A COMPUTER-AIDED BLENDED LEARNING TOOLBOX TO REINFORCE NUMERICAL CONCEPTS FOR SCIENCE EDUCATION IN A FLIPPED-CLASSROOM ENVIRONMENT

2019 ◽  
Author(s):  
Jin Su Jeong ◽  
David González-Gómez
Keyword(s):  
Science Education ◽  
Blended Learning ◽  
Classroom Environment ◽  
Flipped Classroom ◽  
Computer Aided

Experimenting blended learning in a flipped classroom environment

2021 ◽  
Author(s):  
Alma D. Otero-Escobar ◽  
Ximena M. Zarate-Hernandez ◽  
Alain Lamadrid-Vallina
Keyword(s):  
Blended Learning ◽  
Classroom Environment ◽  
Flipped Classroom

scholarly journals Blended Learning on Blood Pressure Measurement: Investigating Two In-Class Strategies in a Flipped Classroom-Like Setting to Teach Pharmacy Students Blood Pressure Measurement Skills

Healthcare ◽  
2021 ◽  
Vol 9 (7) ◽  
pp. 822
Author(s):  
Samieh Farahani ◽  
Imaneh Farahani ◽  
Maira Anna Deters ◽  
Holger Schwender ◽  
Bjoern Bengt Burckhardt ◽  
...  
Keyword(s):  
Blood Pressure ◽  
Blended Learning ◽  
Pressure Measurement ◽  
Flipped Classroom ◽  
Blood Pressure Measurement ◽  
Pharmacy Students ◽  
Learning Approach ◽  
Self Assessment ◽  
Class Session ◽  
Self Confidence

For reliable blood pressure measurement, various potential sources of inaccuracies need to be considered to avoid incorrect decision-making. Pharmacy students should be sensitized and taught the skill accordingly. One strategy to teach students’ blood pressure measurement skills might be through a blended learning approach in a flipped classroom-like setting. With a randomized two-arm study among pharmacy students in their eighth semester, the required extent of in-class session in the scope of a blended learning approach in a flipped classroom-like setting was evaluated. Participants’ self-confidence and self-perceived proficiency were evaluated through a survey, and participants’ blood pressure measurement performance was assessed by objective structured clinical examination (OSCE). Participants’ satisfaction with, and perception of, the flipped classroom were also surveyed. The extended in-class activities did not result in a significantly higher increase of participants’ OSCE score and self-assessment score when compared to the brief in-class session. Both in-class sessions yielded a significant increase in the OSCE scores as well as in the self-assessment scores. Moreover, the teaching approaches were predominantly well-received by the students. The use of both flipped classroom-like approaches improved pharmacy students’ blood pressure measurement performance, though the brief in-class session was sufficient. Students’ self-confidence/self-perceived proficiency in blood pressure measurement skills increased similarly in both settings.

Adapting Pandemic Practices for the Future: Blended Learning Model for Online Advocacy Training in Pakistan

2021 ◽  
Vol 8 (2) ◽  
pp. 144-157
Author(s):  
Hadia Awan
Keyword(s):  
Blended Learning ◽  
Flipped Classroom ◽  
Training Session ◽  
Skills Training ◽  
Virtual Learning Environment ◽  
Formative Assessments ◽  
Grading Policy ◽  
Research Areas ◽  
Teachers And Students ◽  
Effective Use

The challenge of teaching a skill-based course online, during pandemic unfolded lasting/ground-breaking opportunities for teachers and students of law alike. For the advocacy skills' training course, a suit for dissolution of marriage was selected and training was divided into 12 steps. The pre-planned semester calendar of the University was followed, but in the virtual learning environment (VLE), sessions were held mostly synchronously by using an indigenized blended learning (BL) model. Station rotation (SR) and the flipped classroom (FC) were also indigenized for effective use. Indigenization of BL was done. SR was done by creating stations comprising research areas involved in the trial for dissolution of a marriage. The FC was used to make students learn lectures beforehand, and all simulations, role-plays and activities were done in class. On-spot grading was done on assessment rubrics by using standard observation forms, generated based on extracted principles. All rubrics and standard forms were shared and discussed with students to build trust in the VLE. The asynchronous mode was also used, but only for the sake of supplemented learning. The grading policy was revised, and the curves of summative and formative assessments were flattened. A total of 45 students were trained, out of whom 26 scored A, four A–, two B, five B+, one B–, one C, one C+, one C– and four got F (for not participating at all). The outcome was encouraging. After completion of the semester, the need assessment survey culminated in a hands-on training session for the Faculty of Law (FoL). Participants designed courses using the BL model and found the methodology effective for future use in regular classes.

Javaslat egy közép-kelet-európai képzési piac kialakítására

2014 ◽  
Vol 14 (1) ◽  
pp. 91
Author(s):  
Ferenc Szani ◽  
Norbert Merkovity
Keyword(s):  
Blended Learning ◽  
Flipped Classroom

Az eTankönyv, az eTananyag és az eTanfolyam kifejezések az átlagember számára gyakran egyet jelentenek a .pdf formátumban elmentett dokumentumokkal. Ritkán, de ez a jelenség megfigyelhető a magyar eTananyag-fejlesztésben is. E tanulmány amellett érvel, hogy szigorú kategóriákat kell felállítani annak érdekében, hogy a magyar eLearning a folyamatos építkezés útjára léphessen. Ennek érdekében bemutatjuk az eLearning területén tapasztalható legfrissebb trendeket (MOOC, blended learning, flipped classroom stb.). Ezután az oktatási tartalmak országos egységesítésének egyre sürgetőbb igényét és lehetőségeit vizsgáljuk meg, aminek a végén javaslatot teszünk egy kelet-közép-európai oktatási piac kialakítására.

scholarly journals Can blended learning and the flipped classroom improve student learning and satisfaction in Saudi Arabia?

2016 ◽  
Vol 7 ◽  
pp. 281-285 ◽  
Author(s):  
Muhammad R. Sajid ◽  
Abrar F. Laheji ◽  
Fayha Abothenain ◽  
Yezan Salam ◽  
Dina AlJayar ◽  
...  
Keyword(s):  
Saudi Arabia ◽  
Blended Learning ◽  
Student Learning ◽  
Flipped Classroom ◽  
Improve Student Learning

scholarly journals The Effect of the Flipped Classroom Strategy on Motivation towards Learning English by the First Intermediate School Girls in Riyadh: فاعلية استراتيجية الفصول المقلوبة في تنمية الدافعية نحو تعلم اللغة الإنجليزية لدى طالبات أول متوسط في الرياض

2020 ◽  
Vol 4 (7) ◽  
Author(s):  
Ohud Suliman Al- Henaki
Keyword(s):  
Classroom Environment ◽  
Flipped Classroom ◽  
First Grade ◽  
Female Students ◽  
Experimental Methodology ◽  
Control Group ◽  
Intermediate School ◽  
Significant Difference ◽  
School Girls ◽  
Learning English

The research aimed to investigate the Effect of the Flipped Classroom Strategy on Motivation towards Learning English by the First Intermediate School Girls in Riyadh. The research used a semi- experimental methodology to measure the independent variable (teaching technique) on the dependent variable (motivation toward learning). The population included all the students of the first grade in the public schools attending the second term, school year (1439- 1440 AH.). The sample consisted of (82) students, divided into two groups, one experimental consisted of (41) female students, while the other one is a control group consisted of (41) female students. The research tool was the motivated strategies for learning questionnaire (MSLQ). After analyzing the collected data with suitable statistical techniques, the following result was reached: -  There is a statistically significant difference at (α ≥ 0.05) between the means of the students of the two groups (control and experimental) in favor of the experimental group. Therefore, the research proved that the positive effect of teaching using flipped classes in improving the motivation towards learning by middle level female students in English language. Accordingly, various recommendations were presented. Most importantly, develop units for designing school curricula by using flipped classes in the educational administrations. In order to be ready to supply the schools with various subjects (English, Mathematics, Science… etc.) for various levels. Besides, offering incentives for applying, cultivating the specialists, teachers and others who are interested in education by using the flipped classroom strategy, basics and applications. Expand the applications of the flipped classroom strategy in various school levels to improve the motivations of students towards classroom environment and improve the skills of students' using computers and internet, as well as train them on the various technological skills.

scholarly journals THE DEVELOPMENT OF BLENDED LEARNING BASED ON HANDPHONE FOR COMPUTER SYSTEM SUBJECT ON XI GRADE OF SMKN 1 BENGKULU CITY

2019 ◽  
Vol 7 (3) ◽  
pp. 497-502
Author(s):  
Basuki Wibawa ◽  
Paidi .
Keyword(s):  
Blended Learning ◽  
Learning Outcomes ◽  
System Approach ◽  
Flipped Classroom ◽  
Formative Evaluation ◽  
Learning Model ◽  
Vocational High School ◽  
Fourth Edition ◽  
Seventh Edition ◽  
Stages Of Learning

Purpose of Study: Education has an important role to improve the quality of human resources that made the younger generations could develop their potential optimally. Vocational High School (SMK) is one of the educational institutions that has prepared their graduates to enter the working world. One of the compulsory programs in Vocational High School is the students were carried out on the fieldwork practices (PKL). To provide learning access for students as long as they stayed in the industry area, so it was necessary to give learning on blended learning by using handphone as a learning media. In order to get students’ learning outcomes be maximized, so the development of this learning should be done by applying Research and Development patterns that were adapted from The Steps of System Approach Model of Educational Research and Development (R & D), Fourth Edition and Seventh Edition by Borg and Gall. Blended learning models that would be developed are Norman Vaughan and Flipped Classroom Models. Learning materials were developed are computer system subject. The measurement of result development was done by the formative evaluation that consisted of one to one evaluation with expert, one to one evaluation with learner, small group and field trial. Methodology: The methodology that was conducted is stages of learning model adopted from Model of The Steps of System Approach Model of Educational Reseach and Development (R & D), Fourth Edition and Seventh Edition by Borg and Gall. The blended learning model that will be developed is the Norman Vaughan model and Flipped Classroom Model. (Helena Gillespie et.all, 2007) Results: Stages of learning model development that was adopted from Model of The Steps of System Approach Model of Educational Reseach and Development (R & D), Fourth Edition and Seventh Edition by Borg and Gall. The blended Vaughan model and Flipped Classroom Model. Stages of development process as follows:1) Data and Information Collecting, 2) Identity Instructional Goal, 3) Conduct instructional Analyze, 4) Analyze Learners and Contexts, 5) Write Performance Objectives, 6) Develop AssessmentInstrument, 7) Develop Instructional Strategy, 8 Develop and Select Instructional Materials, 9) Revise Instruction, 10) Design and Conduct Formative Evaluation of Instruction (Gall et all). Implications/Applications: Development of blended learning based on handphone was appropriate to be used in learning at XI grade of SMK. It was caused that students of XI grade have followed the practice of field work for about 3 months, as long as the students followed the practice of fieldwork, it meant that the learning process was still being applied by using handphone media and learning outcomes showed that there was an improvement in learning outcomes.

scholarly journals Flipped Classroom Evaluation using the Teaching Analysis Poll

2019 ◽  
Author(s):  
Kristin Vogelsang ◽  
Frank Ollermann
Keyword(s):  
Blended Learning ◽  
Special Form ◽  
Flipped Classroom ◽  
Evaluation Method ◽  
Short Review ◽  
Adequate Evaluation ◽  
Research Gap ◽  
Classroom Evaluation ◽  
Electronic Teaching ◽  
Modern Variant

The increasing digitalization also affects universities. Therefore, electronic teaching is experiencing an upwind. Flipped Classroom is a special form of digital teaching is. Here, the basics are taught via online content and are interactively deepened in presence phases in class. For this quite modern variant of blended learning, there are numerous case descriptions in research with different evaluations available. However, a systematic examination of the evaluation of this form of teaching has not yet been carried out. The aim of this paper is, therefore, to diminish this research gap and to present the model of the Teaching Analysis Poll (TAP) as a systematic and easy to handle evaluation method in the Flipped Classroom. After a short review of recent research in the corresponding areas, we give a systematic overview of evaluations of Flipped Classroom. We introduce from the example of a Flipped Classroom Course the application of TAP as an adequate evaluation format.

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