scholarly journals Implementing a flipped classroom approach in postgraduate education: An unexpected journey into pedagogical redesign

2015 ◽  
Vol 31 (4) ◽  
Author(s):  
Christine Howitt ◽  
Mark Pegrum
Keyword(s):  
Flipped Classroom ◽  
Postgraduate Education ◽  
Online Discussions ◽  
Discussion Boards ◽  
Engaged Learning ◽  
Face To Face ◽  
Critical Friends ◽  
Mind Maps ◽  
Listening Pedagogy ◽  
Education Courses

<p>This paper describes the implementation of a flipped approach by two lecturers teaching different postgraduate education courses at an Australian university. Case studies, written as chronological stories, were developed with data collected from email correspondence between the two lecturers as critical friends, as well as from student feedback in the form of face-to-face discussions, online discussions, emails, mind maps, multimodal discussion boards and end-of-semester university surveys. Over a period of 2 years, both lecturers moved from an initial focus on technology and organisation to a focus on pedagogy, while coming to see themselves as (re-)designers of learning. Technologically, the need for time to select and learn to work with appropriate software emerged as a key theme. Organisationally, the need for time to plan and to identify lecturer expectations of students emerged as key themes. Pedagogically, a shift occurred towards a <em>listening pedagogy</em> on the part of the lecturers, and towards more active and engaged learning on the part of the students. It was found necessary to ensure a close fit between what to present in flipped mode, what to do in class time, and how to assess students formatively and summatively.</p>

"Cross Talk"

2010 ◽  
pp. 209-225 ◽  
Author(s):  
Susan J. Wegmann
Keyword(s):  
Cross Talk ◽  
Online Discussion ◽  
Online Discussions ◽  
Online Course ◽  
Discussion Boards ◽  
Online Instructors ◽  
Face To Face ◽  
Computer Mediated ◽  
Asynchronous Online Discussions ◽  
College Classes

Asynchronous online discussions can be complex and fruitful, mimicking their face-to-face counterparts in undergraduate college classes. However, some researchers note a discrepancy in substance and interest levels between online and face-to-face discussions. This chapter describes the interactions of one thriving student in an asynchronous online course. It analyzes the student’s interactions with his peers, and uses these interactions to provide ways that online instructors can structure courses to optimize genuine and engaging online discourse. Additionally, it suggests that students and instructors who assume a Connected Stance show a depth of learning within the computer-mediated framework. Finally, it provides a unique format for analyzing online discussion boards.

"A Community of Opinion and Debate"

2011 ◽  
pp. 69-90
Author(s):  
Elizabeth A. Beckmann
Keyword(s):  
Online Discussion ◽  
Postgraduate Education ◽  
Peer Learning ◽  
Online Discussions ◽  
Educational Technologies ◽  
Postgraduate Students ◽  
Face To Face ◽  
Professional Experiences ◽  
Assessment Tasks ◽  
Student Reactions

Discussion-based learning is a crucial element in postgraduate professional development, particularly important in facilitating peer learning through the sharing of professional experiences. In courses with distance or blended delivery, educational technologies provide opportunities to encourage such peer learning. But do postgraduate students value asynchronous online discussions in the same way as they value the equivalent face-to-face experiences? Do educational technologies have a role to play in facilitating discussions even when students are meeting face to face? Is it helpful to make an online discussion compulsory? This chapter reports design-based research on student reactions to compulsory assessment tasks that involved a variety of asynchronous online discussion structures—from individual reflective journals to large group forums—in 14 Masters courses in development studies and museum studies at an Australian university. Using the students’ own reflections on their learning experiences, this chapter considers the extent to which the use of technologies can enhance or impede the reflective and peer-responsive learning sought by the inclusion of discussions in the postgraduate education of professionals.

Student Perceptions of Face-to-Face and Online Discussions: The Advantage Goes To . . .

2008 ◽  
Vol 11 (4) ◽  
Author(s):  
Katrina A. Meyer
Keyword(s):  
Higher Education ◽  
Affirmative Action ◽  
Student Perceptions ◽  
Online Discussions ◽  
Political Tolerance ◽  
Self Assessment ◽  
Face To Face ◽  
The Face ◽  
Online Setting ◽  
And Gender

Thirteen students in a graduate-level course on Historical and Policy Perspectives in Higher Education held face-to-face and online discussions on five controversial topics: Diversity, Academic Freedom, Political Tolerance, Affirmative Action, and Gender. Students read materials on each topic and generated questions for discussion that were categorized by Bloom’s taxonomy so that the level of questions in the two discussion settings would be closely parallel. Upon completion of each discussion, they answered questions that addressed depth and length of the discussion, ability to remember, and a self-assessment of how the student learned. Students’ assessments show a consistent preference for the face-to-face discussion but a small number of students preferred the online setting. However, what is perhaps more interesting is a minority of approximately one-third of the students who perceived no difference between the settings, or that the two settings were perhaps complementary.

CASE STUDY OF ONLINE DISCUSSION BOARD USE IN AN ENGINEERING EDUCATION GRADUATE COURSE

2019 ◽  
Author(s):  
Alexandra Davidson ◽  
Lisa Romkey ◽  
Allison Van Beek
Keyword(s):  
Engineering Education ◽  
Online Discussion ◽  
Discussion Board ◽  
Online Discussions ◽  
Asynchronous Learning ◽  
Discussion Boards ◽  
Graduate Course ◽  
Post Secondary ◽  
Online Discussion Board

Due to the increasing prevalence of asynchronous learning platforms, the development and implementation of online discussion boards have become important considerations in the design of post-secondary learning environments. This research is conducted as a case study of the online discussion board use in a small engineering education graduate course, consisting of in-class and online discussion components. By varying the structure of the online discussion board to allow different types of student interaction, the study identifies trends in discussion board use, specifically pertaining to student participation, student collaboration, and the integration between in-class and online discussions. As a result, the study provides insight into the utility and limitations of online discussion boards in post-secondary courses.  

Teaching Tip: Designing Flipped Classrooms to Enhance Learning in the Clinical Skills Laboratory

2021 ◽  
pp. e20210043
Author(s):  
Sarah Baillie ◽  
Annelies Decloedt ◽  
Molly Frendo Londgren
Keyword(s):  
Student Engagement ◽  
Flipped Classroom ◽  
Clinical Skills ◽  
Face To Face ◽  
Use Of Time ◽  
Skills Laboratory ◽  
The Face ◽  
Expected Benefits ◽  
Time Required ◽  
Effective Use

Flipped classroom is an educational technique in which content is delivered online for students to study at their own pace in preparation for in-class learning. Benefits include increased flexibility, enhanced student engagement and satisfaction, and more effective use of time spent during face-to-face teaching. However, the development and implementation of flipped classroom teaching are also associated with challenges, including time required to develop learning materials and getting students to engage with the preparatory work. This teaching tip describes a structured approach to designing and implementing the flipped classroom approach for clinical skills to allow a greater focus on practicing the hands-on skills and the provision of feedback during the laboratory session. First, the rationale for flipping the classroom and the expected benefits should be considered. On a practical level, decisions need to be made about what to include in the flipped component, how it will complement the face-to-face class, and how the resources will be created. In the design phase, adopting a structured template and aligning with established pedagogical principles is helpful. A well-designed flipped classroom motivates learners by including different elements such as quality educational media (e.g., videos), the opportunity to self-assess, and well-defined connections to relevant knowledge and skills. Student engagement with the flipped material can be promoted through different strategies such as clear communication to manage student expectations and adapting the delivery of the face-to-face component. Finally, gathering feedback and evaluating the initiative are important to inform future improvements.

Creating the digital citizen: students’ co-construction of meaning for global citizenship during online discussions

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
John P. Myers
Keyword(s):  
Knowledge Construction ◽  
Meaning Making ◽  
Global Citizenship ◽  
Interaction Analysis ◽  
Discussion Board ◽  
Online Discussions ◽  
Discussion Boards ◽  
Discussion Forums ◽  
Analysis Model ◽  
Content Type

PurposeThis study examines whether online asynchronous discussion forums support student’s meaning-making about citizenship in a globalizing world. Citizenship is an increasingly contested identity for young people, yet they have few opportunities in traditional civic education to consider their own citizenship. Although online discussions are considered effective spaces for increasing dialogue and critical thinking between diverse students, there has been little research to understand how effective they are for helping students to construct new understandings of citizenship.Design/methodology/approachA content analysis approach was used to analyze and code 89 discussion board posts. The Interaction Analysis Model (IAM) coding scheme was used to describe and analyze the quality of knowledge construction that occurred across the posts focusing on different aspects of global citizenship.FindingsThe findings demonstrate that the discussion boards produced substantive talks about the meaning of citizenship that in some instances reached the level of new knowledge construction. The students considered different meanings for global citizenship and negotiated positions on key issues. However, the highest levels of knowledge construction were rarely reached.Practical implicationsA major implication is the need to organize and cue discussion boards to support knowledge construction in addition to fostering dialogue.Originality/valueThis study contributes to the role that technology can play in supporting students’ knowledge construction about global citizenship that go beyond the scripted meanings conveyed in civics classes.

scholarly journals Materiais Didáticos para Educação a Distância: Observando Layouts

EAD em FOCO ◽  
2016 ◽  
Vol 6 (1) ◽  
Author(s):  
Dorcas Janice Weber ◽  
Lia Raquel Oliveira
Keyword(s):  
Distance Education ◽  
Educational Process ◽  
Face To Face ◽  
Effective Learning ◽  
Educational Processes ◽  
Materials Used ◽  
Distance Courses ◽  
Education Courses ◽  
Training Opportunities

A inserção da educação a distância nos processos educativos formais apontou possibilidades de formação em nível superior para aqueles que estão distantes dos centros de formação e, para além disso, desvelou objetos de investigação. Um exemplo disso são os materiais didáticos, tão necessários para a efetivação da aprendizagem na modalidade a distância. A gama de materiais é grande e, por isso, é interessante conhecer o modo como eles vêm sendo desenvolvidos e utilizados por aquelas instituições que ofertam cursos nessa modalidade. É sabido que há necessidades distintas entre os alunos da educação a distância e os de cursos presenciais, que precisam estar contempladas nos materiais didáticos. Mas de fato estão? Considerando a organização do espaço de estudo como importante no processo pedagógico, como os espaços dos materiais didáticos vêm sendo organizados? Que elementos têm sido utilizados para o desenvolvimento de layouts para materiais didáticos utilizados em cursos a distância? Tais questões são tema deste escrito, que busca, a partir de um estudo de caso, observar materiais didáticos produzidos para cursos brasileiros a distância. Um olhar transversal sobre tais materiais aponta semelhanças com os produtos elaborados para a educação presencial, tão conhecida por muitos.Palavras-chave: Educação a distância; Materiais didáticos; Layout.?Didactic Materials for Distance Education: Observing LayoutsAbstract The inclusion of distance education in formal educational processes pointed training opportunities in higher education for those who are distant from training centers and, in addition, unveiled research objects. An example of this are the didactic materials, as necessary for effective learning in the distance. The range of materials is large and therefore it is interesting to know how these are being developed and used by those institutions that offer courses in this modality. It is known that there are different needs among students of distance education and presence courses that need to be addressed in didactic materials. But actually are? Considering the organization of study space as important in the educational process, as the spaces of didactic materials have been organized? What elements have been used to development layouts for the materials used in distance education courses? This questions are theme of this this written that will, with a case study, observe didactic materials produced to Brazilian distance courses. That observation shown us that analyzed materials have similarities with didactic products for face to face education.Keywords: Distance education; Didactic materials; Layout. 

scholarly journals IMPLEMENTASI FLIPPED CLASSROOM BERNUANSA ETNOMATEMATIKA UNTUK MENINGKATKAN KEMANDIRIAN BELAJAR DAN KEMAMPUAN LITERASI MATEMATIKA

2021 ◽  
Vol 9 (3) ◽  
pp. 318-332
Author(s):  
Siti Maryatul Kiptiyah ◽  
Panca Dewi Purwati ◽  
Uswatun Khasanah
Keyword(s):  
Online Learning ◽  
Flipped Classroom ◽  
Statistical Tests ◽  
Sampling Technique ◽  
Literacy Skills ◽  
T Test ◽  
Mathematical Literacy ◽  
Face To Face ◽  
Student Independence ◽  
Written Test

This research implementation a flipped classroom with ethnomathematics nuances in online learning for geometry and measurement courses to investigate its effect on increasing student independence and mathematical literacy skills. Face-to-face flipped classroom sessions with an ethnomathematical nuance are carried out online through zoom meetings and out-of-class sessions using an LMS in the form of Elena (Unnes elearning). This type of research is an experimental study using 35 samples of geometry and measurement class students selected by purposive random sampling technique in the Department of PGSD UNNES. The research instrument used a written test to measure mathematical literacy skills and a questionnaire to measure learning independence. The statistical tests in this research were the two-sample t-test, paired t-test, and gain test. The results showed an increase in learning independence and students' mathematical literacy skills by implementing an ethnomathematical flipped classroom with Elena's support for online learning of geometry and measurement.

scholarly journals Students’ perception of a flipped classroom approach to facilitating online project-based learning in marketing research courses

2016 ◽  
Author(s):  
Wen-Ling Shih ◽  
Chun-Yen Tsai
Keyword(s):  
Mixed Methods Research ◽  
Flipped Classroom ◽  
Teaching Strategy ◽  
Marketing Research ◽  
Teaching Quality ◽  
Project Based Learning ◽  
Online Discussions ◽  
Structured Interviews ◽  
Combined Strategy ◽  
Learning Interest

This study investigated students’ perception of a flipped classroom approach to facilitating online project-based learning (FC-OPBL) in a marketing research course at a technical university. This combined strategy was aimed at improving teaching quality and learning efficiency. Sixty-seven students taking a marketing research course were surveyed. Mixed methods research was adopted along with questionnaire, semi-structured interviews, online learning notes, and online discussions to understand the students’ perception of the teaching strategy used during the learning process. Results showed that FC-OPBL may enhance students’ learning effectiveness, learning motivation, and learning interest, as well as encourage diverse development and teamwork. Finally, suggestions are proposed related to flipped classroom research and instruction.

scholarly journals Fostering Self and Peer Learning Inside and Outside the Classroom through the Flipped Classroom Approach for Postgraduate Students

10.28945/4212 ◽  
2019 ◽  
Keyword(s):  
Online Learning ◽  
Flipped Classroom ◽  
Peer Interactions ◽  
Learning Experience ◽  
Group Discussion ◽  
Learning Approaches ◽  
Postgraduate Students ◽  
Face To Face ◽  
Post Test ◽  
Face To Face Learning

[This Proceedings paper was revised and published in the 2019 issue of the journal Issues in Informing Science and Information Technology, Volume 16] Aim/Purpose: The flipped classroom approach is one of the most popular active learning approaches. This paper explores the effectiveness of a new pedagogy, known as FOCUSED, for postgraduate students. Background: The flipped classroom approach is a trendy blended learning pedagogy which capitalizes on the flexibility of online learning and the stimulating nature of face-to-face discussion. This article describes a pilot study involving post-graduate students who experienced the flipped classroom approach in one of their courses. Methodology: In additional to online activities, students adopted a newly learned approach to solve a related problem that was given by another group of students during classes. Quantitative data were collected from pre- and post-tests for both self-learned online materials and group discussion during classes so that the effectiveness of the flipped classroom pedagogy could be examined from the perspective of a holistic learning experience. Findings: It was found that the average scores for the post-test for the self-learned online video were much higher than for pre-test, even though the post-tests for both online and face-to-face learning were higher than the respective pre-tests. The qualitative data collected at the end of the flipped classroom activities further confirmed the value of the flipped classroom approach. Even though students could self-learn, more students valued peer interactions in the classroom more than the flexibility of online learning.

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