scholarly journals Setting Up a Flipped Classroom Design to Reduce Student Academic Procrastination

2021 ◽  
Vol 13 (15) ◽  
pp. 8668
Author(s):  
Dalibor Gonda ◽  
Gabriela Pavlovičová ◽  
Anna Tirpáková ◽  
Viliam Ďuriš
Keyword(s):  
Online Learning ◽  
Statistical Analysis ◽  
Blended Learning ◽  
Flipped Classroom ◽  
Great Emphasis ◽  
Classroom Design ◽  
Academic Procrastination ◽  
Online Environment ◽  
Approach To Learning ◽  
Inverted Class

The transfer of educational activities to the online environment within blended learning, which was also accelerated by the COVID-19 pandemic, increases the risk of growing student procrastination. This article describes the design of the flipped class, which is designed so that students are supported and motivated to continuously perform individual tasks. Great emphasis in the described design of the flipped classroom is placed on supporting students in their activities outside the classroom. It is in this part of blended learning that procrastination is a frequent cause of students’ failure, not just in mathematics. The effectiveness of our proposed inverted class design has been experimentally verified. Statistical analysis of the data showed that students had a statistically significant reduction in procrastination behavior during the course of the experiment. The proposed flipped classroom design has the potential to increase students’ self-regulatory skills, which has been reflected in a change in their approach to learning responsibilities. Students’ approach to online learning outside the classroom has changed, and thus their probability of successfully completing the combinatorics course has increased statistically significantly.

scholarly journals The Identification of Key Online Learning Dispositions of College Students Learning in A Blended Learning Course

2020 ◽  
Vol 2 (3) ◽  
pp. 1-11
Author(s):  
Sharon Rolé
Keyword(s):  
College Students ◽  
Online Learning ◽  
Blended Learning ◽  
Epistemological Beliefs ◽  
Tracking System ◽  
Educational Goals ◽  
Online Environment ◽  
Learning Context ◽  
Individual Interviews ◽  
Learning Dispositions

This paper discusses part of a practitioner research case-study which I carried out with a class of thirty-seven college students learning chemistry in a blended learning context. The full two-year study involved a multi-method interpretivist approach using observations, unsolicited meetings, VLE tracking system, students’ reflective journal, online informal discussions, questionnaires, focus groups and individual interviews. The study identified four key student online learning dispositions, i.e., the dispositions of resourcefulness, resilience, reciprocity and responsibility. These dispositions were identified as persona-related enablers for online learning and were found to be crucial for the students to develop a deep approach to learning. They were also instrumental for changes in the students as learners. These included changes in epistemological beliefs, study patterns, study habits and above all, changes in learner roles and learning identities. Notable changes occurred in a group of learners who were initially reluctant to learn from the online environment. This study showed that student learning dispositions may be transferred from one context to another. This includes a transfer of learning dispositions from the online environment to the face-to-face traditional classroom setting. Several educators argue that learning dispositions should be included as educational goals in educational curricula and should serve as practical strategies in creating learning environments. Learning activities should provide students with opportunities to develop and cultivate desirable dispositions for learning.

scholarly journals Blended Learning: Study of a formative assessment in the flipped classroom model

2020 ◽  
Vol 8 (2) ◽  
pp. 1-7
Author(s):  
Juliana Souza
Keyword(s):  
Blended Learning ◽  
Formative Assessment ◽  
Flipped Classroom ◽  
Learning Experience ◽  
Learning Model ◽  
Formative Assessments ◽  
The Other ◽  
Learning Study ◽  
Online Environment ◽  
Online Platform

Summative and formative assessments are important for students' learning pathway. The article analyzes the blended learning model in the Entrepreneurship discipline, in two classes from the perspective of a learning experience as formative assessment, applied in the online platform. The study pointed out that students' access to content increases when participation is stimulated through a formative activity in the online environment. In the class of 54 students, 37 students performed the activity, while in the other class of 76 students, 67 students performed the activity in the online environment.

scholarly journals PENERAPAN BLENDED LEARNING MENGGUNAKAN MODEL FLIPPED CLASSROOM BERBANTUAN GOOGLE CLASSROOM DALAM PEMBELAJARAN MATEMATIKA SMP

2019 ◽  
Vol 7 (1) ◽  
Author(s):  
Meyla Kurniawati ◽  
Harja Santanapurba ◽  
Elli Kusumawati
Keyword(s):  
Online Learning ◽  
Blended Learning ◽  
Learning Outcomes ◽  
Learning Process ◽  
Flipped Classroom ◽  
Student Learning Outcomes ◽  
Female Students ◽  
Student Responses ◽  
Male And Female ◽  
Learning At Home

Abstrak: Terbukanya sumber belajar yang luas bagi siswa memberikan ruang kepada guru untuk beralih dari teacher centered learning menuju student cen­tered learning. Hal ini dapat diimplementasikan dalam pembelajaran berbasis blended learning meng­gunakan model flipped classroom yang memadukan pembelajaran online di rumah dan tatap muka di kelas. Dengan adanya internet yang menyediakan berbagai learning management system seperti Google Classroom, guru dapat membuat kelas virtual untuk melaksanakan pembe­lajaran online di rumah agar siswa terlatih bertindak aktif dan mandiri dalam belajar. Penelitian ini ditujukan untuk mendeskripsikan proses pem­belajaran blended learning, menilai hasil belajar siswa, mengetahui perbedaan hasil belajar siswa laki-laki dengan perempuan, dan menilai tanggapan siswa. Penelitian ini menggunakan metode deskriptif mengambil subjek siswa kelas VII A SMP Negeri 9 Banjarmasin tahun pelajaran 2018/2019 berjumlah 36 siswa. Teknik pengumpulan data berupa observasi, tes, dan kuesioner. Teknik analisis data berupa statistik des­krip­tif dan inferensial. Hasil penelitian menunjukkan proses pembelajaran berada pada kategori sangat baik, hasil belajar siswa berada pada kategori cukup, terdapat perbe­daan hasil belajar antara siswa laki-laki dengan perempuan, dan tanggapan siswa berada pada kategori sangat tinggi. Kata kunci: Blended Learning, Flipped Classroom, Google Classroom Abstract: The opening of extensive learning resources for students provides space for teachers to switch from teacher centered learning to student centered learning. This can be implemented in blended learning using a flipped classroom model that combines online learning at home and face to face in class. With the internet that pro­vides various learning management systems such as Google Classroom, teachers can create virtual classes to carry out online learning at home so that trained students act actively and independently in learning. This research is aimed to describe the blended learning process, assess student learning outcomes, know differences in learning outcomes between male and female students, and assess student responses. This study used a descriptive method taking the subject of students grade VII A in SMP Negeri 9 Banjarmasin in the school year 2018/2019 totaling 36 students. Data collec­tion techniques in the form of observations, tests, and questionnaires. The data analy­sis techniques were descriptive and inferential statistics. The results showed that the learning process was in a very good category, student learning outcomes were in a sufficient category, there were differences in learning outcomes between male and female students, and student responses were in the very high category. Keywords: Blended Learning, Flipped Classroom, Google Classroom

scholarly journals The Implementation of Station Rotation and Flipped Classroom Models of Blended Learning in EFL Learning

2019 ◽  
Vol 12 (12) ◽  
pp. 23
Author(s):  
. Mahalli ◽  
Joko Nurkamto ◽  
Januarius Mujiyanto ◽  
Issy Yuliasri
Keyword(s):  
Online Learning ◽  
Blended Learning ◽  
Academic Writing ◽  
Flipped Classroom ◽  
English Education ◽  
Study Program ◽  
Face To Face ◽  
Writing Course ◽  
Education Study ◽  
Independent Work

This research was conducted to analyze the implementation of blended learning. This study focused on the implementation Station Rotation and Flipped Classroom models of blended learning in academic writing course in English Education Study Program of UNISNU Jepara. Observation and interview were done to collect the data of the implementation of Station Rotation and Flipped Classroom model. The study found that station rotation was implemented in 3 cycles/rotations; 1) teacher led instruction, 2) independent work or ollaborative activities , and 3) online learning. Whereas flipped classroom was implemented in 2 steps; 1) lecturer share online assignment about the topic through SIAkad Unisnu Jepara, and 2) face-to-face meeting in the classroom. It also found that blended learning can facilitate the flexibiliy and make students learn more active and urge their curiousity.

scholarly journals Teaching Strategies during the Covid-19 Pandemic - A Review

2021 ◽  
Vol 10 (31) ◽  
pp. 2494-2498
Author(s):  
Deepa Jatti Patil
Keyword(s):  
Online Learning ◽  
Blended Learning ◽  
Flipped Classroom ◽  
Clinical Skills ◽  
Patient Simulation ◽  
Information Communication ◽  
Oral Medicine ◽  
Teaching Methodologies ◽  
Internet Resources ◽  
Dental Curriculum

The Covid pandemic transformed the teaching methodologies in dental education. The classes had to be conducted online and teaching methods had to be modified to suit the dental curriculum. Novel teaching methodologies were devised following the basic principles of Blooms taxonomy. The teaching methodologies have to be effective and incorporate the latest information technology methods. The advancements in technology and availability of internet resources have facilitated online learning. Various platforms are available for teaching and disseminating knowledge. Learning has transformed from the traditional Didactic teaching to flipped class rooms and blended learning. As the pandemic is progressing there is deficiency of health care workers and resources. In spite of this the medical teaching has to continue to fill the gap. Oral Medicine and Radiology is an important subject in the dental curriculum and a bridge between medicine and dentistry. This manuscript reviews the various teaching methodologies employed in the Oral Medicine and Radiology curriculum during this pandemic. This review also highlights the importance of technology and simulation-based learning to enhance the clinical skills of the students. KEY WORDS Covid Pandemic, Online Learning, Flipped Classroom, Information Communication Technology, Blended Learning, Online Patient Simulation, Adaptive Tutorials

scholarly journals Students’ Learning Experience with a Flipped Introductory Organic Chemistry Course: A Course Designed for Non-Chemistry Majors

2021 ◽  
Vol 47 (1) ◽  
Author(s):  
Horace Luong ◽  
Thomas Falkenberg ◽  
Mahdi Rahimian
Keyword(s):  
Organic Chemistry ◽  
Active Learning ◽  
Blended Learning ◽  
Group Work ◽  
Flipped Classroom ◽  
Learning Experience ◽  
Learning Experiences ◽  
Classroom Design ◽  
Student Centered ◽  
Flipped Classrooms

The use of flipped classrooms has been gaining popularity across various disciplines as student-centered active learning pedagogy. In this study, an introductory organic chemistry course was delivered through flipped classroom methodologies, incorporating blended learning to deliver content and group work in the classroom.   The learning experiences of non-chemistry majors students enrolled in the course are discussed. The majority of the students adjusted to the pedagogy and felt autonomy in their learning. These students also believed that most of the flipped classroom design components were a good use of their time in learning organic chemistry.

scholarly journals Blended learning, Active Learning Classroom and information literacy in higher military education

2020 ◽  
Author(s):  
Anna-Karin Larsson ◽  
Sonja Gullberg ◽  
Malin Ekstrand
Keyword(s):  
Online Learning ◽  
Active Learning ◽  
Learning Environment ◽  
Blended Learning ◽  
Information Literacy ◽  
Professional Education ◽  
Flipped Classroom ◽  
Military Education ◽  
Learning Activities ◽  
Student Activity

How the learning environment is designed is an important part of creating good conditions for a professional education. The design of the physical and the online learning environment affects what students are expected to do in these spaces (Leijon 2016). A learning environment designed for student activity creates better conditions for activity, while an environment designed for instruction gives a different signal. A so-called Active Learning Classroom (ALC) can encourage student activity and increased learning. In an ALC environment, students become co-creators of knowledge. (Rands & Gansemer-Topf, 2017) It is impossible to know what competencies needed for the future. Therefor it is important to create a learning environment that support critical reflection, collaboration, creativity and innovation (Barnett, 2004). Flexible learning or blended learning aims to combine the strengths of online learning activities with those conducted on campus. There is a variety of ways to combine online learning activities with those conducted in the physical classroom (Vaughan, Cleveland & Garrison, 2013). For example, flipped classroom, podcast and peer learning. Adequate ICT pedagogical support can stimulate and find ways to expand the pedagogical palette with various creative online learning activities. During the round table discussion, we want to discuss the possibilities of using online learning activities, online examination and Active Learning Classroom to promote information literacy. The questions we want to discuss are: How can we combine online learning with facilitating information literacy and ALC? In what way do student’s expectations of teaching and learning affect the implementation of online learning and ALC? How can we collect student experiences of teaching online and in ALC? How can information literacy support learning and subject knowledge in higher military education?

THE FEATURES OF ORGANIZING BLENDED LEARNING USING LMS MOODLE

2018 ◽  
pp. 43-50 ◽  
Author(s):  
E. V. Karmanova
Keyword(s):  
Online Learning ◽  
Blended Learning ◽  
Online Training ◽  
Educational Process ◽  
Learning Technology ◽  
Full Time ◽  
Educational Organizations ◽  
Teaching Materials ◽  
The World

The technology of blended learning is one of the modern trends in education both in the world and in Russia. The article explores the various possibilities of blended learning technology. As a means of implementing online learning, it is proposed to use LMS Moodle, which is widely used among educational organizations. The categorization of the main elements of Moodle from the perspective of the organization of pedagogical control, forms of presentation of teaching materials is presented. Examples of the use of basic resources and elements of Moodle in the educational process are given. The interactive properties of individual elements those allow you to more effectively implement online learning in blended learning technology are revealed. An approach is proposed to understand the essence of blended learning technology as a technology that allows to activate a student’s activities in the framework of full-time education by using online training and transferring (from full-time education) those activities that students are able to implement in the absence of a teacher.

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