scholarly journals Increasing Student Engagement by Flipping the Course

2015 ◽  
Vol 7 (1) ◽  
Author(s):  
Debra Sprague
Keyword(s):  
Student Engagement ◽  
Flipped Learning ◽  
Student Work ◽  
Course Content ◽  
Face To Face ◽  
Online Technologies ◽  
The Face ◽  
Online Lecture ◽  
Education Courses

Flipping the classroom has gained much attention over the past couple of years. It involves using video and online technologies to provide the lecture portion of a lesson. Students view the online lecture for homework, while class time is spent engaged in applying what is learned from the lecture. By doing this, it is believed students become active learners and take more responsibility for their learning.Although a skeptic of the flipped learning model (after all, a lecture is a lecture no matter what format it takes) the presenter decided to give it a try and flip one of her teacher education courses. The result was more student engagement, better quality of student work, and increase in student evaluations.This presentation will focus on strategies for flipping a course through the creation of a hybrid (combination of online and face-to-face) course. The presenter will share with the audience how she provided meaningful online activities and how she engaged the students during the face-to-face classes. Although the course content derives from the education discipline, the strategies presented can fit any content area.

How Distance Programs will Affect Students, Courses, Faculty and Institutional Futures

2011 ◽  
pp. 1-20 ◽  
Author(s):  
Murray Turoff ◽  
Richard Discenza ◽  
Caroline Howard
Keyword(s):  
Distance Education ◽  
Learning Opportunities ◽  
University Administrators ◽  
Prospective Students ◽  
Face To Face ◽  
The Public ◽  
The Face ◽  
The University ◽  
Education Courses

Designed properly, distance education classes can be at least as effective and, in some ways, even more effective than face-to-face courses. The tools and technologies used for distance education courses facilitate learning opportunities not possible in the face-to-face classroom. Distance programs are accelerating changes that are challenging students, faculty, and the university, itself. Currently, most faculty are rewarded for the quality of instruction, as well as their external funding and their research. Often, university administrators focus more attention on the efficiency of teaching than on its effectiveness. In the future, as the quality of distance learning increases, the primary factor for success will be the faculty’s commitment to excellence in teaching. Many institutions will be forced to reevaluate the quality of teaching as the institution becomes more visible to the public, to legislators who support higher education, and to prospective students.

Breakout of a Traditional Classroom Reality With Game-Based Learning Pedagogy

2019 ◽  
pp. 52-67 ◽  
Author(s):  
Kerri Brown Parker ◽  
Peter A. Hessling
Keyword(s):  
Higher Education ◽  
Student Engagement ◽  
Learning Environments ◽  
College Of Education ◽  
Traditional Classroom ◽  
Game Based Learning ◽  
Course Content ◽  
Face To Face ◽  
Education Courses

Play in learning can enhance student engagement with course content. One way to integrate play into learning environments is through game-based activities. As College of Education instructors, the authors want to engage learners and also model resources that their students can use when they become professionals teaching their own students. Breakout EDU is a game-based educational translation of the popular immersive entertainment experience of escape rooms. In this chapter, the authors will explore how Breakout EDU can be used in online and face-to-face higher education courses to engage students in learning and model a resource that pre-service teachers can use in their future teaching.

How Distance Programs will Affect Students, Courses, Faculty and Institutional Futures

2011 ◽  
pp. 3370-3384
Author(s):  
Murray Turoff ◽  
Richard Discenza ◽  
Carolin Howard
Keyword(s):  
Distance Education ◽  
Learning Opportunities ◽  
University Administrators ◽  
Prospective Students ◽  
Face To Face ◽  
The Public ◽  
The Face ◽  
The University ◽  
Education Courses

Designed properly, distance education classes can be at least as effective and, in some ways, even more effective than face-to-face courses. The tools and technologies used for distance education courses facilitate learning opportunities not possible in the face-to-face classroom. Distance programs are accelerating changes that are challenging students, faculty, and the university, itself. Currently, most faculty are rewarded for the quality of instruction, as well as their external funding and their research. Often, university administrators focus more attention on the efficiency of teaching than on its effectiveness. In the future, as the quality of distance learning increases, the primary factor for success will be the faculty’s commitment to excellence in teaching. Many institutions will be forced to reevaluate the quality of teaching as the institution becomes more visible to the public, to legislators who support higher education, and to prospective students.

Evaluating the alliance in videolink teletherapy

1997 ◽  
Vol 3 (1_suppl) ◽  
pp. 33-35 ◽  
Author(s):  
G J Ghosh ◽  
P M Mclaren ◽  
J P Watson
Keyword(s):  
Working Alliance ◽  
Psychological Treatment ◽  
Single Case ◽  
Personality Factors ◽  
Control Group ◽  
Face To Face ◽  
Working Alliance Inventory ◽  
The Face

The use of videoconferencing in psychotherapy remains largely unexplored. Videoconferencing compromises the range and quality of interactional information and thus might be expected to affect the working alliance (WA) between client and therapist, and consequently the process and outcome of therapy. A single case study exploring the effect of videoconferencing on the development of the WA in the psychological treatment of a female–male transsexual is described. The self-rated Working Alliance Inventory (WAI) was used to measure client and therapist perceptions of the WA after each session over 10 sessions of eclectic therapy conducted over a videolink. The serial WAI measurements charting the development of the WA in 4 cases of 10-session, face-to-face therapy by Horvath and Marx1 were used as a quasi-control. Therapist and client impressions of teletherapy are described. WAI scores were essentially similar to the face-to-face control group except for lower client-rated bond subscale scores. It is suggested that client personality factors accounted for this difference and that videoconferencing did not impair the development of an adequate working alliance or successful therapeutic outcome.

Teaching Tip: Designing Flipped Classrooms to Enhance Learning in the Clinical Skills Laboratory

2021 ◽  
pp. e20210043
Author(s):  
Sarah Baillie ◽  
Annelies Decloedt ◽  
Molly Frendo Londgren
Keyword(s):  
Student Engagement ◽  
Flipped Classroom ◽  
Clinical Skills ◽  
Face To Face ◽  
Use Of Time ◽  
Skills Laboratory ◽  
The Face ◽  
Expected Benefits ◽  
Time Required ◽  
Effective Use

Flipped classroom is an educational technique in which content is delivered online for students to study at their own pace in preparation for in-class learning. Benefits include increased flexibility, enhanced student engagement and satisfaction, and more effective use of time spent during face-to-face teaching. However, the development and implementation of flipped classroom teaching are also associated with challenges, including time required to develop learning materials and getting students to engage with the preparatory work. This teaching tip describes a structured approach to designing and implementing the flipped classroom approach for clinical skills to allow a greater focus on practicing the hands-on skills and the provision of feedback during the laboratory session. First, the rationale for flipping the classroom and the expected benefits should be considered. On a practical level, decisions need to be made about what to include in the flipped component, how it will complement the face-to-face class, and how the resources will be created. In the design phase, adopting a structured template and aligning with established pedagogical principles is helpful. A well-designed flipped classroom motivates learners by including different elements such as quality educational media (e.g., videos), the opportunity to self-assess, and well-defined connections to relevant knowledge and skills. Student engagement with the flipped material can be promoted through different strategies such as clear communication to manage student expectations and adapting the delivery of the face-to-face component. Finally, gathering feedback and evaluating the initiative are important to inform future improvements.

scholarly journals The Effect of the COVID-19 Pandemic on Learning Quality and Practices in Higher Education—Using Deep and Surface Approaches

2021 ◽  
Vol 11 (9) ◽  
pp. 462
Author(s):  
Salah Alhammadi
Keyword(s):  
Student Engagement ◽  
Student Learning ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Mode Of Delivery ◽  
Class Discussion ◽  
The Face ◽  
Face To Face Learning ◽  
Future Of Education

This paper explores the student learning experience using technology as an e-learning tool during the COVID-19 pandemic. This article utilized qualitative methods to examine the quality of student learning using deep and surface approaches to understand what influences student engagement with technology. Interviews were conducted with 21 students from various academic majors using deductive content analysis to evaluate their responses. The findings show that technology increased student engagement with class discussion, and students became more informed about lecture material. It is noteworthy that there were some variations in the students’ interpretation of the learning experience with technology, indicating a gap in the quality of learning. Notably, there was an improvement in grades compared to the last online session and the face-to-face learning experience prior to the COVID-19 pandemic, and there were fewer missing quizzes and late assignments. These outcomes may be used to enhance teaching strategies and problem solving within teaching and learning to develop a new mode of delivery. In addition, these findings are important for the future of education in a post-pandemic world.

An Overview of Telemedicine Technologies for Healthcare Applications

2018 ◽  
pp. 732-759 ◽  
Author(s):  
P. S. Pandian
Keyword(s):  
Health Care ◽  
Health Professionals ◽  
Physiological Monitoring ◽  
Improve Quality ◽  
Healthcare Applications ◽  
Allied Health Professionals ◽  
Face To Face ◽  
Communications Technologies ◽  
The Face

Medical care generally relies on the face-to-face encounter between patients and doctors. In places where face-to-face encounters are not possible, telemedicine technologies are relied upon to link patients to specialist doctors for consultation and to obtain opinion. The telemedicine technologies provide improved health care to the underprivileged in inaccessible areas at reduced cost. Telemedicine also improve quality of health care and more importantly reduce the isolation of specialists, nurses and allied health professionals. This review papers discusses the telemedicine technologies and its history, the communications technologies that are being used. The paper also covers the advantages and benefits of telemedicine. Also the recent advances that are going on in telemedicine in the areas of m-health, Wearable Physiological Monitoring System (WPMS), Wireless Body Area Networks (WBAN). Finally, the paper concludes with some of the drawbacks or issues of telemedicine technologies.

scholarly journals The Challenges and Dynamics of Flipped Learning Totally Online: The Case of Training Research Postgraduates to Be University Instructors

2020 ◽  
Vol 7 (4) ◽  
pp. p36
Author(s):  
Tiffany Ko ◽  
Lisa Y. N. Law ◽  
Theresa Kwong ◽  
Eva Y. W. Wong
Keyword(s):  
Online Learning ◽  
Active Learning ◽  
Flipped Classroom ◽  
Learning Approaches ◽  
Flipped Learning ◽  
Postgraduate Students ◽  
Face To Face ◽  
Use Of Technology ◽  
Traditional Lectures ◽  
The Face

“Flipped classroom” is one of the popular blended learning approaches in Higher Education (HE) with significant use of technology. A “flipped” course typically engages students to do pre-class online learning at their own pace; the teachers then design active learning activities to reinforce students’ online learning in a physical classroom setting. Although literatures suggest that active learning after self-directed online learning can take place not only in traditional lectures hall but also online learning spaces, there is a lack of studies that investigate how the “relocation” of the face-to-face component online would affect students’ learning. As the COVID-19 pandemic has suspended face-to-face teaching on HE campuses worldwide, this article seizes the opportunity to examine the difficulties and possibilities of conducting flipped learning totally online. By evaluating the delivery of a flipped course for 46 research postgraduate students in Hong Kong during the pandemic-stricken period, the teaching team of the captioned course summarizes how the paradigm shift of flipped learning from partially online to totally online simultaneously distort and create new dynamics of in-class interaction and collaboration. Recommendations on how to better implement and research “flipped learning totally online” as a pedagogy across multiple disciplines will also be highlighted.

scholarly journals Effects of Jigsaw Strategy into Flipped Learning on EFL Pre-serviced Kindergarten Teachers‟ English Attitude and Motivation with Online-Based Classroom

2021 ◽  
Vol 11 (11) ◽  
pp. 510-516
Author(s):  
Hyelin Jeong ◽  
Keyword(s):  
English Learners ◽  
Teaching Method ◽  
Kindergarten Teachers ◽  
Control Group ◽  
Flipped Learning ◽  
Face To Face ◽  
Educational Methods ◽  
The Face ◽  
Attitude And Motivation ◽  
Experimental Group

This research applied a jigsaw strategy in flipped learning to improve English attitude and motivation of EFL pre-kindergarten teachers. For this purpose, online-based flipped learning was planned and executed by dividing 48 pre-serviced kindergarten teachers into an experimental group (n=25) and a control group (n=23). In particular, the jigsaw strategy was applied by differentiating the discussion method between the experimental group and the control group, and various topics for 'English in Early Childhood' lecture were provided for about 10 weeks. As a result, the English attitude and motivation post-scores of the experimental group were improved, and there were significant differences between the experimental group and the control group. Accordingly, this research verified the effectiveness of the teaching method to encourage learners' participation in the distance learning environments caused by COVID-19 pandemic. At the same time, this research also significant in that it has prepared new alternatives to EFL English learners that rely on the face-to-face educational methods.

scholarly journals Pelaksanaan Jaring Aspirasi Sebagai Komunikasi Publik Pemerintah Daerah Kabupaten Kulon Progo

2019 ◽  
Vol 4 (1) ◽  
pp. 1-16
Author(s):  
Bawa Supratman ◽  
Fatah Nashir ◽  
Ahmad Syafi'i Rahman ◽  
Zainul Arifin ◽  
Cipto Sembodo
Keyword(s):  
Public Service ◽  
Public Information ◽  
Regional Government ◽  
Face Model ◽  
Face To Face ◽  
The People ◽  
The Face ◽  
Data Validity ◽  
Legal Sociology

Jaring Aspirasi is a liaison between the people and the local government leaders of Kulonprogo Regency. With the face-to-face model with a regent every Thursday, it is hoped that public information will be absorbed immediately to solve problems as soon as possible. This legal sociology study is intended to find out how the process works. then the research was conducted by means of observation, documentation and interviews. Triangulation was also carried out to obtain data validity as expected. Qualitative analysis is analytical descriptive of the results of the collected data. The information and public complaints in the seminar department are resolved in four categories depending on the quality of the information. This pattern satisfies members of the community and makes them realize that information cannot always be resolved at one time, especially in matters requiring disposition with other institutions. Kamispaginan as a form of public service is a form of joint deliberation between the regional government and the community which should be continued with increased socialization so that community participation will also increase.

Sign in / Sign up

Export Citation Format

Share Document