Investigating the Involvement of Self-Directed Learning in Flipped Classrooms: A Unique URL-Based Search Method

2017 ◽  
Author(s):  
Gonca Altuger-Genc ◽  
Yegin Genc ◽  
Akin Tatoglu
Keyword(s):  
Lifelong Learning ◽  
Flipped Classroom ◽  
Literature Search ◽  
Research Area ◽  
Student Outcome ◽  
Traditional Learning ◽  
Self Directed Learning ◽  
Flipped Classrooms ◽  
Directed Learning ◽  
Conducting Research

Ability to engage in lifelong learning requires the individuals to possess self-directed learning skills. ABET student outcome 3.i states that upon graduation a student should be able to demonstrate “a recognition of the need for, and an ability to engage in lifelong learning”. The challenge is in instilling these skills to students in traditional learning environments. In an effort to overcome this challenge, educators developed and implemented various approaches; one being the flipped classroom approach. One challenge when conducting research for self-directed learning environment in flipped classrooms is the challenge of finding relevant papers using keywords search. Terms, such as “flipped classroom” and “self-directed learning” may be included in relevant papers but not necessarily together. And searching these keywords separately will yield results that might have overlapping papers. This paper presents a unique URL-based literature search to identify the publications in the areas of self-directed learning in flipped classrooms by improving keyword-based literature search. It is followed by a title text analysis that will be used to identify the most common discussed topics in the database search results. In addition, an overview of how these methodologies can help the researchers identify the most relevant publications in the research area is presented. Challenges, observations and outcomes of both search methods are explained and analysis plots are presented.

scholarly journals FACEBOOK® GROUP USAGE TO SUPPORT FLIPPED-CLASSROOM LEARNING ON OCULAR TRAUMA

2020 ◽  
Vol 9 (1) ◽  
pp. 32
Author(s):  
Muhamad Reza Utama ◽  
Deny Yuliawan ◽  
Yoyo Suhoyo ◽  
Widyandana Doni
Keyword(s):  
Medical Students ◽  
Flipped Classroom ◽  
Ocular Trauma ◽  
Cognitive Engagement ◽  
Traditional Learning ◽  
Undergraduate Medical Students ◽  
Self Directed Learning ◽  
Learning Readiness ◽  
Active User ◽  
Directed Learning

Background: Facebook has been acknowledged as an alternative media in supporting traditional learning activities. However, its potential in enhancing students’ cognitive engagement on flipped-classroom’ activities is still not much known. This study aims to measure undergraduate medical students’ cognitive engagement changes after joining an ocular trauma flipped-classroom’ Facebook group.Methods: This pre-experimental study was involving 45 third-year undergraduate medical students of Muhammadiyah Surabaya' University who were joining the ocular trauma flipped-classroom' Facebook group. Three cognitive engagement variables were measured before students were joining the group and after the flipped-classroom’ face to face session ended. Finally, metrics data of the group members’ activities, which had been collected using Facebook Insight, used to shown changes between the active and passive user.Results: All users’ (n = 45) cognitive engagement were rising significantly after join the Facebook group (motivation, p = 0,000; self-directed learning readiness, p = 0,000; knowledge towards ocular trauma topic, p = 0,000). Increase in average active user knowledge was 11.09 points higher than passive users. Self-efficacy aspect of the students’ learning motivation and self-management aspects of the students’ self-directed learning readiness were the most increased sub-components.Conclusion: Facebook group has the potential to improve students’ cognitive engagement on ocular trauma’ flipped classroom.  

Supporting students’ self-directed learning in the flipped classroom through the LMS TES BlendSpace

2018 ◽  
Vol 26 (4) ◽  
pp. 281-290 ◽  
Author(s):  
Zamzami Zainuddin ◽  
Corinne Jacqueline Perera
Keyword(s):  
Undergraduate Students ◽  
Flipped Classroom ◽  
Self Directed Learning ◽  
Content Type ◽  
Student Activities ◽  
Video Lectures ◽  
Flipped Classrooms ◽  
Directed Learning ◽  
Social Interface ◽  
The Impact

Purpose This paper aims to examine the impact of the learning management system (LMS), in promoting students’ self-directed experiential learning using the flipped classroom approach. This study further evaluates the effectiveness of integrating video lectures, perceived as a social interface, for students to watch, prior to their class session conducted in class. Design/methodology/approach This is a case study that investigated a group of undergraduate students of English as a foreign language (EFL) to identify the impact of the LMS TES BlendSpace in fostering their self-directed learning capacity, using a flipped classroom approach. Data were gathered through a qualitative approach from student interviews and observations of student activities and video-recordings uploaded on TES BlendSpace. Findings Flipped classrooms have begun to redesign learning spaces and promote active learning through video-enabled instructional practices. This study provides an overview of flipped classrooms and the benefits students’ gain from the wealth of online content posted on the LMS. The flipped classroom model has clearly shifted the learning paradigm, enabling students the autonomy of their self-directed learning pace and to become acquainted with the currency of video lectures that promote efficacious learning. This study concludes with implications for further research in this area. Originality/value This study has the potential to contribute towards the advancement of students’ self-directed learning and proposes its continued application for future EFL classes in this institution, as well as across all courses, to enable self-direction for all students.

scholarly journals ‘Flipped Learning’ in Disaster Triage – Polarising Medical Student Attainment?

2020 ◽  
pp. 1-3
Author(s):  
Anthony Mark Monaghan ◽  
Jake Hudson ◽  
Arion Romanos Alexopoulos
Keyword(s):  
Medical Education ◽  
Medical Student ◽  
Flipped Classroom ◽  
Independent Learning ◽  
Flipped Learning ◽  
Potential Utility ◽  
Self Directed Learning ◽  
Learning Skills ◽  
Directed Learning

Abstract ‘Flipped learning’ has become increasingly popular in medical education as a means of developing independent learning skills in students. The article by Zheng at al. (2020) highlights the potential utility of this approach in disaster triage training. However, the article also highlights to us some concerns regarding how ‘flipped learning’ may favour certain learners over others in the provision of disaster triage education. Specifically, the article demonstrates the necessity for increased pre-classroom preparation when a ‘flipped classroom’ model is employed which inevitably privileges those with a higher ability to engage with self-directed learning. Whilst such a skill is important to develop in medical education, we fear it may lead to polarised student attainment rather than ensuring a maximum number of students achieve the requisite standard required. More research is consequently needed to inform the most efficacious means of facilitating disaster triage training that supports all students sufficiently whilst also helping to nurture their independent learning skills.

FLIPPED CLASSROOM IN INDONESIAN ONLINE LEARNING: STUDENTS PRESPECTIVE

2021 ◽  
Vol 7 (2) ◽  
pp. 136-150
Author(s):  
Yati Suwartini ◽  
Uwes Anis Chaeruman ◽  
Ninuk Lustiyantie
Keyword(s):  
Online Learning ◽  
High School Students ◽  
Flipped Classroom ◽  
Teaching Method ◽  
Descriptive Study ◽  
Learning Technology ◽  
Self Directed Learning ◽  
School Students ◽  
Use Of Technology ◽  
Directed Learning

Abstract The Flipped Classroom is a teaching method that makes use of technology to provide a self-directed learning environment for students. The purpose of this article is to learn about high school students' perspectives on Flipped Classroom, the use of video and social media, time spent studying, mastery of learning materials, and completion of online learning. This study is a descriptive study. Questionnaires were presented to 95 Indonesian students who were chosen at random. In general, when students use Flipped Classroom in Indonesian lessons, they spend less time doing assignments or homework, they enjoy learning more, and they benefit from learning videos in Flipped Classroom to help them grasp the material. This article demonstrates how Flipped Classroom improves student participation, communication, and understanding.   Keywords: Flipped Classroom, online learning, technology

Videagogy

2013 ◽  
pp. 138-147 ◽  
Author(s):  
Peter M. Jonas ◽  
Darnell J. Bradley
Keyword(s):  
Distance Learning ◽  
Video Recording ◽  
Traditional Learning ◽  
The Internet ◽  
Video Content ◽  
Self Directed Learning ◽  
Teaching Technique ◽  
Directed Learning ◽  
Traditional Pedagogy ◽  
Home Computing

Capitalist economics posits that increased competition between entrepreneurs in an economy leads to better, more consumer friendly products. As colleges compete for students, the same could be said for how modern learners have driven traditional pedagogy to new heights. In the last 30 years, education has witnessed the transformation of distance learning via the internet and home computing, the growth and inclusion of non-traditional learning methods, and most recently, the growth of a ubiquitous video culture via the usage of digital video recording, phone cameras, and web vehicles such as YouTube. This chapter attempts to connect research with the practical components of using technology in the form of humorous, short videos as a new teaching technique called videagogy: from the words video and pedagogy, pronounced vid-e-ah-go-jee. Using humorous videos and allowing students to select video content brings self-directed learning to students in a non-threatening way that actually makes them laugh out loud.

A Reflective Essay of a Conceptual Model for Self-Directed Learning for the Adult Learner

2022 ◽  
pp. 163-172
Author(s):  
Maria Paradiso-Testa
Keyword(s):  
Seventh Century ◽  
Learning Theories ◽  
Traditional Learning ◽  
Self Directed Learning ◽  
Art And Science ◽  
Factors Affecting ◽  
Directed Learning ◽  
The Many ◽  
Emergent Theory ◽  
Reflective Essay

Of the many factors affecting our lives today, the ever-changing landscape of education is at the forefront. Learning is a complex behavior which involves cognitive, affective, and psychomotor domains. While pedagogy is the art and science of teaching children, andragogy is the art and science of teaching adults. The term pedagogy came into use in the seventh century. It wasn't until the 19th and 20th centuries that what we know as traditional learning theories—behaviorism, humanism, cognitivism, social cognitivism, and constructivism—were recognized. They were derived from the investigative tools of theorists—Pavlov, Skinner, Piaget, Freud, Maslow, Rogers, and Thorndike—to understand the nature of learning. In 1970, Malcolm Knowles promoted andragogy as a model of assumption that serves as a basis for an emergent theory. Today, the way of differentiating adult learners from children learners is through the process of andragogy.

scholarly journals THE EFFECTIVENESS OF FLIPPED CLASSROOM STRATEGY ON SELF-DIRECTED LEARNING AMONG UNDERGRADUATE MATHEMATICS STUDENTS

2020 ◽  
Vol 2 ◽  
pp. 61-81
Author(s):  
Mohd Azrin Mohd Nasir ◽  
Ros Idayuwati Alaudin ◽  
Suzila Ismail ◽  
NorA’tikah Mat Ali ◽  
Farah Nadia Mohd Faudzi ◽  
...  
Keyword(s):  
Undergraduate Students ◽  
Flipped Classroom ◽  
Teaching Method ◽  
Traditional Teaching ◽  
Self Directed Learning ◽  
Final Exam ◽  
Mathematical Problems ◽  
Directed Learning ◽  
Assessment Performance ◽  
Post Assessment

The purpose of this study is to measure the effectiveness of the flipped classroom strategy for self-directed learning among undergraduate students in Mathematics courses. A forty-six (46) students of Actuarial Mathematics course from one university were participated to measure their academic performance during-the-class. A six number of students were randomly selected for a survey with open-ended questions via google form to explore their experiences using this approach. For this study, there was a pre-experimental research design with a group of students in one class. There were two ways of teaching techniques to make a comparison in this study. First, the undergraduate students were taught using a traditional teaching method to provide a baseline, where the instructor showed and explained all the steps to solve mathematical problems, and the understanding of the students will be assessed by conducting a pre-assessment quiz. Second, the students were taught using flipped classroom strategy, where the students were given the solutions including all the steps to solve mathematical problems without guidance or explanation from the instructor, then the students were given similar mathematical problems to be solved by themselves by referring to the example given, then the understandings of students will be assessed by conducting a post-assessment quiz. Third, reimplementing the flipped classroom strategy by conducting the third quiz. Finally, the effectiveness of the flipped classroom strategy is measured by comparing the results from all assessment performance. Also, teacher reflection and students’ feedback were gathered to access self-directed learning effectiveness. The result showed that the post-assessment performance from a flipped classroom strategy was significantly higher than the pre-assessment performance from traditional teaching methods. The lowest score of the pre-assessment using the traditional teaching method was less than one (1) score. On the contrary, the lowest score of the postassessment performance using the flipped classroom strategy was five (5) scores. Moreover, the majority of the respondents achieved eight to ten scores. From the result, it was found that both teaching methodologies produced different results in students’ performance for this study. Besides, the students also provided good feedback from the strategy based on the result of the interview: (a) fun and interesting, (b) curiosity, (c) providing students’ autonomy, (d) initiating communication, (e) integrating the use of technology in learning mathematics, (f) preparing for the final exam. Overall, the students found that the flipped classroom strategy is potentially enhancing student’s engagement and performance in mathematics education. The findings have implications for the instructors to implement the flipped classroom strategy for mathematics subjects to acquire better performance among undergraduate students. The flipped classroom requires self-directed learning among students that can be more interesting learning experiences among the students.

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