scholarly journals Re-engineering an Engineering Course: Exploring the Affordance of Flipped Classrooms for Transformative Teaching, Learning, and Workplace Competency

2015 ◽  
Vol 1 (1) ◽  
pp. 71-76
Author(s):  
Elaine Khoo ◽  
Mira Peter ◽  
Bronwen Cowie
Keyword(s):  
New Zealand ◽  
Student Learning ◽  
Flipped Classroom ◽  
Theoretical Framework ◽  
Threshold Concepts ◽  
Undergraduate Engineering ◽  
Transformative Teaching ◽  
Flipped Classrooms ◽  
Teaching Learning

This research brief is investigating the extent to which a flipped classroom model enhances student learning of threshold concepts (TCs) in an undergraduate engineering course at a New Zealand university. This project extends the team’s previous research confirming the effectiveness of the TC theoretical framework across multiple disciplines including engineering.

Teaching, Learning and Multimedia

2005 ◽  
pp. 60-72 ◽  
Author(s):  
Loreen M. Butcher-Powell
Keyword(s):  
Student Learning ◽  
Teaching And Learning ◽  
Theoretical Framework ◽  
Streaming Video ◽  
Internet Research ◽  
The Internet ◽  
Student Centered ◽  
Web Based ◽  
Teaching Learning ◽  
Almost All

“We must not forget that almost all teaching is Multimedia” (Schramm, p.37). Today, the magnetism of multimedia is clearly oblivious via the use of streaming video, audio clips, and the Internet. Research has shown that the use of multimedia can aid in the comprehension and retention of student learning (Cronin & Myers, 1997; Large Behesti, Breulex & Renaud, 1996; Tennenbaum, 1998). As a result, more educators are utilizing Web-based multimedia materials to augment instruction online and in the classroom. This chapter provides a theoretical framework for transforming Student Centered Discussion (SCD), a traditional based pedagogy strategy, to a new multimedia pedagogy SCD strategy. The new multimedia SCD pedagogy represents a new way of teaching and learning. As a result, positive responses and feedback have been collected from students in their ability to interpret facts, compare and contract material, and make inferences based on recall of information previously presented or assigned in article readings.

scholarly journals Flipped Classrooms for Introductory Computer Programming Courses

2021 ◽  
Vol 11 (4) ◽  
pp. 178-183
Author(s):  
Sónia Rolland Sobral ◽  
Keyword(s):  
Flipped Classroom ◽  
Teaching And Learning ◽  
Dropout Rates ◽  
Success Rates ◽  
Face To Face ◽  
The Face ◽  
Flipped Classrooms ◽  
Teaching Learning ◽  
Introductory Computer Programming ◽  
Programming Courses

Teaching and learning how to program are not easy tasks. Disapproval and dropout rates are a concern for everyone concerned with the topic. Therefore, it is necessary to look for strategies that improve the motivation of students who start a programming course, also improving success rates and decreasing dropout rates. The inverted class model, or flipped classroom, has been used in several experiments, showing very good results. The objectives of this teaching-learning technique is to change the traditional order: students have contact with new subjects before the classroom, using videos, texts or other material, as well as small online tests to check their knowledge. In this way, the face-to-face classes are reserved for discussion, doubts and application of previously acquired knowledge. The purpose of this paper is to analyze the scientific production on Flipped classrooms in introductory programming courses indexed in Elsevier’s Scopus. The sample is composed by 45 articles in total. The results obtained by bibliometric analysis showed when and where those documents are published, who are the authors and what is the focus of said articles. We also analyzed the most cited documents. We made a summary of the articles, namely in what refers to the sample size of the experiences, which programming language is used, in which universities the articles are made, which technology is used, as well as which methods are used in order to create inverted classes and which are the objectives and results of these experiences reported on the articles.. We managed to get a global view of the theme, getting a strong analysis for those who want to use flipped classrooms for teaching programming.

scholarly journals Comparison of structured interactive lecture (SIL) and flipped classroom method (FCM) in learning ophthalmology topics among undergraduate medical students

2022 ◽  
Vol 8 (3) ◽  
pp. 93-98
Author(s):  
Padma B Prabha ◽  
Jyothi P T
Keyword(s):  
Undergraduate Students ◽  
Flipped Classroom ◽  
Undergraduate Medical Students ◽  
Significant Difference ◽  
Interactive Lectures ◽  
Quasi Experimental ◽  
Flipped Classrooms ◽  
And Performance ◽  
Teaching Learning ◽  
First Time

Structured interactive lectures (SIL) and Flipped classroom methods (FCM) are newer teaching learning methods which utilise pedagogical way of teaching. This study intends to compare efficacy of both methods in the understanding of ophthalmology topics among undergraduate novice. To compare the effectiveness in learning, conduct of classes and perception of students regarding both methods.: Quasi experimental study. Duration – 6 months. Population- 6 sem students, sample size – 45 in each group. Three topics selected (of varying complexities) and taught by SIL and FCM method. Pretest and posttest were conducted to assess the knowledge acquired. Feedback regarding the conduct of both sessions were taken in Likert’s scale. Perception comparing both techniques were also evaluated. Difference between pretest scores were not significant. Difference between pretest and posttest scores were significant. SIL is better than FCM for undergraduate students posted for the first time in ophthalmology department. The students were enthusiastic with both methods. FCM was prefered by the students for motivation, subject retention, topic simplification and subject interest. The students narratives are discussed. Structured interactive lectures are better for improving knowledge. Flipped classrooms kept students active. A hybrid method maybe more effective. Long term followup is needed to evaluate recall and performance in exams.

scholarly journals Improving Religious Literacy Through Islamic Religious Education Course Based On The Flipped Classroom

2021 ◽  
Vol 6 (1) ◽  
pp. 16
Author(s):  
Suci Nurpratiwi ◽  
Muhamad Ridwan Effendi ◽  
Amaliyah Amaliyah
Keyword(s):  
Action Research ◽  
Student Learning ◽  
Religious Education ◽  
Flipped Classroom ◽  
Student Diversity ◽  
Research Subjects ◽  
Religious Literacy ◽  
Flipped Classrooms ◽  
Classroom Action Research ◽  
Improve Student Learning

Religious literacy is essential because understanding religious doctrine is about the normative principle and how religion applies in a social context. Religious literacy can develop through the learning process. This study analyzes student religious literacy by learning Islamic Religious Education (IRE) based on the flipped classroom. The research method used is classroom action research through two cycles. The research subjects were students who took the general course of Islamic Religious Education. The results showed that applying flipped classrooms in Islamic Religious Education learning could increase student diversity in belief, practice dimensions, knowledge dimensions, and implementation dimensions. The implementation of Islamic learning based on flipped classroom can also improve student learning activities. Students pay attention to learning carefully, actively participate in discussions, actively ask questions, provide opinions, and perform assigned tasks. Besides that, the implementation of a flipped classroom can also improve student learning outcomes.Literasi keberagamaan penting dimiliki karena memahami ajaran agama bukan hanya sebatas pada doktrin normatifnya saja, melainkan juga pada bagaimana agama diterapkan dalam konteks sosial. Literasi keberagamaan dapat dikembangkan melalui proses pembelajaran. Penelitian ini bertujuan untuk menganalisis peningkatan literasi keberagamaan mahasiswa melalui pembelajaran Pendidikan Agama Islam berbasis flipped classroom. Metode penelitian yang digunakan adalah classroom action research dengan melalui dua siklus. Subyek penelitian adalah mahasiswa yang mengambil mata kuliah umum Pendidikan Agama Islam. Hasil penelitian menunjukkan bahwa penerapan flipped classroom dalam pembelajaran Pendidikan Agama Islam dapat meningkatkan literasi keberagamaan mahasiswa pada dimensi keyakinan, dimensi praktik, dimensi pengetahuan, dan dimensi pengamalan. Penerapan pembelajaran Pendidikan Agama Islam berbasis flipped classroom juga dapat meningkatkan aktivitas pembelajaran mahasiswa, mahasiswa memperhatikan pembelajaran secara seksama, aktif berpartisipasi dalam diskusi, aktif mengajukan pertanyaan dan memberikan pendapat, serta mengerjakan tugas-tugas yang telah diberikan. Di samping itu, penerapan flipped classroom juga dapat meningkatkan hasil belajar mahasiswa.

scholarly journals Innovative Teaching: A Qualitative Review of Flipped Classrooms

2021 ◽  
Vol 20 (3) ◽  
pp. 18-32
Author(s):  
Kevin Fuchs
Keyword(s):  
Higher Education ◽  
Case Studies ◽  
Flipped Classroom ◽  
Traditional Approach ◽  
Flow Diagram ◽  
Innovative Teaching ◽  
Web Based ◽  
Qualitative Review ◽  
Flipped Classrooms ◽  
Teaching Learning

The extent and importance of web-based learning in higher education have increased tremendously in the last decade, triggered by new educational technologies and pedagogical approaches. Higher education lecturing has traditionally followed a teacher-centered approach, with lecturers giving classes in the classroom and students performing out-of-class activities. Under this traditional approach, the main actor in the teaching-learning process is the lecturer, while students play a passive role. The flipped classroom emphasizes the role of the student in the center of the learning environment and facilities an active learning pedagogy. This paper reviews the most recent case studies related to the flipped classroom approach in order to provide educators guidelines on the best practices, traits, and merits of the flipped classroom. A total of 22 case studies were included in this qualitative review of the flipped classroom. The methodological inquiry followed the PRISMA flow diagram that identified an initial pool of 3,764 articles. Upon identification of relevant case studies (n=22), a five-point Likert-type sentiment rating was assigned as the basis to structure the discussion. The rating was based on the students’ perceptions of the flipped classrooms as investigated in the articles. The assessment confirms that the majority of students have a positive perception of this learning pedagogy. However, there are concerns about increased workload for students, ambiguity in expected learning outcomes, and an initial barrier to actively contribute; these are the primary implications of this review.

Teaching, Learning and Multimedia

2008 ◽  
pp. 1-1
Author(s):  
Loreen Marie Butcher-Powell
Keyword(s):  
Student Learning ◽  
Teaching And Learning ◽  
Theoretical Framework ◽  
Streaming Video ◽  
Internet Research ◽  
The Internet ◽  
Student Centered ◽  
Web Based ◽  
Teaching Learning ◽  
Almost All

“We must not forget that almost all teaching is Multimedia” (Schramm, p.37). Today, the magnetism of multimedia is clearly oblivious via the use of streaming video, audio clips, and the Internet. Research has shown that the use of multimedia can aid in the comprehension and retention of student learning (Cronin & Myers, 1997; Large Behesti, Breulex & Renaud, 1996; Tennenbaum, 1998). As a result, more educators are utilizing Web-based multimedia materials to augment instruction online and in the classroom. This chapter provides a theoretical framework for transforming Student Centered Discussion (SCD), a traditional based pedagogy strategy, to a new multimedia pedagogy SCD strategy. The new multimedia SCD pedagogy represents a new way of teaching and learning. As a result, positive responses and feedback have been collected from students in their ability to interpret facts, compare and contract material, and make inferences based on recall of information previously presented or assigned in article readings.

The Application of Flipped Classroom in Teaching University Students

2017 ◽  
Vol 6 (1) ◽  
pp. 40-52 ◽  
Author(s):  
Tran Van Hung ◽  
Mohan Yellishetty ◽  
Ngo Tu Thanh ◽  
Arun Patil ◽  
Le Thanh Huy
Keyword(s):  
Online Learning ◽  
Flipped Classroom ◽  
Learning Systems ◽  
Online Activity ◽  
Face To Face ◽  
Before And After ◽  
The Face ◽  
Flipped Classrooms ◽  
Face To Face Learning ◽  
Teaching Learning

Flipped classrooms have been extensively used by many educators all over the world and are being seen as an alternative to the traditional classroom-based teaching-learning practices. As for traditional classrooms, face-to-face learning has not brought the personalization of learning capacity, time, attitude, behavior and interests to learners and has not exposed them to experimental activities. The flipped classrooms, on the other hand, enable students to be flexible in their learning and offer more time to go through videos, lectures posted on the Internet, which helps students to acquire the lessons through online learning systems. Flipped classrooms help create environment for more interaction between learners and instructors/facilitators, especially by creating the face-to-face conversations more interactive. However, teaching using flipped classrooms requires adequate additional resources such as; the effective online learning systems, databases, appropriate learning contents and methods, plan, presentations (in various forms like PowerPoint, word, scrom, video, audio) and most importantly minimum technical knowledge for both learners and instructors to use varieties of tools. This paper presents the construction of an environment supporting students to take part in an online activity before and after face-to-face interaction and organization of experimental teaching with the process of learning in groups based on the model of flipped classrooms to facilitate active learning. The quantitative results at the end of the course showed that the flipped learning is highly preferred and useful pedagogical approach when compared to those traditional methods that fostered better learning attitude and behaviors.

The Implementation of Ice Breakers Toward Improvement Students' Motivation in Learning English at Software Engineering in SMK TI Garuda Nusantara Cimahi

2019 ◽  
Vol 2 (6) ◽  
pp. 913
Author(s):  
Annisa Annisa ◽  
Trisnendri Syahrizal
Keyword(s):  
Software Engineering ◽  
Student Learning ◽  
Learning Outcomes ◽  
Teaching Method ◽  
Student Learning Outcomes ◽  
Average Student ◽  
Tenth Grade ◽  
Teaching Learning ◽  
Office Software ◽  
Learning English

The purpose of this study is to find out the improvement students’ motivation using ice breaker in learning English at the tenth grade of software engineering major in SMK TI Garuda Nusantara Cimahi. The data obtained from the result of observation and students learning outcomes from the test (pretest and posttest). The result showed Students who were completed value with KKM > 70 in the pre-cycle has 28.60% and in the first cycle increased to 67.80% than in the second cycle improved to 100%. The average student learning outcomes in the first cycle amounted to 66.29 and the second cycle increased to 73.09 so the average student learning outcomes from cycle I to cycle II increased by 6.8. It means there was an improvement in students’ motivation after carried out classroom actions research. Based on the fact, the researcher concluded that the ice breaker was effective to improve students’ motivation in learning English at the tenth grade of office software engineering major in SMK TI Garuda Nusantara Cimahi. It was also proved by observation students when teaching-learning in the classroom. Students feel enjoy, be active, feeling happiness, focus on material and stay in the classroom during the learning process.Keywords: Teaching Method, Motivation, Ice breaker, learning process

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