Combining a Flipped Learning Approach and an Animated Video to Improve First-Year Undergraduate Students’ Understanding of Electron Transport Chains in a Biochemistry Course

2021 ◽  
Author(s):  
Rachma Wikandari ◽  
Andika Wicaksono Putro ◽  
Dian Anggraini Suroto ◽  
Fiametta Ayu Purwandari ◽  
Widiastuti Setyaningsih
Keyword(s):  
Electron Transport ◽  
Undergraduate Students ◽  
First Year ◽  
Learning Approach ◽  
Flipped Learning ◽  
Electron Transport Chains

Enhancing Student Engagement Using a Blended Learning Approach

2020 ◽  
Vol 12 (4) ◽  
pp. 51-68
Author(s):  
M. Mahruf C. Shohel ◽  
Rosemary Cann ◽  
Stephen Atherton
Keyword(s):  
Action Research ◽  
Student Engagement ◽  
Blended Learning ◽  
Undergraduate Students ◽  
Classroom Practice ◽  
Teaching And Learning ◽  
First Year ◽  
Learning Approach ◽  
Action Research Project ◽  
Action Research Cycles

Student engagement is the core of the teaching and learning practice in higher education. This exploratory action research project was designed to enhance teaching and learning using a blended learning approach to increase student engagement prior, during, and after lecture and seminar sessions of a module run for first-year undergraduate students. Within an academic semester, three action research cycles were carried out to collect data and redesign the classroom practice. Different data collection techniques were used along with Microsoft OneNote Class Notebook. This article presents three case studies of individual students to demonstrate how the digital workspace helped to develop the practice of participatory teaching and learning during a first-year undergraduate module. This study indicates that listening to students' voices through a blended learning approach helped to increase student engagement, thus increasing student participation in shaping and redesigning teaching and learning to engage them within the classroom and beyond.

scholarly journals Supporting deep understanding with emerging technologies in a STEM university math class

2020 ◽  
Author(s):  
Domenico Brunetto ◽  
Clelia Marchionna ◽  
Elisabetta Repossi
Keyword(s):  
Undergraduate Students ◽  
Conceptual Understanding ◽  
Deep Understanding ◽  
First Year ◽  
Significant Shift ◽  
Flipped Learning ◽  
High School Mathematics ◽  
Innovative Learning ◽  
The One ◽  
Math Class

In this work we present an innovative learning environment format, based on student-centred activities, that may support undergraduate students to deep understanding mathematics in the first year of engineering university. In particular, we refer to the difficulties students meet in the transition from the high school mathematics to the one they meet at university, which requires a significant shift to conceptual understanding, especially in Calculus courses. The goal of this presentation is to investigate the case of multivariable functions, a topic at the foundation of many mathematical models and its application. We show the results of the first pilot study which involves 160 undergraduate students. More precisely, we report how a flipped-learning approach based on online activities and working group allows students to deep understand the main properties concerning multivariable functions.

scholarly journals Research in Action—Students’ Perspectives on the Integration of Research Activities in Undergraduate Biomedical Curricula

2021 ◽  
Author(s):  
Femmie de Vegt ◽  
Johannes D. M. Otten ◽  
Diederik R. H. de Bruijn ◽  
Helma Pluk ◽  
Iris A. L. M. van Rooij ◽  
...  
Keyword(s):  
Data Collection ◽  
Undergraduate Students ◽  
Genetic Variants ◽  
First Year ◽  
Learning Approach ◽  
Biomedical Sciences ◽  
First Year Students ◽  
Research Activities ◽  
Research Questions ◽  
Better Than

AbstractWe describe and evaluate our practice-based learning approach for research in undergraduate students studying Biomedical Sciences at Radboud University Nijmegen, the Netherlands. First-year students who started their study between 2015 and 2018 actively participated in data collection and measurements, including anthropometry, electrocardiogram findings, genetic variants, and lifestyle habits. All data were entered into one anonymous database, which was used by students to analyze their research questions. In 2019, 44 of the 87 students (50%) valued active measurements better than questionnaires. Most students (strongly) agreed that they have learned about data collection and were inspired to learn more about biomedical research.

scholarly journals Flipping the classroom to promote higher order thinking skill: A case of Chinese undergraduate students

2021 ◽  
Vol 1 (2) ◽  
pp. 62-70
Author(s):  
Ariani Selviana Pardosi ◽  
Liu Yue Ming
Keyword(s):  
Undergraduate Students ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
P Value ◽  
Learning Approach ◽  
Flipped Learning ◽  
Thinking Skill ◽  
Student Centered Learning ◽  
Learning Instruction

Flipped learning approach has recently gained much more attention and has widely been utilized as a new approach to assist student-centered learning activities across different contexts of teaching. The present study aims to examine the effect of flipped learning instruction on undergraduate students’ development of higher order thinking skills (HOTS). Drawing on a quasi-experimental design, this study recruited 70 Chinese science education students enrolled in ‘teaching with technology’ course; they were equally divided into flipped (experiment) and non-flipped (control) groups. Data were obtained from pre-tests and post-tests in both groups using a higher order thinking skill test, and were analyzed by means of sample t-test using IBM-SPSS version 24. The results showed that flipped group students outperformed the non-flipped students in terms of HOTS performance. There was a significant different between the results of flipped group students’ pre-test and post-test scores (p-value: 0.000 0.05). It suggests that the flipped learning instruction has a significant effect on the Chinese undergraduate students’ HOTS development. This study contributes to providing valuable insights for instructors and college curricula designers to incorporate flipped learning approach in teaching at university level.

Using Mnemonics to Facilitate Learning of Japanese Script Characters

2004 ◽  
Vol 26 (1) ◽  
pp. 55 ◽  
Author(s):  
Emmanuel Manalo ◽  
Julie Trafford ◽  
Satomi Mizutani
Keyword(s):  
Undergraduate Students ◽  
Pass Rate ◽  
Japanese Language ◽  
First Year ◽  
Educational Setting ◽  
Alphabetic Language

Extra tutorial sessions on the use of pictorial mnemonics to facilitate memorization of Japanese hiragana and katakana script characters, as well as vocabulary words and kanji characters, were offered to university first year undergraduate students taking a beginners’ Japanese language course. 27 students, most of whom were experiencing some difficulties with the course, volunteered to attend. Although the improvement in actual marks that the students evidenced subsequent to attending the sessions did not prove to be statistically significant, a significant improvement in pass rate was found. Furthermore, the students rated the sessions highly in terms of their helpfulness, and the majority indicated that they believed the sessions helped their performance in the course assessments. It is concluded that mnemonic strategies can effectively be employed in facilitating retention of the script of a foreign, non-alphabetic language within a real educational setting. 初心者対象の日本語コースを取っている大学１年生に、日本語のひらがなとカタカナ、及び語彙と漢字の記憶を促進するため、絵を用いた連想法を使った追加授業が提出された。２７名（そのうちのほとんどは、コースにおいて何らかの困難に直面している）が自主的に追加授業に出席した。追加授業出席後、学生の実際の小テストの点の向上には有意差は認められなかったものの、合格率の向上においては有意差は確認された。さらに、追加授業に出席した学生は授業が役立ったと高く評価し、大多数が追加授業がコースの成績の成果に貢献したと思うと述べた。本論は、実際の教育現場で英語のアルファベットを用いない外国語の文字を教える際、連想法を効果的に使用することができると結論づけた。

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