Contribution of Learning Readiness to Group Discussion in University English Flipped Classroom

2019 ◽  
Vol 26 (4) ◽  
pp. 23-44
Author(s):  
Kyong-Hyon Pyo ◽  
Keyword(s):  
Flipped Classroom ◽  
Group Discussion ◽  
Learning Readiness

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.

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.  

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

10.28945/4290 ◽  
2019 ◽  
Vol 16 ◽  
pp. 051-059
Author(s):  
Eugenia M. W. Ng
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

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.

scholarly journals The Flipped Classroom: Its Effectiveness & impact on the learners in Asian schools and institutes.

2020 ◽  
Vol 3 (10) ◽  
pp. 32-36
Author(s):  
Sonam Tshering ◽  
Tshering Yangden ◽  
Ugyen Choden
Keyword(s):  
Rural Areas ◽  
Research Method ◽  
Flipped Classroom ◽  
Group Discussion ◽  
Living Standards ◽  
Economic Conditions ◽  
Educational Institutions ◽  
The People ◽  
Rich People ◽  
The Rich

The Imams of the mosques are woefully lagged behind from the development in rural areas. Therefore, the author aimed to conduct this study for generating knowledge on the living standards of Imams in the context of rural areas of Bangladesh. In this case, he applied the qualitative research method and collected data based on the observation and the Focus Group Discussion methods. In consequence, this study identified that a student can be appointed as an Imam of the mosque as usual by studying at the religious educational institutions. Along with they are far away from many activities, banned by religion, society, and the country’s law. As a result, they get the highest honor from all and sundry in the society. But as a matter of fact, the economic conditions of them are vastly lowest among all professionals, signaling inequity towards them. Even so, it is worth noting that they are poor members of society. Therefore, the rich people and policymakers have to pay all attention to reduce the economic vulnerabilities of them so that they can exist to serve the people as usual.

scholarly journals The Effect of Web-based Flipped Classroom Approach on Learning and Satisfaction of Medical Students Comparison with Lecture-based Method

2021 ◽  
Author(s):  
SG Mortazavi Moghadam ◽  
E. Allahyari ◽  
F Vahedi ◽  
M. Zare-Bidaki
Keyword(s):  
Medical Students ◽  
Flipped Classroom ◽  
Teaching Method ◽  
Group Discussion ◽  
Intervention Group ◽  
Control Group ◽  
Final Exam ◽  
Educational Models ◽  
Web Based ◽  
Significant Difference

Introduction: Student-centered educational models, such as Flipped classrooms, seem to provide more educational opportunities for learners, especially when combined with web technology. This study aimed to evaluate the effectiveness and satisfaction of medical students with the web-based Flipped classroom method in comparison with the lecture-based teaching method. Method: This is a quasi-experimental case-control study that evaluates 51 people in each of the two intervention and control groups. In the intervention group, pulmonary physiopathology e-contents were delivered to the students one week before the presence-based class in the form of digital files such as video, text, image, audio and interactive applications through Navid learning management system. Students were required to read the content before the class. Then the face-to-face classroom time was completed with group discussion, question and answer and problem-based learning. In the control group, teaching was carried out by the traditional lecture method in the classroom. Data were analyzed using SPSS, 18. Result: In terms of age, sex and, mean pre-test scores, there were no significant differences between the groups. The mean scores in the final exam turned out to be 14.66 (10.16-66) in the intervention group but 12 (9.14-3.66) in the controls (P < 0.001) to make a significant difference. In addition to gaining higher final exam scores as for the flipped classroom group, they were also more satisfied with the procedure (P < 0.001). Conclusion: The flipped classroom approach not only improves learning but also leads to greater students’ satisfaction.

scholarly journals EFFECTIVENESS OF FLIPPED SMALL GROUP TEACHING IN UNDERSTANDING PRACTICAL KNOWLEDGE IN MICROBIOLOGY

2021 ◽  
pp. 126-129
Author(s):  
Swapna Kanade ◽  
Gita Nataraj
Keyword(s):  
Small Group ◽  
Flipped Classroom ◽  
Performance Test ◽  
Practical Knowledge ◽  
Group Discussion ◽  
New Technique ◽  
Small Group Teaching ◽  
Feedback Form ◽  
Group A ◽  
Group B

Flipped Classroom is a new technique used in teaching.This study is conducted to determine if a flipped small group discussion is an effective learning method for undergraduates learning clinical microbiology,as compared to traditional practical class in achieving improved understanding, retention and greater satisfaction in the students and to evaluate this system through student feedback. The study was initiated after Institutional Ethics Committee's approval.Materials were developed and validated before commencement of the study.A total of 144 students were included in the study.A 45-minute lecture by a faculty on the selected topic was taken for all the students after which the students were randomly assigned to the groups A or B as follows: Group A: Flipped small group teaching, Group B:Traditional practical class.Validated material of the practical class was send to students of group A one day before of practical class by email.The same was also made available to teachers.Flipped small group teaching and traditional practical class was conducted on the same day for group A and B respectively. After the session, the students administered the performance test as well as the feedback form. Surprise performance test was re-administered to the same students at the end of 15 days to test for subject retention. Results:Significant increase in the marks of the performance test was observed in the group “A“ students as compared to group B students in both first and second test. The feedback given by the students about subjective learning experiences in terms of the enjoyment of the new technique, attention, comfort, and increase in the confidence, participation and whether they would like further learning using the same format definitely had a higher score in Groups A compared with Group B Conclusions: Use of Flipped classroom approach in health education yields a statistically significant improvement in learner performance compared with traditional teaching methods.Use of mobile phone or computer is more acceptable to the students than traditional didactic approach

scholarly journals Virtual learning of the tribal students in Bangladesh: Constrictions and propositions

2021 ◽  
Vol 10 (3) ◽  
pp. 1038
Author(s):  
Quazi Farzana Yesmin ◽  
Mohammad Ehsanul Islam Khan
Keyword(s):  
Online Education ◽  
Flipped Classroom ◽  
Group Discussion ◽  
Virtual Learning ◽  
Academic Learning ◽  
Specific Information ◽  
Online Classes ◽  
Quota System ◽  
Technological Support ◽  
University Funding

This paper depicts the current panorama of virtual learning of the tribal students in Bangladesh with the constrictions and possible solutions. The study aimed to deal with the major issues about tribal students’ online education by bringing out the key restraints of their distance learning and the possible solutions. The researchers followed a mixed method using a 5-point Likert Scale to point out the learner sensitivities, an online Focus Group Discussion (FGD) to know specific information from all the tribes who participated in the study. Additionally, four different questions were also set for multiple response analyses. The results suggested that the tribal students have not agreeably received adequate facilities such as technological support, university funding, departmental encouragements, or monetary benefits from the quota system in the current pandemic (COVID-19) time to attend virtual learning sessions though they expect arrangements and future steps for academic learning. All institutions also could not provide them adequate opportunities to attend online classes. In conclusion, the study proposed some imperative measures for example, inclusion of flipped classroom, introducing blended learning henceforth, revising quota facilities, adequate electricity support and internet connection, to help the tribal students as they should not get deprived.

scholarly journals Sala de aula invertida: reconstruindo o processo de ensino e de aprendizagem por meio de uma metodologia ativa

2021 ◽  
Vol 14 (1) ◽  
pp. 142
Author(s):  
Claudia Maria Bezerra da Silva
Keyword(s):  
Problem Solving ◽  
Literature Review ◽  
Conceptual Understanding ◽  
Flipped Classroom ◽  
Teaching And Learning ◽  
Reflective Thinking ◽  
Group Discussion ◽  
The Other ◽  
Use Of Time ◽  
First Contact

The proposal of the flipped classroom is that the student has the first contact with the content through pre-class activities. The classroom becomes the place to clarify doubts and deepen knowledge in practical activities such as problem solving, projects and group discussion. This article presents a literature review that aims to reflect on the flipped classroom as an active methodology and the changes and impacts of its use for the teaching and learning process. It is concluded that the purpose of the flipped classroom is to favor a better use of time and space in the classroom, encouraging the active student, with reflective thinking and greater interaction between students and between them and the teacher. This can lead to positive impacts, such as greater conceptual understanding, development of critical thinking and reducing the number of failures. On the other hand, negative points may arise, such as an increase in the number of hours of previous study and the student's difficulty in adapting to the logic of inversion of classes.

scholarly journals Peningkatan Self-Directed Learning Readiness Mahasiswa Dalam Mata Kuliah Fotografi Dasar Melalui Flipped Classroom Dan Ict

2019 ◽  
Vol 2 (2) ◽  
pp. 32-39
Author(s):  
Putra Uji Deva Satrio ◽  
Athika Dwi Wiji Utami
Keyword(s):  
Action Research ◽  
Lesson Study ◽  
Flipped Classroom ◽  
Self Directed Learning ◽  
Learning Readiness ◽  
Directed Learning ◽  
Classroom Action Research

Penelitian ini menggunakan pendekatan kualitatif dengan metode Lesson Study berbasis Classroom Action Research. Kegiatan Lesson Study mencakup 3 tahap kegiatan dalam satu siklus yaitu Plan, Do, dan See selama 3 siklus yang melibatkan dua dosen observer. Hasil Lesson Study menunjukkan bahwa pelaksanaan Lesson Study selama 3 siklus ini, antara lain : (1) Suasana perkuliahan menjadi “lebih hidup” ditunjukkan oleh meningkatnya keaktifan belajar mahasiswa selama 3 siklus tersebut; (2) Penerapan Flipped classroom meningkatkan kesiapan mahasiswa dalam mengikuti perkuliahan, yang dapat dilihat dari adanya peningkatan keaktifan dan kesiapan mahasiswa pada setiap siklusnya saat berada pada sesi tanya jawab dan diskusi kelompok; (3) Terjadi perubahan pola pembelajaran dosen berupa semakin mengurangi penggunaan ceramah dan menambah variasi metode serta penggunaan media; (4) Semua dosen yang terlibat baik dosen model maupun dosen observer ada kecenderungan semakin bisa bekerja sama dengan teman sejawat ,semakin terbuka dalam mengemukakan kekurangan, dan semakin berkeinginan untuk selalu meningkatkan kualitas pembelajarannya; dan (5) Tanggapan mahasiswa terhadap penerapan flipped classroom berbantu ICT terhadap kemandirian mahasiswa pada perkuliahan Fotografi Dasar adalah positif.

scholarly journals INTER AND INTRA-CULTURE-BASED GROUP DISCUSSION TO PROMOTE LEARNING AUTONOMY IN A BICULTURAL CLASS

2019 ◽  
Vol 6 (1) ◽  
pp. 25-50
Author(s):  
Erna Iftanti
Keyword(s):  
Learning Style ◽  
Group Discussion ◽  
Learning Problems ◽  
Learning Goals ◽  
Systematic Change ◽  
Classroom Context ◽  
Cultural Backgrounds ◽  
Learning Readiness ◽  
Efl Students ◽  
Efl Learning

Learning as a systematic change in knowledge, insights, behavior, and motivation occurs either in-classroom or out-of-classroom context. Yet, for bicultural class consisting of Indonesian and Thai EFL students in Indonesian context, to achieve such goals of learning is challenging, since the EFL students staying in such a class comprising those from two different cultural backgrounds faced some underlying learning problems. Therefore, to establish learning autonomy is significant. This article is then aimed at describing inter and intra-culture-based group discussion which proved to be able to promote their learning autonomy. This research done qualitatively through observation, interview, and questionnaire revealed that the learning problems found in a bicultural class i.e. learning readiness, learning style, learning habits, and motivation can be solved by building and implementing both inter and intra-culture-based group discussion conducted in and out-side classroom settings. This finding can be considered as important insight to create EFL students’ learning autonomy which contribute to prevent them from encountering learning problems in a bicultural class so that the EFL learning goals can be better achieved.

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