Active Learning in the Flipped Classroom: Lessons Learned and Best Practices To Increase Student Engagement

2016 ◽  
pp. 105-122 ◽  
Author(s):  
Matthew W. Stoltzfus
Keyword(s):  
Student Engagement ◽  
Active Learning ◽  
Best Practices ◽  
Flipped Classroom ◽  
Lessons Learned

scholarly journals Learning and Engagement in the Flipped Classroom of Analytical Mathematics

2020 ◽  
pp. 93-111
Author(s):  
Anastasia Sofroniou
Keyword(s):  
Student Engagement ◽  
Active Learning ◽  
Flipped Classroom ◽  
Mathematical Thinking ◽  
Further Education ◽  
Teaching Methodology ◽  
Mathematical Education ◽  
Learning Approaches ◽  
Problem Solving Skills ◽  
Learning Techniques

Learning techniques have changed over time in order to try and improve student engagement across different subjects in higher education. Mathematics has dominantly adhered to certain learning methods that use a more conventional approach. Interactive and active learning in Mathematics tend to be more common in further education yet, university level Mathematics is more complex, heavy in content and poses more difficulty in applying active learning approaches as a passive approach of traditional lectures has always been applied. The issues of learning problems in mathematics is ignored and the lack of metacognitive awareness of mathematical thinking and problem-solving skills seem to persist despite differences amongst educators on an effective learning methodology. Following the reform movement in mathematics education in the mid 1980’s, resulting from the dissatisfaction of conventional approaches, recommending the restructuring of mathematical delivery marked the need for modifications in teaching methodology. Employing multiple models to deliver lessons may implement the changes needed to drive student engagement and satisfaction to improve the experience in learning mathematics. In order for these methods to become applicable and effective in students’ experiences in mathematical education, educators need to be encouraged to present active learning techniques so that students can begin to facilitate their own learning which can be done through introducing approaches specific to the individual such as student-centred approaches. This paper evaluates the techniques used by mathematicians to deliver lessons and how it reflects on learning and engagement of students in comparison to the flipped classroom approach which inverts the common traditional lecture style used in classrooms. The flipped classroom model in this study is adopted to a topic from the university foundation level module, Analytical Mathematics, whereby results from the quantitative analysis undertaken show a decrease in the success of students’ performance suggesting a lesser impact on improved learning. With regards to engagement, observations from the qualitative analysis of the study highlight positive aspects of the flipped classroom model, specifically an optimistic engagement amongst peers.

Measuring Student Engagement in a Flipped Athletic Training Classroom

2015 ◽  
Vol 10 (4) ◽  
pp. 315-322 ◽  
Author(s):  
Gayle A. Thompson ◽  
Suzan F. Ayers
Keyword(s):  
Student Engagement ◽  
Active Learning ◽  
Training Program ◽  
Athletic Training ◽  
Flipped Classroom ◽  
Peer Interaction ◽  
Peer Interactions ◽  
Inductive Reasoning ◽  
Instructional Format ◽  
High Level

Context Active learning describes any instructional approach that fosters student engagement in the content and is believed to promote critical thinking more fully than do traditional lecture formats. Objective Investigate student engagement, specifically professional relevance and peer interaction, with active learning techniques used in a flipped classroom format. Design An exploratory study utilizing both quantitative and qualitative survey instruments. Setting Commission on Accreditation of Athletic Training Education–accredited undergraduate entry-level athletic training program. Patients or Other Participants Seventeen students (11 females, 6 males) of at least sophomore level, enrolled in the lower extremity orthopaedic assessment course in the athletic training program. Main Outcome Measure(s) A mixed-method analysis was used. Quantitative questionnaires were analyzed with comparisons of medians and the Friedman test for nonparametric analysis. Qualitative questionnaires were coded using deductive and inductive reasoning and analyzed with emerging themes and shared coding procedures. Validity evidence is presented for quantitative data. Independent coding was used to confirm the trustworthiness of the qualitative data analysis. Results Participants reported a high level of course preparation, perceived content relevance, and value of peer interaction, all of which are indicators of student engagement. Four qualitative themes emerged: (1) content relevant to profession, (2) class activities fostering professional development, (3) becoming a reflective practitioner, and (4) pedagogical reflections. Conclusions A primary finding of our study was the high degree of perceived relevance of classroom content to professional practice. Participants indicated they learned as much as they taught in peer interactions and perceived both to be at essentially the same high level. Evidence supports the use of an active learning instructional format to engage students. Participants indicated a high level of support for the flipped classroom despite the greater effort required by the emphasis on student responsibility and the active learning nature of the course.

scholarly journals Learning Inside-Out: Turning the Outside World into Class with an Eye Towards Sustainability and Well-Being

2015 ◽  
Vol 7 (1) ◽  
Author(s):  
Dann Sklarew ◽  
Andrew Wingfield ◽  
Allison Richards
Keyword(s):  
Active Learning ◽  
Service Learning ◽  
Flipped Classroom ◽  
Well Being ◽  
Lessons Learned ◽  
Pedagogical Tools ◽  
Classroom Techniques ◽  
Capstone Courses ◽  
Upper Level ◽  
Inside Out

This session examines emerging "flipped classroom" techniques to promote active learning about sustainability and well-being. First, presenters share a few pedagogical tools for active, mobile learning among sustainability studies practitioners, including a few illustrations for each. These tools include social learning, living laboratories, service learning, and action research. Opportunities to enhance these activities through use of Mason's Patriot Green Fund will also be shared. Presenters will then explore how these tools could be adapted and used to foster learning and practice related to sustainability and well-being across the curricula of session participants.Faculty who desire to enhance their pedagogy through active learning and address real-world community challenges should discover several valuable methods, a few pitfalls, and lots of lessons learned. Applications may span single sessions or entire courses. Those teaching upper-level undergraduate synthesis or graduate capstone courses with a focus on practical scholarship may find this session particularly useful to their teaching.

scholarly journals Recruiting and Preparing Undergraduate Students for a Collegiate Debate: An HBCU Case Study

2021 ◽  
Vol 6 ◽  
Author(s):  
LaShawn Wordlaw ◽  
Kevin J. Harrell ◽  
LaHoma Smith Romocki
Keyword(s):  
Higher Education ◽  
Critical Thinking ◽  
Active Learning ◽  
Best Practices ◽  
Conceptual Model ◽  
Communication Skills ◽  
Undergraduate Students ◽  
Lessons Learned ◽  
Pedagogical Tool

The benefits of debate as an effective pedagogical tool in higher education are well-published. It fosters students’ development of critical thinking, collaboration, creativity, and communication skills. This paper describes a conceptual model of debate categories: in-class debate, co-curricular debate, and tournament debate. It proposes six levels of debate for faculty to employ to create engaged active learning experiences. It is a case study written from the perspective of faculty who served as debate coaches over a four-year period. It shares lessons learned and best practices for recruiting and preparing undergraduate students for a co-curricular debate competition, a subject that is missing in the literature.

Evaluating best practices in student engagement in the UCD psychology department

2014 ◽  
Author(s):  
Joan Bihun ◽  
Katie Cochran ◽  
Chelsea Honea ◽  
Michelle Klein ◽  
Lisa Pringle ◽  
...  
Keyword(s):  
Student Engagement ◽  
Best Practices ◽  
Psychology Department

Teaching Poetry through Classroom Flipping among Prospective Teachers in a College of Education ? Action Research Report

2017 ◽  
Vol 3 (10) ◽  
Author(s):  
Dr. A. Joycilin Shermila
Keyword(s):  
Active Learning ◽  
Learning Community ◽  
Prospective Teachers ◽  
Flipped Classroom ◽  
New Technologies ◽  
Thinking Skills ◽  
College Of Education ◽  
Learning Technologies ◽  
Research Report ◽  
Digital Era

Times have changed and teachers have evolved. New technologies have opened up the classroom to the outside world. Teachers who were seen with textbooks and blackboard are now using varied technological tools to empower learners to publish works and engage learners with live audience in real contexts. In this digital era an ever-expanding array of powerful software has been made available. The flipped classroom is a shift from passive to active learning to focus on higher order thinking skills such as analysis, synthesis and evaluation. This model of teaching combines pedagogy and learning technologies. Significant learning happens through facilitating active learning through engaged learners. In this approach learning materials are provided through text, video, audio and multimedia. Students take responsibility of their learning. They work together applying course concepts with guidance from the instructor. This increased interaction helps to create a learning community that encourages them to build knowledge inside and outside the classroom.

Adapting Tactical Military Structures to the Current and Future Operational Environments

2020 ◽  
Vol 26 (1) ◽  
pp. 157-162
Author(s):  
Paul Tudorache ◽  
Lucian Ispas
Keyword(s):  
Best Practices ◽  
Lessons Learned ◽  
Organizational Adaptation ◽  
Common Denominator ◽  
Military Operations ◽  
The Future ◽  
Military Units

AbstractUsing the lessons learned from recent military operations such as Operation Inherent Resolve (OIR) from Syria and Iraq, we proposed to investigate the need for tactical military units to adapt operationally to grapple with the most common requirements specific to current operational environments, but also for those that can be foreseen in the future. In this regard, by identifying the best practices in the field that can be met at the level of some important armies, such as USA and UK, we will try to determine a common denominator of most important principles whose application may facilitate both operational and organizational adaptation necessary for tactical military units to perform missions and tasks in the most unknown future operational environments.

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