The COVID-19 outbreak has compelled many universities to immediately switch to the online delivery of lessons. Many instructors, however, have found developing effective online lessons in a very short period of time very stressful and difficult. This study describes how we successfully addressed this crisis by transforming two conventional flipped classes into fully online flipped classes with the help of a cloud-based video conferencing app. As in a conventional flipped course, in a fully online flipped course students are encouraged to complete online pre-class work. But unlike in the conventional flipped approach, students do not subsequently meet face-to-face in physical classrooms, but rather online. This study examines the effect of fully online flipped classrooms on student learning performance in two stages. In Stage One, we explain how we drew on the 5E framework to design two conventional flipped classes. The 5E framework consists of five phases—Engage, Explore, Explain, Elaborate, and Evaluate. In Stage Two, we describe how we transformed the two conventional flipped classes into fully online flipped classes. Quantitative analyses of students’ final course marks reveal that the participants in the fully online flipped classes performed as effectively as participants in the conventional flipped learning classes. Our qualitative analyses of student and staff reflection data identify seven good practices for videoconferencing-assisted online flipped classrooms.

中文翻译：

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在不可预测的时代过渡到学习的“新常态”：完全在线翻转课堂的教学实践和学习表现

COVID-19 的爆发迫使许多大学立即转向在线授课。然而，许多教师发现在很短的时间内开发有效的在线课程非常有压力和困难。这项研究描述了我们如何在基于云的视频会议应用程序的帮助下，通过将两个传统的翻转课堂转变为完全在线的翻转课堂，成功地解决了这场危机。与传统的翻转课程一样，在完全在线的翻转课程中，鼓励学生完成在线课前作业。但与传统的翻转方法不同的是，学生随后不会在实体教室面对面见面，而是在网上见面。本研究分两个阶段考察完全在线翻转课堂对学生学习成绩的影响。在第一阶段，我们解释了我们如何利用 5E 框架来设计两个传统的翻转类。5E 框架由五个阶段组成——参与、探索、解释、细化和评估。在第二阶段，我们描述了我们如何将两个传统的翻转课程转变为完全在线的翻转课程。对学生最终课程分数的定量分析表明，完全在线翻转课程的参与者的表现与传统翻转学习课程的参与者一样有效。我们对学生和教职员工反思数据的定性分析确定了视频会议辅助在线翻转课堂的七种良好做法。我们描述了我们如何将两个传统的翻转类转换为完全在线的翻转类。对学生最终课程分数的定量分析表明，完全在线翻转课程的参与者的表现与传统翻转学习课程的参与者一样有效。我们对学生和教职员工反思数据的定性分析确定了视频会议辅助在线翻转课堂的七种良好做法。我们描述了我们如何将两个传统的翻转类转换为完全在线的翻转类。对学生最终课程分数的定量分析表明，完全在线翻转课程的参与者的表现与传统翻转学习课程的参与者一样有效。我们对学生和教职员工反思数据的定性分析确定了视频会议辅助在线翻转课堂的七种良好做法。