scholarly journals A hybrid flipped‐classroom approach for online teaching of biochemistry in developing countries during Covid‐19 crisis

2020 ◽  
Vol 48 (5) ◽  
pp. 502-503
Author(s):  
Sneha Singh ◽  
Aditya Arya
Keyword(s):  
Developing Countries ◽  
Online Teaching ◽  
Flipped Classroom

scholarly journals An Interdisciplinary Flipped Classroom Module on Postpartum Depression Using Telemedicine and Online Teaching

2021 ◽  
Author(s):  
Erika M. Monasch ◽  
Paula M. Wadell ◽  
Sara Baumann ◽  
Melissa Hopkins ◽  
Melody Y. Hou
Keyword(s):  
Postpartum Depression ◽  
Online Teaching ◽  
Flipped Classroom

Pandemic-Driven Online Teaching - the Natural Setting for a Flipped Classroom?

2021 ◽  
Author(s):  
Victor K. Lai
Keyword(s):  
Online Learning ◽  
Student Engagement ◽  
Online Teaching ◽  
Flipped Classroom ◽  
Teaching And Learning ◽  
Chemical Engineering ◽  
Natural Setting ◽  
Traditional Lectures ◽  
Online Setting ◽  
Method Of Instruction

Abstract As the COVID-19 pandemic forced a sudden shift to online teaching and learning in April 2020, one of the more significant challenges faced by instructors is encouraging and maintaining student engagement in their online classes. This paper describes my experience of flipping an online classroom for a core Chemical Engineering Fluid Mechanics class to promote student engagement and collaboration in an online setting. Comparing exam scores with prior semesters involving in-person, traditional lecture-style classes suggests students need a certain degree of adjustment to adapt to this new learning mode. A decrease in Student Rating of Teaching (SRT) scores indicates that students largely prefer in-person, traditional lectures over an online flipped class, even though written comments in the SRT contained several responses favorable to flipping the class in an online setting. Overall, SRT scores on a department level also showed a similar decrease, which suggests students were less satisfied with the quality of teaching overall throughout the department, with this flipped method of instruction neither improving nor worsening student sentiment towards online learning. In addition, whereas most students liked the pre-recorded lecture videos, they were less enthusiastic about using breakout rooms to encourage student collaboration and discussion. Further thought and discussion on best practices to facilitate online student interaction and collaboration are recommended, as online learning will likely continue to grow in popularity even when in-person instruction resumes after the pandemic.

scholarly journals Major barriers for participating in online teaching in developing countries from Iranian faculty members' perspectives

2016 ◽  
Author(s):  
Bibi Eshrat Zamani ◽  
Azam Esfijani ◽  
Sayed Majid Abdellahi Damaneh
Keyword(s):  
Developing Countries ◽  
Online Education ◽  
Online Teaching ◽  
Online Courses ◽  
Influential Factors ◽  
Faculty Members ◽  
Cultural Barriers ◽  
Education Systems ◽  
Body Of Knowledge ◽  
Research Findings

Although higher education systems in developing countries such as Iran have embraced the online education approach, they are confronted with significant challenges in this transition, one of which is lack of instructors' participation in online teaching. Therefore, this research is aimed at exploring barriers and influential factors for this lack of participation. The researchers developed their theoretical framework based on a thorough review of the existing body of knowledge while considering the cultural features of Iran as a developing country. A tailored questionnaire asking about the existence of three groups of barriers, namely personal, attitudinal and contextual inhibitors, was distributed among all faculty members who were candidates for delivering online courses in one of the top universities in the country. Data was analysed using the descriptive and inferential tests of Friedman, <em>t</em>-Test and ANOVA. The results were in line with research findings in other developing countries in which the contextual barriers had the most inhibition effect against faculty members’ participation in online teaching. Certain cultural barriers also are highlighted by participants, pertaining to the context of Iranian online education systems.

scholarly journals Factor Associated With Teacher Satisfaction and Online Teaching Effectiveness Under Adversity Situations: A Case of Vietnamese Teachers During COVID-19

2021 ◽  
pp. 002205742110394
Author(s):  
Phuong-Tam Pham ◽  
Thanh-Thao Thi Phan ◽  
Yen-Chi Nguyen ◽  
Anh-Duc Hoang
Keyword(s):  
Developing Countries ◽  
School Readiness ◽  
Education System ◽  
Online Teaching ◽  
World Wide ◽  
Teaching Effectiveness ◽  
Teacher Satisfaction ◽  
Digital Transformation ◽  
Pedagogical Skills ◽  
The World

How teachers perform and react to the world-wide pandemic and how the epidemic affects an education system may also be used as new conditions to consider the way to enhance SDG4 in developing countries. Regarding that concern, this study investigated 294 teachers’ perspective on their teaching effectiveness and satisfaction during COVID-19. The findings underlined the significant roles of support from various stakeholders, school readiness toward digital transformation, and teachers’ anxiety over teacher satisfaction. Notably, teachers’ newly absorbed technological and pedagogical skills do elevate their teaching effectiveness but do not lead to higher satisfaction during the pandemic.

Employing Active Learning and the Flipped Classroom Model in Developing Countries

2017 ◽  
pp. 73-87
Author(s):  
Ajlan M. Alshehri
Keyword(s):  
Developing Countries ◽  
Saudi Arabia ◽  
Active Learning ◽  
Flipped Classroom ◽  
Instructional Approaches ◽  
Educational Settings

This chapter examines the discourse on the need to employ active learning and flipped classroom model in educational settings in developing countries particularly in Saudi Arabia. Specifically, this chapter examines the concept and importance of Active Learning and Flipped Classroom Model. It also reviews the efforts and readiness of educational settings for implementing these instructional approaches. The chapter also elaborates and discusses various opportunities, which surround active learning and flipped classroom model in educational settings. Additionally, the chapter illustrates primary challenges that might hinder the implementation of active Learning and Flipped Classroom Model.

scholarly journals Student Response Systems: A Multidisciplinary Analysis Using Visual Analytics

2020 ◽  
Vol 10 (12) ◽  
pp. 348
Author(s):  
Rosario I. Herrada ◽  
Raúl Baños ◽  
Alfredo Alcayde
Keyword(s):  
Visual Analytics ◽  
Online Teaching ◽  
Flipped Classroom ◽  
Student Response ◽  
Student Response Systems ◽  
Social Sciences And Humanities ◽  
Multidisciplinary Analysis ◽  
Word Clouds ◽  
Teachers And Students ◽  
Response Systems

In recent years, several innovations have emerged in the field of education, including Blended-Learning, Massive Open Online Courses, Flipped Classroom and Gamification. In particular, several investigations have highlighted the effectiveness of student response systems, or clickers, in different subjects and disciplines. Although some literature reviews have been published on this subject, none of them offer a review of a large volume of publications from a multidisciplinary approach. Similarly, in the literature there are no studies that have analyzed scientific collaborations on this subject. To respond to these concerns, we proposed the use of a bot to retrieve information from a large number of papers (1696 documents co-authored by a total of 4091 researchers) included in the Scopus database. The disciplines covered include natural sciences, engineering and technology, medical and health sciences, agricultural and veterinary sciences, social sciences and humanities, and the arts. The review of the literature reveals that student response systems are generally well-perceived by teachers and students in all the disciplines. Another interesting result achieved from visual data obtained using network visualization software and word clouds is that student response systems are mainly used in some disciplines, such as physics, chemistry, medicine, and nursing. It is clearly observed that the relationship between researchers from the same country is stronger than between researchers from different countries. Finally, some reflections are included on the role of student response systems in online teaching, especially regarding the changes experienced after the COVID-19 pandemic.

scholarly journals Online Learning in a South African Higher Education Institution: Determining the Right Connections for the Student

2016 ◽  
Vol 17 (5) ◽  
Author(s):  
Dorothy Ruth Queiros ◽  
Mary Ruth De Villiers
Keyword(s):  
Developing Countries ◽  
Online Learning ◽  
South African ◽  
Web Sites ◽  
Self Efficacy ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Education Institution ◽  
Discussion Forums ◽  
The Right

<p class="3">Online learning is a means of reaching marginalised and disadvantaged students within South Africa. Nevertheless, these students encounter obstacles in online learning. This research investigates South African students’ opinions regarding online learning, culminating in a model of important connections (facets that connect students to their learning and the institution). Most participants had no prior experience with online learning. Their perceptions and barriers to learning may apply to other developing countries as well.</p><p class="3">A cross-sequential research design was employed using a survey among 58 fourth-year students who were studying a traditional paper-based module via open distance learning. The findings indicated certain essential connections:  first, a <em>strong s</em><em>ocial presence </em>(through timely feedback, interaction with facilitators, peer-to-peer contact, discussion forums, and collaborative activities); second, <em>technological aspects</em><strong> </strong>(technology access, online learning self-efficacy, and computer self-efficacy); and third, <em>tools</em><strong> </strong>(web sites, video clips). The study revealed low levels of computer/internet access at home, which is of concern in an ODL milieu heading online.   Institutions moving to online learning in developing countries should pay close attention to their students’ situations and perceptions, and develop a path that would accommodate both the disadvantaged and techno-savvy students without compromising quality of education and learning. The article culminates in practical recommendations that encompass the main findings to help guide institutions in developing countries as they move towards online teaching and learning.</p>

scholarly journals Peruse this! Use of an educational social platform for a Global Entrepreneurship flipped clas

2020 ◽  
Author(s):  
Arturo Ortigosa-Blanch ◽  
Enrique Planells-Artigot
Keyword(s):  
Higher Education ◽  
International Students ◽  
Information Transfer ◽  
Online Teaching ◽  
Flipped Classroom ◽  
Classroom Teaching ◽  
Reading Behaviors ◽  
Different Types ◽  
Global Entrepreneurship ◽  
Exchange Programmes

The COVID-19 pandemic made all of our universities to move to a full-online teaching scheme this March. Online teaching presents different drawbacks compared to classroom teaching, but probably the main one is the difficulty to keep the interactivity with the students throughout the online sessions. This is why a flipped classroom scheme becomes even more relevant in the new normal.A key aspect for a flipped class is that the information transfer, traditionally performed through lectures, is moved out of the classroom to different types of pre-class assignments. Students are expected to fulfill those assignments before the class allowing the instructor to engage in more interactive activities with the students in the classroom. Nevertheless, getting students to read the proposed contents before the class is a very important problem in higher education. In this work, we show the results of the implementation of pre-class reading assignments in a Global Entrepreneurship course through an educational social platform that allows students to discuss the reading online with their classmates: PERUSALL. We use the platform to understand how students are reading and understanding the different materials, their reading behaviors and how the instructor can take advantage of all that information. Considering the type of group (50 students, 65% of them international students from exchange programmes we have also performed a survey to assess the platform and evaluate the perception of the students of their learning process.

scholarly journals Exploration on the Construction of Online and Offline Blending Teaching Mode in the Introduction to Earth Science

2021 ◽  
Vol 5 (2) ◽  
pp. 109
Author(s):  
Li Xiehui
Keyword(s):  
Information Technology ◽  
Online Teaching ◽  
Flipped Classroom ◽  
Earth Science ◽  
Scientific Quality ◽  
Spring Semester ◽  
Teaching Mode ◽  
Atmospheric Sciences ◽  
Teaching Objectives ◽  
Open Courses

The course “Introduction to earth science” is a basic general course integrating science and interest run by the School of Atmospheric Sciences in Chengdu University of Information Technology. It is also a public elective course for the cultivation of college students' scientific quality. With the development of Internet plus education and the promotion of information technology, the paper combines the traditional offline teaching mode with the online teaching mode adopted during the spring semester in 2020 because of the COVID-19, giving full play to the advantages of the two teaching modes. According to the school's teaching environment and teaching objectives, the online and offline blending teaching mode is constructed by introducing the recording of course video + MOOC + SPOC+ online resources of high-quality open courses + Flipped Classroom+ Rain Classroom + QQ group + WeChat + Tencent meeting, in order to improve the comprehensive teaching performance, and provide an important reference for the educational reform of similar courses in the post epidemic era.

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