Using Flipped Classroom Technique on Online Teaching Platform during COVID-19

Owing to the spread of COVID-19, in order to maintain teaching learning during this disruption, the educational system is shifted to online teaching. This article is aimed to analyse the recent trends and the need for revision in the material. The impact of flipped teaching method on students and challenges were analysed in this research to investigate the pre-existing studies, technological tools and the online platform. The quasi-experimental method is used to analyse the implication of FL technique. The students of Engineering and Technology were selected as samples. On the whole 128 students from two sections have used the teaching of Flipped learning approach for the experimental group and 67 students from one section have been using traditional lectures for the control group. In the students’ perceptions, flipped learning is included with questionnaires of open-ended and close-ended. The results have shown flipped learning has better performance. They have become conscious of a unique set of affordances and restrictions; they have shown more attention to flipped learning. It is found that different departments were using the FL approach and online technological sources have been used for online practice. The flipped classroom has brought positive results on students’ learning activities like achievements, interactions, motivations, and so on. Poor quality of video and untrained lecturer has been addressed as a great challenge in inculcating the flipped classroom environment.


1.Introduction
Learning wouldn't easily understandable from the lecturer to the student (Touchton, M (2015) ; Wang, S., & Heffernan, 2009), rather than critical thinking skills, problem-solving skills, and selfevaluation have been involved (Lee & Lai, 2017; Hattie & Donoghue, 2016). These skills are most wanted for everlasting success (Rateau et al 2015). Constructionism and social constructivism are theories of modern learning, and students have become more interested of learning through the social interaction. However, the analysis had shown that the teaching/learning was proceeding in the traditional way of methods, even though a lack of critical thinking of learners would develop (Rateau et al., 2015). Advanced pedagogy and emerging technologies would unstable because of the traditional way of practicing. The current research has been focused on flipped learning approach than active traditional teaching strategy because it has inspired and made the learners build their own understandings in in-class. Quasiexperimental has suggested flipped classroom is a presentation to instructive innovation (IET-112) course within the division of Instructive Innovation (DET) at the college of fundamental instruction and Kuwait's Open Specialist for Connected Instruction and Preparing (PAAET).uggested Several technology tools like computers, laptops, smart phones can easily access and gather more information on this twenty-first century (Fu, 2013). Nowadays students could mostly use this sort of technology and they can easily interact with their friends, instructors, and it is possible to acquire distant learning (Fisher, 2009 Roach, Travis (2014) "Partially-flipped" class has been enrolled in the course of microeconomics over one semester, including the students 'opinion towards flipped learning. It found that student groups have positively responded to flipped learning. Hao, Yungwei (2016) The results have shown that the students haven't prepared for the flipped learning approach. Above 60% of students have only understood the benefits of the flipped classroom. Only 38% of students believed in traditional teaching methods Lo, Chung Kwan, and Khe Foon Hew (2017) This paper is about to add an overview of the flipped classroom for K12 students. Flipped learning activities, students' achievements, students' attitudes of flipped classroom have been analyzed in the Fifteen journal publication of K12. The research shows the kind of pre-school and in-class have been provided in the additional videos. Akçayır, Gökçe, and Murat Akçayır (2018) The literature of the flipped classroom have been examined and it was challenging for both students and lecturer, Social Sciences Citation Indexed journals have been observed to the Web of Science and the total number of 71 articles have been selected for review. The results have believed that the advantage of the flipped classroom has developed the students' performs. Also have found many other summonses in the FL. Several other advantages of flipped classrooms have been discussed in detail. In the current study, the research confirmed that student' positive achievements, good performance happened throughout the tests. This analysis has revealed the flip-class has increased the level of motivation.

Flipped Classroom in an online Classroom
In consideration to the sudden shift from traditional classroom to online teaching during COVID-19 issue, the adoption of online teaching has emerged. The incorporation of flipped learning in online teaching platform enhances the learners to adopt learning easily. Flipped learning (FL) is the recent advancement technique involved in teaching. The FL is the alternative method where students get an opportunity to engage with teachers and fellow mates, where the communication among them occurs which is referred to as the traditional way of teaching in a classroom. Unlike traditional learning, FL is computer-based learning by which students can get access to studying anywhere at any place and anytime. Access to the study material is available to them at any time. The content comes in a digital video format they could listen to the study material more often [20]. The concept of FL was first introduced by Salman Khan. Who laid the founding stone of flipped learning in 2006 and founder of a non-profit organization called the "Khan Academy" The FL gives more understanding of the concepts for the students, and the learning the basics in home students engage with the teachers and classmates so easily. The modern technology has made the FL approach to reach easily to everyone with online and digital video recordings apps. This concept concentrates more on students which have become more student-centric. It also improves student's interest in concepts that they like, and more time can be engaged on it depending upon the students learning interest of a particular subject, and it promotes the creative side of the students. This paper enquires the learning efficiency of flipped classroom through online teaching under COVID-19. Analysis". The concept of content analysis is the investigation of the content and understanding of the approach, theme, and the ideas involved in bringing the content and interpretation of the objective of the content used in a particular concept. This method can be used to analyse the content in the video, text, audio, and online content [24]. This research tries to interpret the content of twenty refereed journals that used the concept of Flipped classroom research. For this method articles published from 2013-2015 these 3 years thesis based on Flipped learning is considered as the main content for analysing. Content Analysis (CA) to Creswell (2012) [11] was referred to as analysing content in text, pictures, and antiquity (ornaments made by a person). CA is the analysis of the content of the published article, reviewing the article, explaining the content of the article with the development of content, and understanding the objective of the content clearly [25]. A content analysis is sometimes described as the content with the same idea and theme can easily be identified and compared for the further study of the particular concept in the future [26]. A content analysis in the distance education method has been utilized to identify the current trends by using journals published between 2009 to 2013 considering 860 journals and founded that content analysis is mostly used in education [27]. In this study, the analysis was made on the keyword used, the concept of the study, the type of research design used in the study, the data collection method, the reference authors used, and the target group or audience used in the study. Talbert, R. (2014) [28] tried to understand the concept of content analysis by examining the content of several articles published between the years 2005-2014. The findings and the procedure involved in the study which includes the purpose of the study and understanding its essence and the ideas and information used was analyzed. This study was based on the idea and nature of [ There are 2 methods involved in determining the result of this study they are: testing to understand the outcome of the FL and testing done by giving questions to student's who have knowledge on FL.

Sampling taken for this Research
This research was conducted through examining the twenty research articles published between the years 2013 to 2015. These journals were examined through the following method as follows: 1) Focusing on FL Research 2) Journals with a well-known database of SSCI.
3) The Journals Published between 2013-2015 was taken into consideration. 4) Different functional areas of the study were focused on. The twenty journals were taken from several online websites they are Science Direct, Tailor and Francis, Springer link, etc. On the whole ten articles were reviewed from professional journals and published in SSCI: IRROD, ETR&D, I&HE, C&E, JNE, JS, CALL, EPM, BMC. In the year 2013 7 journals were published, in 2014 9 journals were published, and 5 journals were published in 2015.
The judgment or purposive sampling was used in determining the specific participants who have knowledge about the EG and CG.

Consideration of this research
The study was undertaken by informing the participants about the idea, and theme of the study, tools used in this study, the reason for doing this research, and the data of the study. The participants were given the freedom of withdrawing from this at any time, the details given for this were allowed to be taken back at any time. The names of the participants were kept confidentially.

Procedures
The Institute of Engineering Technology courses consist of 3 sections in 3 different classrooms but instructed by the same teachers for about 1 hour 30 sec. The students were asked to attend 2 weekly sessions of class. The student's class timing was allocated on a random basis with 2 batches of students learning EG and 1 batch of students to learn CG. All the students learned 4 units during this period. Fig 2 explains

Tools and Outcome of the study 5.1 Examination Management
Students were asked to take up 2 exams, the EG & CG groups were examined of completing both units. The first group completed the first 2 units. The second group completed the 3rd and 4th units.
The end semester exams were based on the topics of all the 4 units of study.

Outcomes of the Exam Results
The resulting outcome was compared between EG&CG to know the variation of the marks obtained and the learning technique of the students. SPSS was used to know the variation between the 2 groups.  [19][20][21][22][23][24][25][26]37].

Conclusion
In the conclusion, the study of demonstrations has been the major application of cultural activities of flipped learning through the middle to a maximum range of age belongs to the students level. The report analysis of the lectures and students' opinions, learning activities is based on projectbased learning activities and hands-on experience, with the limited time of lectures, students' have faced many problems. The final results has shown that a better understanding of technology using teaching-learning activities has been seen in ISSN: 00333077 5429 www.psychologyandeducation.net another dimension. The government education system can implement flipped learning for higher education and K12 students. The final discussions were the flipped classroom has been more comfortable and economical space for the students to learn.