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AsiaCALL Online Journal Received: 17/05/2022 

ISSN 1936-9859; https://asiacall.info/acoj  Revision: 12/07/2022 

Vol. 13, No. 3, 2022  Accepted: 15/07/2022 

pp. 36-50  Online: 20/07/2022 

 
CITATION | Tran, T. Y. N., & Nguyen, T. N. M. (2022). Implementing the Flipped Learning Comprehensive 

Model (FLCM) through Basic Informatics Course, Van Lang University, 2021 – 2022. AsiaCALL Online Journal, 

13(3), 36-50. DOI: https://doi.org/10.54855/acoj.221334 

Implementing the Flipped Learning Comprehensive Model (FLCM) through Basic 

Informatics Course, Van Lang University, 2021 – 2022 

Tran Thi Yen Nhi1*, Nguyen Thu Nguyet Minh1 

1 Faculty of Basic Science, Van Lang University, Vietnam 
* Correspondence: Tran Thi Yen Nhi, Van Lang University, Vietnam. E-mail: nhi.tty@vlu.edu.vn 
*      https://orcid.org/0000-0002-0839-832X 

       https://doi.org/10.54855/acoj.221334

Abstract 

During the implementation phase of the Elearning teaching system for the 2021-2022 school 

year, with the requirements set forth for the subject of research and implementation of the 

teaching system, it is possible to apply flexible teaching for a group ranging from 0% to 100% 

of students and online learners. At the same time, it encourages students to actively participate 

in learning throughout the learning content deployed by the subject. We have focused on 

research and implementation of the comprehensive Flipped Learning Model, The Flipped 

Learning Comprehensive Model – FLCM, which uses H5P interactive teaching content to 

provide instant, attention-grabbing feedback for students. Furthermore, we also implement the 

development and rearrangement of learning materials and learning activities that require learners 

to complete their studies according to the set course schedule. Besides the development of 

content, we also have interactive lectures that return immediate results to help attract students 

to complete the course. We have implemented the FLCM model during the 1st and 2nd 

semesters of the academic year 2021 – 2022, with more than 12,000 students. At the end of the 

course, we collected statistics on positive and proactive changes in students through learning 

activities on the Elearning site implemented by the FLCM method. Due to the content with 

interactive videos, the number of active students increased by over 70%. 

Keywords: eLearning, LMS Moodle, LMS, H5P, FLCM 

Introduction 

Recently, online learning is a new model of education in the age of information and technology. 

Nowadays, almost all universities in the world consider digital learning a strategic asset to reach 

people.  

General Informatics course, which was implemented E-learning in 2018 - 2020 from phase 1 to 

phase 3 by Van Lang University, has been introduced at the international conference Asia CALL 

International Conference & VLETESOL 2021 and published in the AsiaCALL Online Journal 

(Tran Thi Yen Nhi, 2021). With the initial first steps, courses that apply the Flip classroom model 

can be applicable to both offline and online classes following new requests and increase the positive 

engagement rate in students. As new situations arise, the course develops teaching procedures and 

course materials that are flexible for both offline and online learning. To satisfy the learning 

outcome criteria of the course and education program and to change the mindset of lecturers and 

https://asiacall.info/acoj
https://doi.org/10.54855/acoj.221334
https://orcid.org/0000-0002-0839-832X
https://doi.org/10.54855/acoj.221334


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students, there needs to be a procedure combining LMS and LCMS in teaching and learning 

through the E-learning model.                                                                                                                                                                                                                                                                                                                                                                                                                                  

Literature review 

In the process of implementing the E-learning system, we have read through the research of 

Koohang, Riley, and Smith (2009), which have come up with a learning model in the E-learning 

environment based on constructivist theory. This model includes the following three basic 

elements: Design of learning activities, Assessing the learning process, and The role of a teacher 

or guide. The design of learning activities includes coordination, cooperation, and problem-solving, 

the importance of 21st-century skills to learners (Hiroyuki, 2021). Together with the study of the 

author group Lo, C. K., & Hwang, G. J. (Chung & Hwang, 2018) elucidates three possible 

directions for future studies of teaching methods according to the flipped classroom model, 

including a model framework. The description proposed in the flipped learning model includes 

four aspects: research background, course design, course activities, and outcomes. In the course 

design section, the authors also suggest activities before learning, during and after learning 

(Koohang, Riley, & Smith, 2009) (Oproiu, 2015). And in our research and implementation in the 

stages of implementing the online teaching system Elearning, there are many similarities in the 

construction of the flipped classroom model and the organization of activities before, during and 

after class. However, these studies rely too much on videos and student initiative. 

For this stage of implementation, we want to stimulate active learning in students through the 

comprehensive flipped classroom model (FLCM) built based on the combination of the perspective 

and scores of both teachers and students. This model is built based on the preparation of questions 

from the learner and the answers from the teacher in order to immediately provide learners with 

the fastest answers during the class-based learning process, reverse learning (Reyna, 2019). These 

materials will be provided to learners through the subject's LMS, one learner-centered training 

method. The target audience for this subject is first-year students from many different majors, so 

the entry-level is not uniform. For this model, the identification of training subjects helps to 

research and evaluate more accurately, from which there are training methods and selection of 

appropriate technologies to include in the development of learning materials (Rekhari, 2018). 

However, it should be emphasized that the communication between the teacher and the learner, the 

pedagogy, the approach, the planning, the development of the training route and the agreements of 

the two sides play a very important role in creating and motivating learners in the training process. 

Simultaneously promoting the development of lectures with interactive videos, H5P is also 

important (Sharp & Sharp, 2017). 

The content management system (LCMS) includes learning materials, reference materials, and 

teaching slides in the form of electronic files through attachments on LMS, Rich Media and H5P. 

Electronic lectures are published as web pages with rich content ranging from text, images, 

animations, videos, games, etc. It provides students with a whole new learning experience. Lectures 

are published in the form of a website so that students can actively view the content anywhere, on 

any device (Han, Liyue, & Cheng, 2017). In addition, the application of Microsoft Sway to the 

design of Rich Media supports teaching, helping teachers easily view evaluation reports on the 

content that students are interested in. The report helps determine what content needs to be 

developed to suit students' abilities and direction. H5P is an open-source authoring tool used to 

design interactive learning content for students and provides immediate results. It allows the 



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creation of content such as interactive videos, presentations, quizzes, games, and even interactive 

eBooks with great flexibility. 

Method 

We continue to use the eLearning system that has been implemented since phase 3, basically 

including Learning Management System (LMS); Content Management System (LCMS); Real-time 

Virtual Classroom. For learning management system - Learning Management System. The school 

is currently implementing LMS Moodle along with the online classroom organization platform 

(Virtual Classroom) MS Teams, which is recommended by the United Nations Educational, 

Scientific and Cultural Organization (UNESCO) as one of the solutions for distance learning. For 

the Virtual Classroom system, the course uses MS Teams which is built into the Microsoft Office 

365 suite. Currently, students and teachers throughout the school have been provided with this 

account, and this account has been synchronized with all school support websites. 

Table 1. Summary of models that are implemented through stages 

 

- Stage 1: 2017 - 2018, implementing E-Learning level 2, learning materials are provided 

through  https://hoctructuyen.vanlanguni.edu.vn/. At this stage, 100% of learning is still 

offline.  

- Stage 2: 2018 -2019, implementing E-Learning level 3, with 80% of the learning is still 

offline while 20% is online. Learning resources along with practice tests and discussions 

have been made available online.  

- Stage 3: 2019 – 2020, implementing E-Learning level 4 with online time constitutes 50% -

100%. Flipped classroom model is implemented, and learning resources are getting more 

diverse.  

- Stage 4: 2021 – 2022, implementing E-Learning level 4 with online time reaches 100% or 

online classes applying FLCM. The comprehensive FLCM is used widely, and learning 

activities have cohesion with each other, forcing students to pay attention during class and 

results are returned quickly to encourage students to finish the course. 

 

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The Flipped Learning Comprehensive Model (FLCM) 

The FLCM method is implemented to support learners better, create cohesion between different 

content, and increase the engagement rate in learners. The model is developed based on the 

preparation of questions from the learners and answers from the lecturers to provide immediate 

student results. These learning resources will be provided through LMS, and this system will be 

learner-centric. 

 

Figure 1. Implementation of E-Learning with Flipped classroom model (FLCM) 

The research target for the course is first-year students. And adjustments to the implementation of 

LMS, real-time classroom on MS Teams and study methods before, during, and after class will be 

based on the survey at the beginning of the courses. With every result obtained, an appropriate 

adjustment will be made for each module chapter to suit the learning outcomes published in the 

course's detailed curriculum. 

 

Figure 2. Entrance survey results:  Students’ competency with MS Office Word, PowerPoint, and 

Excel, Semester I 2021 - 2022 



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Figure 3. Survey results: MS Office software that students need help with, Semester I 2021 - 2022 

Appropriately identifying targets helps with research and evaluation. From that, picking the right 

methodology and technology is easier. However, it is worth emphasizing that the communication 

process between learners and lecturers, educational methodology, and planning is important to 

encourage students in the learning process. 

Educational Methodology 

The core of the Flip classroom model is a positive learning experience and increasing the 

engagement rate of students. Educational methods that facilitate positive student learning 

experiences are Problem Based Learning - PBL, Learning by Doing, Project Based Learning - PBL, 

and Peer Learning - PL. The appropriate method is selected based on the content and nature of the 

course. For Module 2 on basic usage of computers, the learning method is problem-solving through 

common problems when using computers. For Module 5 presentation design, Project Based 

Learning will be implemented, and students are given a choice to pick and design their own 

presentation along with a video. To implement the Flip classroom model, lecturers have to equip 

learners with essential knowledge such as: What is the Flip classroom model? What are the 

benefits? What are the learning activities? When persuading students about the benefits of this 

method, lecturers need to emphasize the soft skills that the students will gain as a result: learning 

digitally, independent problem-solver, and lifelong learning. 



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Table 2. Comparison: Different methods of learning and their levels of challenge based on 

Bloom’s taxonomy 

 

Planning 

If the activities before, during, and after the classroom are precise and cohesive, they will strictly 

follow the curriculum. Implementing a 100% Flip classroom model for offline and online classes 

reverses the order of the classroom and requires students to read notes and do their assignments 

before class. Students can access their lecture slides on all digital devices and study easily. During 

class, students and lecturers can focus on a case study, research and discuss further content; With 

this model, the learning experience is spread out before, during, and after class. Learning and 

education methods are diversified: LCMS, textbooks, video, rich media eBooks, advanced 

materials, online discussions, and interactions between students and between students and 

lecturers.  

Special attention must be devoted to interactive videos in this process. There must be no more than 

five units of content to be delivered in a video and the maximum time for each video is 15 minutes. 

It is important to consider whether online or offline learning is to be implemented and pick the 

appropriate videos. Furthermore, videos need to have questions for learners to answer immediately 

after every lecture, as this helps improve students' learning experience. Detailed learning plans 

must be announced on the website with clear instructions and steps to be taken before, during, and 

after class. The study plan is divided into three main activities: Activity #1: At the beginning of the 

class, Activity #2: detailed content (during class), and Activity #3: Evaluation (after class). 

Rules 

The course focuses on the procedure and consistency of the learning process. It also takes 

advantage of the Restrict access function of LMS Moodle to restrict access to certain content and 

require students to finish a certain course before moving on to the next. Students are required to 

finish prerequisites. Activities will be evaluated based on criteria designed by lecturers, such as 

submit/view date, group, grade, and student. 

 

 



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Communication 

In the E-Learning model, especially with the Flip classroom model, students' engagement rate and 

proactivity play a crucial role. Therefore, it is important to have agreements and instructions at the 

beginning on how to use support materials and rules and regulations. There need to be adjustments, 

and time allocations for activities before, during, and after class. Lecturers will monitor and adjust 

this study activity, and all resources will be published on E-Learning. Besides study guides, E-

Learning will also have a detailed curriculum with specific learning outcome criteria, content and 

schedule for students. Study goals for the whole course or just individual modules will be published 

according to the Bloom chart (Bloom, 1956). 

Table 3. Aims of the level of students' understanding per course based on Bloom's taxonomy 

 

E-Learning stage 4 2021 – 2022 

 

Figure 4. Model of implementation of E-Learning stage 4 2021 - 2022 



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Model E-Learning: 

− Learning Management System (LMS) 

− Learning Content Management System (LCMS) 

− Virtual Classroom through Microsoft Teams (Virtual Classroom) in real-time 

− The announcement, forum to discuss (Forum) 

− Resources: study guide, books, lectures, interactive videos, videos, question banks, and 

exercises.  

− Study support 

− FLCM (The Flipped Learning Comprehensive Model) 

Implementing LMS and LCMS phase 4 

Phase 4 is being implemented from 2021 - 2022 

FLCM (The Flipped Learning Comprehensive Model) is implemented in this phase. The online 

time will be 100%. At this stage, the old model is still kept intact along with Classroom Procedure 

and learning resources: study guide, books, lectures, interactive videos, videos, question banks, and 

exercises. However, during this phase, LMS and LCMS work together closely to create an 

interactive studying platform through restricted access content and interactive videos. The 

increasing responsive rate in students and convincing students to do online learning. The dashboard 

system also updates the function to display the amount and frequency of students subscribing to E-

Learning and build a framework that predicts and detects absent students. To prepare for this stage, 

lecturers have undergone courses on managing the LMS Moodle, such as "Learn Moodle 3.11" by 

Moodle.org and "Transitioning from teaching offline to online" by AUF. 

Learning organization procedure 

 

Figure 5. The Flipped Learning Comprehensive Model 



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Learning Management System uses LMS Moodle 3.9 with an updated user interface and function 

to improve user experience. The LMS at this stage improves upon functions that have been 

implemented in phase 3: Assignment, Quiz, Grade Report, Grate calculator, and Attendance. The 

functions are also developed to help students manage and monitor their learning process easier. 

Results 

General Informatics course was implemented in E-learning in 2017 - 2018, 2018 - 2019, 2019 – 

2020 (Tran, Nguyen, Do, & Nguyen, 2021). Implementing E-Learning from levels 1, 2, 3 and now 

at level 4 with online time reaches 100%.  

Table 4. Summary of the process of implementing E-Learning 2017 – 2022 

 

Now, the course has finished developing its resources vault, study methodologies, and online 

learning evaluation process. Along with digital transformation, many types are implemented too: 

traditional, mixed, and flip. Besides that, we also actively research ways to improve the user 

experience and utilities of the website. The statistical survey at stage 4 interviewed 12144 students 

from stage 2021- 2022.  

Table 5. Statistical data on students’ engagement and academic achievements during the 

implementation phases of E-Learning 

 



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The table survey has data on the view, submission rate, and completion rate of students from stage 

4, the year 2021 - 2022, combined with four implementing phases of 4 school years. The 

submission rate mostly does not change compared to stage 3. However, the view rate increases by 

73% per student and the completion rate still average at around 89%. This is the first step of our 

digital transformation process to support offline and online teaching. 

 

Figure 6. Visualisation of Statistics of our E-Learning Course through the academic years from 

2017 to 2022  

During the implementation process, we continuously take data on the amount of student interaction 

in semester two compared with the amount of interaction in semester 1. After that, we evaluate the 

growth in student learning activities on the LMS Moodle. Through the data table of views for each 

module on the Elearning site, we can measure the growth in attracting students interested in each 

digital content provided 

.  

Figure 7. Interactive comparison chart between the 1st and 2nd semesters of the academic year 

2021 -2022 



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In addition, the department is also very interested in the number of students participating in each 

module. We survey the percentage of students participating in the course who are interested in 

digital content. The collection of data on the number of students participating and completing the 

required content helps the teachers have a strategy to improve teaching activities in the following 

semesters. 

 

Figure 8 Graph comparing the number of students participating between the 1st and 2nd 

semesters of the academic year 2021 -2022 

According to statistics, the number of students participating in learning modules in semester 2 

reached an average of 97%, an increase of 60% compared to semester 1 in the same academic year, 

2021-2022. We also continued to collect statistics on how long students spent doing academic 

activities over the two semesters. The unit is used to measure time in minutes. It is found that the 

student's learning time with training methods, content and organization of digital content in 

semester 2, the duration of student learning increased by 124% compared to that of learning. Term 

1 in the same academic year 2021-2022. 

 

Figure 9.  Comparison chart of view growth and rate of students participating in interactive 

videos at HK2 

In the 2nd semester, the review unit implemented interactive videos to get live scores. These videos 

allow students to do it as many times as they want. They will get points at the learner's last burst, 



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which has attracted the number of students participating in completing the learning content with 

interactive videos at 2: Module 2 and Module 6. 

 

Figure 10. Number of students studying for Modules 2 and Module 6 

In addition, we also measure the number of student interactions at each module using interactive 

videos and conventions for students to do an unlimited number of times and record the results at 

the student's final effort. Realizing that it is effective in attracting students to study and practice 

more, specifically, in Module 2, the number of interactions increases 12.55 times and Module 6 

increases 10.27 times per student participating in learning. 

.  

Figure 11. Statistical chart of the number of actively completing Module 2  

In the process of implementing the two modules using interactive videos, there is a difference 

between the teaching methods in both modules. Specifically for Module 2, this is a model of 

classroom organization with direct interaction with students during direct class. Statistics are 

performed on all four interactive videos of the module. 



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Figure 12 Statistical chart of the number of actively completing module content 6 

Module 6 is implemented through Elearning sessions at the request of the school. Initially, we 

recognize the active initiative of students in completing Module 2 content better than students 

completing the content themselves. Module 6. 

Conclusion and recommendation 

During the research and implementation of the E-Learning for General Informatics process, we 

notice that different courses and industries will require different amounts of online time. Based on 

the different needs for online time, lecturers can pick the appropriate teaching methods ranging 

from traditional classrooms with E-Learning support in exercises, testing, communication, and 

advanced study activities to complete online or offline classes. Regardless of methods, the most 

important factor remains in the cooperation between learners and teachers and requires both 

perspectives in planning, organizing, support, and evaluating. Researching and implementing 

Benjamin S. Bloom's (Bloom, 1956) levels of cognition in building curriculums, videos, interactive 

videos, lecture slides, rules, and question banks to aid students with learning. Furthermore, 

adequate attention also must be paid to designing a user-friendly interface and creating study 

content: videos, interactive videos (H5P), rich media, question banks, and exercises.  

Despite advantages and successes when implementing E-Learning with the support of departments 

and policies of the headmaster of VanLang University, courses also face difficulty when students 

lack proactivity and engagement. This creates a lot of difficulties in planning, organizing, and 

teaching. There need to be extracurricular classes to equip students with online learning skills, 

research skills, and studying in college. There needs to be precision in identifying targets for 

education so that study methods and technologies can be selected accurately and appropriately. 

Also, it is crucial to emphasize the communication between learners and teachers, study methods, 

approach, planning, building study roadmap and mutual agreements between students and 

lecturers. I sincerely thank Van Lang University for enabling us to implement the online teaching 

system. 



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Acknowledgments 

The author of this article acknowledged the support of Van Lang University at 69/68 Dang Thuy 

Tram St. Ward 13, Binh Thanh Dist., Ho Chi Minh City, Vietnam. 

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Biodata 

Tran Thi Yen Nhi is a lecturer of the Faculty of Basic Science at Van Lang University, Ho Chi 

minh City, Vietnam. She teaches classes of basic computer, Computer Sciences and data sciences. 

She can be reached at her email: tty@vlu.edu.vn 

Nguyen Thu Nguyet Minh is also a lecturer of the Faculty of Basic Science at Van Lang University, 

Ho Chi Minh City, Vietnam. She teaches classes of basic computer, Computer Sciences and data 

sciences. She can be reached at her email: minh.ntn@vlu.edu.vn  

 

 

mailto:nhi.tty@vlu.edu.vn
mailto:minh.ntn@vlu.edu.vn

