence, when carrying out activities in class, lecturers should consider these factors: number of students in a credit classroom, objectives to obtain, infrastructure in classroom, etc. Necessary means of teaching, equipment. For flipped classroom model, means are divided into two fundamental levels: level 1 contains multimedia of learning content; level 2 contains Internet services to transfer information to students such as emails, webpages, platforms, social networking sites, etc. Several tools can be used to make video clips such as: smart phones, computers/ laptops, webcam, micro, Camtasia software to combine showing Power point slides on screen and recording the lectures. A few tools are normally used to upload video clips of lectures include: - CD, Youtube, E-learning, Moodle store video clips of lectures; - Google Drive stores related materials; 8
- Using flipped classroom model in teaching Karl Marx - F. Engels – V.I. Lenins classical works… - Google Spreedsheet is the tool to make progress tracking; - Online Quiz Creator is the tool to make Quiz; - Blogger, Word Press is used to write Reflection; - Facebook, Zalo, Gmail are used to exchange ideas online. For discussion activities in class, lecturers use output products such as: laptops, LCD projector, loudspeakers, cassette, micro, etc…, other sources of materials to make the lessons more exciting include: songs, extracts of movies, pictures/ photos, video clips downloaded from the Internet or made by lecturers. Students are likely to be provided with: pen brushes, crayons, A0 sheets of paper, tapes, magnets, etc. Additionally, a large space with moveable desks and chairs assist lecturers to give good lectures which are listened enthusiastically by students. 2.3.2. Implementation - Before the lesson: lecturer uploads video clips, reference materials (if available) and exercises/ duties on supportive tools. Students watch video clips, study materials and do personal exercises at home. - During the lesson: lecturer holds activities in class. For the complexity of issues proposed in the classical works, lecturer should choose group discussion to handle the problems. It depends on real condition that groups can be divided in different ways. Lecturer divides class into groups, assigns each group with appropriate duty. In this step, firstly lecturer needs to obviously explain the issues for discussion, time for discussion and time for presentation, giving means, tools for each group. Lecturer controls and leads the discussion lesson. Controlling and leading the discussion are the extremely steps. Lecturers must show their capability of organizing and controlling his class. During the discussion time in class, lecturer is able to look at special students who ask questions prepared at home or the students who do not get involved in but do their own jobs or the timid, shy students. At that time, lecturer needs to be tactful to encourage students to join in or assign the student a particular duty to present the results later. In order to assure students’ positivity, activeness, creativity, lecturer should not intervene too much into group discussion process but follow and be willing to support groups when necessary, at the same time ensure that all students in groups get involved positively in groups’ common duties. Showing groups’ discussion results, discussing as the whole class. After groups have finished discussion, each group presents its own discussion results; lecturer can send a representative or call a member in the group. Groups are able to present their results by this way: one group presents, others supplement; or groups present in turns, others listen and ask questions. It depends on the content of discussion that lecturer can require one group or the whole class asks questions. Besides, lecturer is capable of asking the whole class questions for them to think, together with the method of brain hacking to collect the most ideas from students. Questions to ask should be the ones of certain problems, relating to all the discussion contents of groups, surely causing arguments for contrariwise viewpoints. Lecturer gives comments, evaluates and summarise key issues of the lectures. This is a crucial thing for lecturer to do. In order to accomplish this job well, lecturer is required to carefully listen to groups’ presentation and take notes each group’s good and bad points. When making conclusion on the knowledge of the lesson, lecturer should sum up basing on what the groups can do so as to indirectly encourage students, helping them to see their groups’ results. At that time, lecturer should make presentation obviously, logically on the knowledge of the lesson, helping students to understand and memorize it in class. At the same time, lecturer gives comments on groups’ working attitudes, honors enthusiastic, excited students during discussion and debate, can 9
- Tieu Thi My Hong add more scores for students if necessary, slightly reminds the students without positive attitudes during the lesson, draws experience for the coming lessons. Apart from group discussion, during the process of implementation, lecturer should combine flipped classroom model with methods of games, problem solving. 2.3.3. Testing, evaluation Testing and evaluation are indispensable steps for teaching and learning. Testing evaluates students’ accomplishment degree compared to lecturer’s initial objectives. Therefore, to establish secure, obvious basis for testing, evaluation, lecturers are required to set obvious, specific lesson objectives, avoid setting general, unmeasurable objectives. Objectives are competence-oriented; teaching and learning are competence-oriented, thus testing and evaluation should also follow the orientation. Evaluation of students’ results can be carried out as follows: lecturer’s evaluation on students, students’ evaluation on other ones, students’ self-evaluation. Firstly is lecturer’s evaluation on students. In flipped classroom model, results evaluation is competence-oriented, which can be done with different forms including: observing, testing, evaluating products, etc. Each form of evaluation determines students’ degree of competence built. Self-studying and doing exercise in advance at home are evaluated with online exercise sheets and times of getting access to lecturer’ lecture video clips; lecturer can collect students’ results by giving them online testing sheets, which evaluates students’ understanding through their scores and multiple choice questions that the students normally have the most wrong answers (if multiple choice questions are used for evaluation); after that, lecturer can adjust his lectures promptly so that the following lessons will be much better. For instance, the easiest way to know how much students understand the lectures is online testing. The questions that lecturer asks can be multiple choice or both multiple choice and written; lecturer is able to design questions with Google Form app; after students finish their tests, results are sent to lecturer; lecturer know for sure which students submitted their answers and students’ score range. What is more, Google Form can list what questions students normally have the most wrong answers, which is the basis for lecturers to adjust their lesson plans in order that when lecturers give lectures in class, they focus on the knowledge that students do not understand much. After finishing their tests, students know their scores. Therefore, by this way, not only lecturer evaluates students but students also evaluate their knowledge. The evaluation method is mentioned in this link: https://docs.google.com/forms/d/1WzbVVdtQYfZek0MmzqsBKRHJ RGfV7TK1wS1mX0DJVIA/edit#responses Evaluation with observation is carried out popularly by lecturers. For the activities carried out in class, lecturers have an opportunity to observe all students working to know which students are excited, which students are not enthusiastic. With direct observation, students’ competence is revealed directly including: competence of team/ group leading, competence of presentation, competence of convincing, competence of discovering and solving problems, etc. Next is evaluating students’ results. Students’ results are shown in two forms: homework (multiple choice questions or short written questions) and performance in class (normally such products as discussion sheets, mind map, etc.). Through observing groups’ methods of working and products, lecturer gives each student scores in case that one student does, all the other members in the group are not given the same mark. All scores are given to give fair, objective evaluation basing on students’ effort, spirit, attitude of working both at home and in class. As a result, it can be seen that, it is the comprehensive method of evaluation, not only basing on paper results as traditional method. Secondly is evaluation between students and students. 10
- Using flipped classroom model in teaching Karl Marx - F. Engels – V.I. Lenins classical works… This is cross evaluation during working process, which helps students see strengths and weaknesses of one another during the cooperation process. They help one another to recognize difficulties and find out solutions, overcome difficulties, give contributions, mend, draw experience for the following times of teamwork, such as: carefully listening to each other, handling differences, seriously obeying rules of groups (the groups whose members work together for a long time). Praise of members in the groups towards each student is large and essential encouragement between friends to help one another make progress, be more self-confident, more forcible; is the basis for nice friendship. This is the method of working with democratic spirit, is the opportunity for members in the group to evaluate one another in order that students who work much are not evaluated the same as the students who work little, causing conflicts and dissatisfaction for some members. This is also the way that lecturers help themselves to perfect their methods of evaluation for each student. For example, at the same moment, lecturer cannot observe all groups working; only members in the group know for sure about one another. Thus, this is also an interesting and objective method of evaluation. Thirdly is self-evaluation. Each student is able to self-evaluate after his process of self-study; after the mistakes he made, the student himself accumulates precious experience, essential skills including: controlling emotion when working in groups, carefully listening, supporting other members, etc. 3. Conclusions Teaching Karl Marx – F. Engels – V.I. Lenin’s classical works for students majoring in political education is a pivotal but hard content. Using flipped classroom model brings about higher effectiveness than the traditional classroom. For this model, students are not only active to manage time for learning but also to deal with speed of acquiring lessons appropriate with their competence through studying the lessons in advance by watching video clips that lecturers have uploaded online. Complicated contents, practical issues from the classical works are discussed in class. However, in order to use the flipped classroom model in teaching classical works effectively, both teachers and learners must ensure to accomplish their duties well. Lecturers need to spend time studying, making products to support students learn the lessons in advance at home, propose practical issues, inspire students. Students need to be active, positive to watch video clips of lectures and learn about the problems raised. REFERENCES [1] Aliye K.I, Nadia J.C and Charles T.J, 2017. A systematic review of research on the flipped learning method in engineering education. British Journal of Educational Technology. [2] Hamdan, N., McKnight, P., McKnight, K., & Arfstrom, K. M, 2013. The flipped learning model: A white paper based on the literature review titled “A review of flipped learning.” Arlington. VA: Flipped Learning Network. [3] Nguyen The Dung, 2015. Research using class model reverses difficulties, challenges and applicability. Journal of Science, Hanoi National University of Education. No. 60. pp.85-92. [4] Chung Kwan Lo & Khe Foon Hew, 2017. A critical review of flipped classroom challenges in K-12 education: possible solutions and recommendations for future research. Research and Practice in Technology Enhanced Learning. [5] Johnston, B. M, 2017. Implementing a flipped classroom approach in a university numerical methods mathematics course. International Journal of Mathematical Education in Science and Technology. No 48(4). pp 485 - 498. 11
- Tieu Thi My Hong [6] Davies, R. S., Dean, D. L., & Ball, N, 2013, Flipping the classroom and instructional technology integration in a college-level information systems spreadsheet course. Educational Technology Research and Development, 61(4), 563-580. Retrieved from https://link.springer.com/article/10.1007/s11423-013-9305-6. [7] Ngo Tu Thanh, Nguyen The Dung, 2015. Project-based teaching with reverse learning model in B-learning. Journal of Science, Hanoi National University of Education. No. 60, pp.222-230. [8] Kim, M. K., Kim, S. M., Khera, O., & Getman, J, 2014. The experience of three flipped classrooms in an urban university: An exploration of design principles. The Internet and Higher Education. No 22. pp 37-50. [9] Zengin, Y, 2017. Investigating the use of the Khan Academy and mathematics software with a flipped classroom approach in mathematics teaching. Journal of Educational Technology & Society. No 20(2). pp 89-100. Retrieved from http://www.jstor.org/stable/90002166. [10] Zhonggen, Y., & Wang, G, 2016. Academic achievements and satisfaction of the clicker- aided flipped business English writing class. Journal of Educational Technology & Society. Retrieved from http://www.jstor.org/stable/jeductechsoci.19.2.298. [11] Ngo Trong Tue, 2016. Mixed teaching model and application to teaching electromagnetic induction class 11. Journal of Science, Hanoi National University of Education. No. pp.61-69. [12] Le Thi Minh Thanh, 2016. Constructing the reverse classroom model in university. Journal of Science, Hanoi National University of Education, No. 61, pp. 20 -27. [13] Luu Thi Thu Ha, Doan Thi Thoa, 2018. The application of flipped classroom model in teaching of Civic – Education in high school. Journal of Science, Hanoi National University of Education. No. 5A. [14] Bishop, J., Verleger, M. 2013, The Flipped Classroom: A Survey of the Research. ASEE National Conference Proceedings, Atlanta, GA. https://faculty.erau.edu/Matthew.Verleger. 12
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