Setting Up a Flipped Classroom Design to Reduce Student Academic Procrastination

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.

Influencia del aula invertida en la formación científica inicial de Maestros/as: beneficios en el proceso de enseñanza-aprendizaje, actitudes y expectativas hacia las ciencias

La metodología de aula invertida tiene cada vez mayor difusión en el ámbito universitario pero sus implicaciones no están plenamente analizadas aún. En este trabajo se destacan los aspectos clave para una implementación exitosa del aula invertida y se incluyen objetivos didáctico-disciplinares imprescindibles para el aprendizaje significativo de las Ciencias Experimentales. El estudio se ha realizado en el contexto de la asignatura de Ciencias de la Materia y la Energía en tres titulaciones vinculadas al Grado en Magisterio de Educación Primaria y abarca más de 200 estudiantes, tanto en el grupo experimental como en el grupo control. Este estudio se ha abordado a través de tres instrumentos: el rendimiento académico de las distintas partes de la asignatura; grupos de discusión del personal docente implicado; y cuestionario final cumplimentado por el alumnado. El análisis de los mismos evidencia una mejora significativa en los resultados académicos de forma mayoritaria, al igual que un cambio favorable en sus expectativas como futuros docentes de Ciencias y en el desarrollo de actitudes positivas hacia las Ciencias. Además, se analizan los beneficios logrados durante el proceso de enseñanza-aprendizaje, tales como el desarrollo de la capacidad de metacognición, el cambio de roles del personal docente y el alumnado y una mayor retroalimentación y nivel cognitivo alcanzados. Por último, se discuten estos resultados en base a dichos aspectos clave del aula invertida con la inclusión de los objetivos didácticos-disciplinares propios de las Ciencias Experimentales, así como la visión del personal docente a lo largo del mismo. The flipped classroom is increasingly popular in the university environment, but its implications have not yet been fully analyzed. We study in this work how the application of the inverted class influences the teaching-learning process itself and its results, specifically in the scientific training of pre-service teachers. The study has been carried out in the context of the subject of Matter and Energy Sciences in three degrees related to the training of Teachers in Primary Education and covers more than 400 students. The key elements for a successful implementation of the inverted class are highlighted, didactic objectives essential for meaningful learning of Experimental Sciences are included, and the benefits achieved during the process are analyzed. Thus, significant improvements have been found in academic results in the most of the groups analyzed, and an overall benefit in the development of positive attitudes towards science, in their ability to metacognition and in their expectations as future science teachers.

THE INVERTED CLASS (LA CLASSE INVERSÉE) AS A NEW PEDAGOGICAL APPROACH IN HIGHER EDUCATION

Многие сферы общества оказывают давление на высшее образование, чтобы лучше учитывать потребности ученика. Перевернутый класс может оказать положительное влияние как на обучение, так и на удовлетворенность учащихся. Цель этой статьи - представить обзор перевернутого класса в высшем образовании. Эта статья помогает лучше понять перевернутый класс, как он был документирован эмпирически, и просветить практиков, которые хотели бы максимально эффективно мобилизовать его, независимо от дисциплинарного контекста.

Implementation of organizational and pedagogical conditions for the development of social responsibility in the educational process of cadets

This article presents the results of the implementation of organizational and pedagogical conditions for the development of social responsibility of future officers of the National Guard of the Russian Federation. The author, in the course of conducting training sessions in various disciplines, creates organizational and pedagogical conditions that promote the development of social responsibility of the cadet's personality, modifying the traditional format of conducting classes: the technology of inverted class is introduced in the lecture classes; the technology of storytelling and the case study method are used in practical classes. In the seminar classes, the order of assessment of students is changed from individual to collective (inverted assessment). The pedagogical experiment has shown its effectiveness, which is confirmed by the analytical data presented in the content of the article. The organizational and pedagogical conditions tested during the educational process (the development of social responsibility as an important component of the professional training of future officers, the organization of a system of joint activities of the subjects of the educational process, the change in the system of evaluating the activities of cadets in the context of changes in the information presentation of material and the inclusion of various pedagogical technologies) can be recommended in pedagogical practice.

APPLICATION OF PLAYING PRACTICES AS A TREND OF MODERN EDUCATION

Traditional forms of education contribute to the acquisition of an information base by students, but do not form the necessary skills for future activities. Therefore, today, attempts are increasingly being made to integrate technologies used in the practical activities of business structures and the public sector into the educational process. These include Agile technology, gamification, the “inverted class”, which principles are flexibility, balanced teamwork, cooperation, initiative, transparency. The indicated approaches and tools are used by the authors of the article in the educational process for future engineers and managers.Analyzing the work of students in the classroom using flexible and gaming technologies, as well as surveys based on class results, the authors draw a number of conclusions. Positive results include the ability to increase motivation to learn through such factors as recognition, self-realization, social connections, curiosity, and others.The use of new approaches and tools in the educational process allows the teacher to design an educational environment that contributes to the formation of universal and personal competencies of students. A prerequisite for a wider and more active use of the considered approaches and tools at the university is the adoption of this concept by the teaching staff and confidence in its effectiveness.

"FLIP" METHODOLOGY, ITS UBJECT AND APPLICATION FEATURES IN EDUCATIONAL PROCESS OF UNIVERSITY

The article deals with the description and application of new teaching technology "Flipped teaching" or educating "vice versa" ("inverted class"). The question of changes in an educational process, teaching with changed characteristics of students, qualities of teachers, resources and methodology of teaching, which assist of development an educational motivation of students, is considered. The possibilities of granting the students a freedom to choose when, where and in what rhythm to study, sequence and level of complication of the studied material are shown. Correct organization of current teacher`s control after the work of students in individual and group work, that gives an opportunity to have a time for gaining new experience in knowledge acquisition in the class and at extracurricular independent work is introduced. The peculiarities of work of teacher and student, which maximize the effectiveness of "FLIP" methodology are touched in the article, the phases of their role exchange are shown, the models of application of the presented technology (in a class and at home) in the educational process are given. The conclusion about the introduction of model "Inverted class" in pedagogical practice of universities of the Republic of Kazakhstan, and the possibility of the use of social networks and platforms of educational blogs of teachers is drawn.

Developing the information literacy of school students with the use of the technology of blended learning in biology classes

The article considers the ways of organizing lessons with the use of the technology of blended learning. Methods, forms and instruments needed for holding different classes with the 9th grade schoolchildren which ensure the development of information literacy of students within the framework of this technology are included. Lessons held according to the blended learning technology are described: “inverted class”, “laboratory rotation”, “station rotation”, “flexible model”. The advantages of each form of the lesson concerning the goal achievement are highlighted – the development of information literacy of students. Conclusions are confirmed by the experiment carried out.

Integrative pedagogical technique of physical education of female students with overweight

Purpose of work : design and testing of the integrative pedagogical technique of physical education, aimed at the female students’ overweight correcting. Material . The anthropometric examination of 1st-year female students (n = 397) was carried out. The female students were referred to the special medical group according to the health condition. Overweight female students (n = 86) were selected for the pedagogical experiment. The female students were divided into 2 groups: experimental (n = 42) and control (n = 44). Anthropometric and physiometric parameters were determined. The body mass index, Robinson index, and power index were calculated. The motor qualities of female students were evaluated by tests. The female students attended the academic classes "Elective courses in physical education and sports" 2 times a week. The pedagogical technique “inverted class” was applied: the previous self-study of the material on electronic gadgets or on the Internet; subsequent detailed analysis of the gained knowledge in the classroom. Results . By the end of the pedagogical experiment, the female students of the experimental group demonstrated the decrease in body mass in 12.6%, functional characteristics of the cardiovascular system improved, and power and motor abilities’ parameters increased (p <0.05). The body mass index corresponded to normal values in 20 female students (47.6%) at the end of the experiment. The body mass index decreased by 13.8% in 12 female students (28.6%). The body mass index did not change in 10 female students (23.8%). The female students of the control group demonstrated lower results than female students of the experimental group. Conclusions . The integral pedagogical technique is based on a combination of the “inverted class” method and digital learning. Pedagogical techniques considered to be more effective for female students’ body mass correcting than the traditional one.