scholarly journals Flipping the classroom for information literacy instruction

2018 ◽  
Vol 12 (1) ◽  
pp. 48 ◽  
Author(s):  
Jing Shen
Keyword(s):  
Collaborative Learning ◽  
Information Literacy ◽  
Flipped Classroom ◽  
Pilot Project ◽  
Full Potential ◽  
Two Stage ◽  
Personalised Learning ◽  
Second Stage ◽  
Before And After ◽  
Phenomenological Perspective

This study examined the possibility of enabling personalised, collaborative information literacy (IL) instruction through a flipped class model. Two-stage interviews were conducted before and after a pilot project was given to participants, which was designed according to guiding principles of personalised learning and online collaborative learning (OCL) theory. The study used a qualitative framework to gauge learners’ perceptions regarding the effectiveness and feasibility of the design. Samples were taken from learners who had previously been involved in a flipped classroom. The data collected from the two-stage interviews were compared and further discussed in light of Giorgi’s (1999) understanding of learning through a phenomenological perspective. Five participants were involved in the study. For the first-stage interviews, the five participants all responded positively towards the prospectus of a flipped, personalised and collaborative IL instruction. For the second-stage interviews, three participants offered feedback regarding an interactive PowerPoint specifically designed for a flipped IL instruction, which had incorporated elements of personalisation and group activities. All three participants in the second stage interviews spoke favourably of the content of the interactive PowerPoint, but they also all exhibited a degree of hesitation when multiple options were presented to them. They were still expecting clear instructions instead of taking control of the process. This study discovered a gap between learners’ positivity towards a flipped, personalised and collaborative learning model, and the fact that learners are fundamentally accustomed to traditional learning paths. This implies there are hurdles to overcome before the flipped model can deliver results, especially when learners are expected to take more control over their own learning. Further research is needed to explore ways of altering learner mind sets in order to enable learners to embrace the full potential of flipped learning.

scholarly journals Flipping the classroom for information literacy instruction

2018 ◽  
Vol 12 (1) ◽  
pp. 48
Author(s):  
Jing Shen
Keyword(s):  
Collaborative Learning ◽  
Information Literacy ◽  
Flipped Classroom ◽  
Pilot Project ◽  
Full Potential ◽  
Two Stage ◽  
Personalised Learning ◽  
Second Stage ◽  
Before And After ◽  
Phenomenological Perspective

This study examined the possibility of enabling personalised, collaborative information literacy (IL) instruction through a flipped class model. Two-stage interviews were conducted before and after a pilot project was given to participants, which was designed according to guiding principles of personalised learning and online collaborative learning (OCL) theory. The study used a qualitative framework to gauge learners’ perceptions regarding the effectiveness and feasibility of the design. Samples were taken from learners who had previously been involved in a flipped classroom. The data collected from the two-stage interviews were compared and further discussed in light of Giorgi’s (1999) understanding of learning through a phenomenological perspective. Five participants were involved in the study. For the first-stage interviews, the five participants all responded positively towards the prospectus of a flipped, personalised and collaborative IL instruction. For the second-stage interviews, three participants offered feedback regarding an interactive PowerPoint specifically designed for a flipped IL instruction, which had incorporated elements of personalisation and group activities. All three participants in the second stage interviews spoke favourably of the content of the interactive PowerPoint, but they also all exhibited a degree of hesitation when multiple options were presented to them. They were still expecting clear instructions instead of taking control of the process. This study discovered a gap between learners’ positivity towards a flipped, personalised and collaborative learning model, and the fact that learners are fundamentally accustomed to traditional learning paths. This implies there are hurdles to overcome before the flipped model can deliver results, especially when learners are expected to take more control over their own learning. Further research is needed to explore ways of altering learner mind sets in order to enable learners to embrace the full potential of flipped learning.

Blended Learning Through Integrating Lego Mindstorms NXT Robots in Engineering Education

2015 ◽  
Author(s):  
Sebastian Stiehm ◽  
Larissa Köttgen ◽  
Sebastian Thelen ◽  
Mario Weisskopf ◽  
Florian Welter ◽  
...  
Keyword(s):  
Blended Learning ◽  
Engineering Education ◽  
Computer Science ◽  
Flipped Classroom ◽  
Mechanical Engineering ◽  
Learning Approaches ◽  
Two Stage ◽  
Theoretical Concepts ◽  
Second Stage ◽  
Lego Mindstorms

The current program for Mechanical Engineering at the RWTH Aachen University in Germany has more than 1500 students enrolled. Lego Mindstorms’ NXT Robots are fully integrated in the current Engineering Education stream to help students practically apply theoretical concepts. The courses Communication and Organizational Development (KOE) and Computer Science in Mechanical Engineering 1 (INFO1), provided by the interdisciplinary institute cluster IMA/ZLW, follow a newly-designed “blended learning” approach. This institute cluster is composed of the Institute of Information Management in Mechanical Engineering (IMA) and the Center for Learning and Knowledge Management (ZLW). These institutes are currently within the Faculty of Mechanical Engineering at RWTH Aachen University. Two years ago, the course KOE was redesigned and redirected towards a “Flipped Classroom” concept by initiating online lectures and a discussion class. Thus, the tutorial class ROBOFLEX as part of the KOE curriculum is introduced. ROBOFLEX is a two-stage business simulation that enables students to experience realistic virtual communication within computer science and engineering disciplines. Students are divided into groups of about thirty people, and become entrepreneurs and founders of start-ups that specialize in the production of innovative robots for the automotive industry. They create these robots using Lego Mindstorms’ NXT. Since its conception, the course INFO1 has been accompanied by a lab component, where students apply the concepts taught in class in a team-focused software design project. In 2011, the lab concept was changed into a two-stage robotics programming project based on Lego Mindstorms’ NXT Robots and the Java programming language. In the first stage, students practice the fundamental programming concepts that are presented in the lecture by completing a series of exercises in a self-paced manner. The second stage focuses on applied problem-solving. In this stage, pairs of students apply the previously-learned programming concepts to program a “pick-and-place” robot that is equipped with various sensors. The integration of Lego Mindstorms’ NXT Robots into these courses also join the concepts of the two described courses. While KOE delivers organizational and communicational skills, INFO1 provides technical and domain-specific skills. Here, the robots represent the connecting element. The problem-based second stage of INFO1 benefits from the skills that are taught in KOE. Because INFO1 is scheduled in the term following the KOE, it offers a direct opportunity for students to transfer the KOE skill set from the lecture where it was taught into a new context that is primarily concerned with a different subject. Both classes have been evaluated and developed independently in the past. Since last year’s introduction of ROBOFLEX in KOE, synergies between both lectures are becoming a main component of their further developments. In this paper the recent developments in both courses will be compared and discussed. Specific measurable effects concerning learning capability, motivation and learning endurance are being portrayed by using blended learning approaches.

The Research on Hot Compression Mechanism of Light Alloy

2012 ◽  
Vol 204-208 ◽  
pp. 4079-4082
Author(s):  
Jun Wei Liu ◽  
Shi Qiang Lu ◽  
Xian Juan Dong ◽  
Xuan Xiao ◽  
Gui Fa Li
Keyword(s):  
Mechanical Property ◽  
Microstructure Evolution ◽  
Main Mechanism ◽  
Second Phase ◽  
Light Alloy ◽  
Two Stage ◽  
Second Stage ◽  
Second Phase Particles ◽  
Before And After ◽  
Compression Mechanism

In this research, in order to explore the main mechanism of direct and two-stage compression in as-cast light alloy, the mechanical property, microstructure evolution and the flowing of second phase particles were studied, before and after deformation. Then, the influence of the strain volume in first stage on flowing stress of the second stage deformation also was researched.

The Effect of Using Flipped Classroom Model to Improve Iraqi EFL Learners’ Pronunciation in English at University Level

2020 ◽  
Vol 1 (40) ◽  
pp. 631-654
Author(s):  
Khaldoon Waleed Husam Al-Mofti
Keyword(s):  
Language Learning ◽  
Flipped Classroom ◽  
Efl Learners ◽  
English Pronunciation ◽  
Before And After ◽  
Quasi Experimental ◽  
University Level ◽  
The University ◽  
And Control ◽  
Experimental Group

For Iraqi EFL learners who are studying English pronunciation in a traditional instruction method often requires more effort and hard work. Thus, using new methods of teaching such as the flipped classroom model (FCM) is necessary to facilitate learning and improve performance. Hence, this study reports on explanatory research that investigates the effect of using the FCM in the teaching of English pronunciation for Iraqi EFL learners at the university level. The study implemented mixed research methods for data collection in a quasi-experimental analysis. Therefore, two tests were conducted on the assigned groups to measure the effect of the FCM before and after the intervention. Besides, a questionnaire and interviews were used on the experiment group students to collect data about their perceptions of the FCM. The study length (lasted)  was 15 weeks and is comprised of 60 students from the department of English, College of Arts at the University of Anbar. The students were divided into two groups, experimental, and control with 30 students in each group. The findings revealed that there was a significant statistical difference between the two groups in favour of the experimental group with better performance, indicating that the FCM has considerably assisted the Iraqi EFL learners to improve their English pronunciation. Moreover, the students expressed their positive feedback and satisfaction on the use of the FCM in their responses to the questionnaire and the interviews. As such, the current study recommends further research to study the effect of applying the FCM in areas and disciplines other than language learning.

An Enhanced Two Stage MMSE Equalizer for Coded FBMC/OQAM Systems

2019 ◽  
Vol 10 (1) ◽  
pp. 69-82 ◽  
Author(s):  
Mohammad Rizk Assaf ◽  
Abdel-Nasser Assimi
Keyword(s):  
Error Propagation ◽  
Channel Model ◽  
Error Correcting Codes ◽  
Two Stage ◽  
Probability Of Error ◽  
Second Stage ◽  
Different Types ◽  
Mmse Equalizer ◽  
And Performance ◽  
Ici Cancellation

In this article, the authors investigate the enhanced two stage MMSE (TS-MMSE) equalizer in bit-interleaved coded FBMC/OQAM system which gives a tradeoff between complexity and performance, since error correcting codes limits error propagation, so this allows the equalizer to remove not only ICI but also ISI in the second stage. The proposed equalizer has shown less design complexity compared to the other MMSE equalizers. The obtained results show that the probability of error is improved where SNR gain reaches 2 dB measured at BER compared with ICI cancellation for different types of modulation schemes and ITU Vehicular B channel model. Some simulation results are provided to illustrate the effectiveness of the proposed equalizer.

scholarly journals Robust Inferences from a Before-and-After Study with Multiple Unaffected Control Groups

2013 ◽  
Vol 1 (2) ◽  
pp. 209-234 ◽  
Author(s):  
Pengyuan Wang ◽  
Mikhail Traskin ◽  
Dylan S. Small
Keyword(s):  
Sensitivity Analysis ◽  
Control Groups ◽  
Two Stage ◽  
Time Effects ◽  
Unaffected Control ◽  
Group Time ◽  
Before And After ◽  
Group Variation ◽  
The Impact ◽  
Before And After Study

AbstractThe before-and-after study with multiple unaffected control groups is widely applied to study treatment effects. The current methods usually assume that the control groups’ differences between the before and after periods, i.e. the group time effects, follow a normal distribution. However, there is usually no strong a priori evidence for the normality assumption, and there are not enough control groups to check the assumption. We propose to use a flexible skew-t distribution family to model group time effects, and consider a range of plausible skew-t distributions. Based on the skew-t distribution assumption, we propose a robust-t method to guarantee nominal significance level under a wide range of skew-t distributions, and hence make the inference robust to misspecification of the distribution of group time effects. We also propose a two-stage approach, which has lower power compared to the robust-t method, but provides an opportunity to conduct sensitivity analysis. Hence, the overall method of analysis is to use the robust-t method to test for the overall hypothesized range of shapes of group variation; if the test fails to reject, use the two-stage method to conduct a sensitivity analysis to see if there is a subset of group variation parameters for which we can be confident that there is a treatment effect. We apply the proposed methods to two datasets. One dataset is from the Current Population Survey (CPS) to study the impact of the Mariel Boatlift on Miami unemployment rates between 1979 and 1982.The other dataset contains the student enrollment and grade repeating data in West Germany in the 1960s with which we study the impact of the short school year in 1966–1967 on grade repeating rates.

Personalised attraction recommendation for enhancing topic diversity and accuracy

2021 ◽  
pp. 016555152199980
Author(s):  
Yuanyuan Lin ◽  
Chao Huang ◽  
Wei Yao ◽  
Yifei Shao
Keyword(s):  
Real World ◽  
Information Overload ◽  
Two Stage ◽  
Misclassification Cost ◽  
Second Stage ◽  
Low Visibility ◽  
Recommendation Diversity ◽  
Optimisation Model ◽  
Definition Of ◽  
Improved Methods

Attraction recommendation plays an important role in tourism, such as solving information overload problems and recommending proper attractions to users. Currently, most recommendation methods are dedicated to improving the accuracy of recommendations. However, recommendation methods only focusing on accuracy tend to recommend popular items that are often purchased by users, which results in a lack of diversity and low visibility of non-popular items. Hence, many studies have suggested the importance of recommendation diversity and proposed improved methods, but there is room for improvement. First, the definition of diversity for different items requires consideration for domain characteristics. Second, the existing algorithms for improving diversity sacrifice the accuracy of recommendations. Therefore, the article utilises the topic ‘features of attractions’ to define the calculation method of recommendation diversity. We developed a two-stage optimisation model to enhance recommendation diversity while maintaining the accuracy of recommendations. In the first stage, an optimisation model considering topic diversity is proposed to increase recommendation diversity and generate candidate attractions. In the second stage, we propose a minimisation misclassification cost optimisation model to balance recommendation diversity and accuracy. To assess the performance of the proposed method, experiments are conducted with real-world travel data. The results indicate that the proposed two-stage optimisation model can significantly improve the diversity and accuracy of recommendations.

scholarly journals Two-stage multi-tasking transform framework for large-scale many-objective optimization problems

2021 ◽  
Author(s):  
Lu Chen ◽  
Handing Wang ◽  
Wenping Ma
Keyword(s):  
Large Scale ◽  
Original Problem ◽  
Optimization Problems ◽  
Reference Points ◽  
Optimization Strategy ◽  
Two Stage ◽  
Decision Space ◽  
Second Stage ◽  
Decision Variables ◽  
Objective Space

AbstractReal-world optimization applications in complex systems always contain multiple factors to be optimized, which can be formulated as multi-objective optimization problems. These problems have been solved by many evolutionary algorithms like MOEA/D, NSGA-III, and KnEA. However, when the numbers of decision variables and objectives increase, the computation costs of those mentioned algorithms will be unaffordable. To reduce such high computation cost on large-scale many-objective optimization problems, we proposed a two-stage framework. The first stage of the proposed algorithm combines with a multi-tasking optimization strategy and a bi-directional search strategy, where the original problem is reformulated as a multi-tasking optimization problem in the decision space to enhance the convergence. To improve the diversity, in the second stage, the proposed algorithm applies multi-tasking optimization to a number of sub-problems based on reference points in the objective space. In this paper, to show the effectiveness of the proposed algorithm, we test the algorithm on the DTLZ and LSMOP problems and compare it with existing algorithms, and it outperforms other compared algorithms in most cases and shows disadvantage on both convergence and diversity.

scholarly journals How does participation in a voluntary prize exam affect medical students’ knowledge and interest in ENT, plastic surgery, ophthalmology and dermatology?

2020 ◽  
Vol 20 (1) ◽  
Author(s):  
Razan Nour ◽  
Kerry Jobling ◽  
Alasdair Mayer ◽  
Salma Babikir
Keyword(s):  
Medical Students ◽  
Plastic Surgery ◽  
Pilot Project ◽  
Junior Doctors ◽  
Free Text ◽  
Medical Specialties ◽  
Spare Time ◽  
Before And After ◽  
To Receive ◽  
Interest And Knowledge

Abstract Background Otolaryngology (ENT), plastic surgery, ophthalmology and dermatology are medical specialties which tend to receive less coverage in UK medical school curricula compared to larger, generalist specialties. As a result, there are fewer opportunities for medical students to learn and to cultivate an interest. There are numerous papers that report concerns about junior doctors’ ability to manage conditions within these specialties, which may jeopardise patient safety. The aim of our pilot project was to increase medical students’ interest and knowledge of ENT, plastic surgery, ophthalmology and dermatology. In addition to describing our project, we present and discuss literature on UK undergraduate education in these specialties and its impact on preparedness of junior doctors and future career choices. Methods One hundred twelve final year medical students at Newcastle University were invited to take part in a voluntary two-part (written and clinical) exam, in which prizes could be won and all participants would receive a certificate of participation. We distributed two online surveys to the students, one administered before the exam and one afterwards. Data was collected regarding the students’ motivation for entering the prize exam and the students’ baseline interest and knowledge in these specialties before and after the prize exam. Free-text responses were collected about the students’ opinion of the project and whether participation was beneficial. Results Sixteen students participated in the exam. There was a statistically significant increase in the students’ knowledge in ENT (p < 0.000), plastic surgery (p < 0.000), ophthalmology (p < 0.028) and dermatology (p < 0.012) after participation in the exam, but not in their interest levels. ENT was the preferred specialty of our cohort. The students reported that they found participation beneficial to their learning, particularly receiving exam feedback and explanations to exam questions. Conclusions This pilot project was a useful intervention in increasing medical students’ knowledge in these specialties, but not in their levels of interest. It also demonstrates that medical students are willing to participate in voluntary initiatives (in their spare time) to gain more learning opportunities and that medical students value timely exam feedback to guide their revision.

scholarly journals Building on Strategic eLearning Initiatives of Hybrid Graduate Education a Case Study Approach: MHEI-ME Erasmus+ Project

2021 ◽  
Vol 13 (14) ◽  
pp. 7675
Author(s):  
Radovan Madleňák ◽  
Stephen P. D’Alessandro ◽  
Agostino Marengo ◽  
Jenny Pange ◽  
György Iván Neszmélyi
Keyword(s):  
Collaborative Learning ◽  
Online Community ◽  
Flipped Classroom ◽  
Teaching Method ◽  
Teaching Methodology ◽  
Case Study Approach ◽  
Study Approach ◽  
Strategic Commitment ◽  
Self Learning

Online courses are gaining popularity because they provide extensive and varied course material, information, knowledge, and skills, whilst also creating an effective educational online community. This research adopts a case study approach to focus on the teaching method and the manner in which a strategic commitment to eLearning provides scope for the development and implementation of top quality educational online fully accredited programs. Entrepreneurship focuses on developing businesses that add value and create wealth and prosperity in our societies. Therefore, entrepreneurship is a key area of learning for graduate students seeking to set up and operate their own SME organizations. It can serve as a benchmark for the teaching of other graduate subjects that require a sound correlation for the correlation of concepts and theories to the challenging complexities of the real world. The program was developed on the basis of the implementation of a state-of-the-art eLearning platform that allowed for a combination of varied self-learning and collaborative learning elements and activities within a single platform. This enabled students to access the online content material efficiently and effectively. It allows for the development of a program based on the flipped classroom teaching methodology. The underlying concept of the flipped classroom methodology is that effective eLearning should comprise both synchronous and asynchronous learning activities. This combination of self-learning and collaborative learning calls for careful planning by the tutor to ensure that the learning objectives are clearly defined for each activity and that the relevant deliverables are monitored. The content material for each subject course module was designed, developed, produced, and presented by the different project partners in a holistic manner structured to motivate participants to learn. The results of our analysis have shown that students were able to learn, discuss their projects, and cooperate during an online course in an effective and participant-focused manner with their tutors. The feedback given highlights the importance of ongoing communications between students and the tutors who often need to act as mentors to retain student engagement.

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