Fostering deeper learning in a flipped classroom: Effects of knowledge graphs versus concept maps

2019 ◽  
Vol 50 (5) ◽  
pp. 2308-2328 ◽  
Author(s):  
Jingjing Cui ◽  
Shengquan Yu
Keyword(s):  
Flipped Classroom ◽  
Concept Maps ◽  
Classroom Effects ◽  
Knowledge Graphs

Exploring Flipped Classroom Effects on Second Language Learners’ Cognitive Processing

2017 ◽  
Vol 50 (2) ◽  
pp. 260-284 ◽  
Author(s):  
Jeong-eun Kim ◽  
Hyunjin Park ◽  
Mijung Jang ◽  
Hosung Nam
Keyword(s):  
Second Language ◽  
Language Learners ◽  
Cognitive Processing ◽  
Flipped Classroom ◽  
Second Language Learners ◽  
Classroom Effects

scholarly journals Flipping the Classroom: Effects on Course Experience, Academic Motivation, and Performance in an Undergraduate Exercise Science Research Methods Course

2018 ◽  
Vol 18 (4) ◽  
Author(s):  
Jody Langdon ◽  
Diana Sturges ◽  
Robert Schlote
Keyword(s):  
Research Methods ◽  
Flipped Classroom ◽  
Academic Motivation ◽  
Undergraduate Research ◽  
Science Research ◽  
Need Satisfaction ◽  
Methods Course ◽  
Exercise Science ◽  
Classroom Effects ◽  
Course Experience

The goal of the study was to determine the effects of the Flipped Classroom Model (FCM) on students’ course experience, basic need satisfaction, motivation, and academic performance in an undergraduate Research Methods course for exercise science majors. One section received instruction in a Traditional Lecture Model (TLM), while the other section received instruction via the FCM. An adapted survey was administered to approximately 175 students, with 83% responding. Significant differences were seen in course experience (learning resources and course organization). Analysis of lecture viewing data revealed that students in the FCM did not adhere to a level of lecture viewing that would ensure success in the course. The FCM was determined to be a viable alternative to TLM, as motivation and general course experiences was high for both formats, however instructors must be aware of the need to reinforce preparation for in-class work.

scholarly journals Exploring EFL learners’ inferential reading comprehension skills through a flipped classroom

2021 ◽  
Vol 16 (1) ◽  
Author(s):  
Fatemeh Samiei ◽  
Saman Ebadi
Keyword(s):  
Reading Comprehension ◽  
Repeated Measures ◽  
Classroom Practice ◽  
Flipped Classroom ◽  
Structured Interviews ◽  
Efl Learners ◽  
Classroom Effects ◽  
Positive Attitudes ◽  
Comprehension Skills ◽  
Reading Comprehension Skills

AbstractThis study presents the results of a mixed-methods approach in finding the effects of the WebQuest-based flipped classroom on the EFL learners’ inferential reading comprehension skills. A group of EFL learners attending an IELTS course participated in the study. T-test and one-way repeated measures ANOVA were used to analyze the quantitative data. The results showed that the WebQuest-based flipped classroom effectively developed the learners’ inferential reading comprehension skills, and its long-term effect was also confirmed through the delayed post-test scores. The participants’ attitudes towards the WebQuest-based flipped classroom effects were also explored by conducting semi-structured interviews analyzed by utilizing thematic analysis through which the participants’ perspectives were coded and categorized. The findings revealed the EFL learners’ mainly positive attitudes towards the effectiveness of this innovative approach in developing their inferential reading comprehension skills. The pedagogical implications of using WebQuest-based flipped instruction as an efficient and effective alternative to traditional classroom practice are discussed.

Generating concept maps improves metacomprehension accuracy

2006 ◽  
Author(s):  
Keith W. Thiede ◽  
Mary Anderson ◽  
Thomas D. Griffin ◽  
Jennifer Wiley
Keyword(s):  
Concept Maps ◽  
Metacomprehension Accuracy
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