Virtually Sound

2015 ◽  
pp. 218-245
Author(s):  
Frances Di Lauro
Keyword(s):  
Collaborative Learning ◽  
Teaching Practices ◽  
Flipped Classroom ◽  
Teaching Method ◽  
Rhetoric And Composition ◽  
Classroom Teaching ◽  
Learning Spaces ◽  
Composition Course ◽  
Collaborative Activities ◽  
The Way

Teaching in flipped or “reversed” classroom mode builds on established student-centric teaching practices that have been in use for decades. Next Generation Learning Spaces (NGLS) further transform the way collaborative learning can enrich students' learning experiences. This chapter discusses expectations, perceptions, and experiences of teaching in flipped classroom mode. In addition, it explores the experiences of students in a senior undergraduate rhetoric and composition course in Australia. This chapter reports on studies that assessed students' perceptions of how the space they learned in, and the flipped classroom mode, impacted on the way they approached interaction with their teacher and peers, and how participation in collaborative activities enhanced their learning. It frames the teacher's experiences of adaptation to the new teaching method and environment, and to the creation and evolution of collaborative assignments, both formative and summative, which are suitable for use in flipped classroom teaching.

Virtually Sound

2016 ◽  
pp. 2237-2265
Author(s):  
Frances Di Lauro
Keyword(s):  
Collaborative Learning ◽  
Teaching Practices ◽  
Flipped Classroom ◽  
Teaching Method ◽  
Rhetoric And Composition ◽  
Classroom Teaching ◽  
Learning Spaces ◽  
Composition Course ◽  
Collaborative Activities ◽  
The Way

Teaching in flipped or “reversed” classroom mode builds on established student-centric teaching practices that have been in use for decades. Next Generation Learning Spaces (NGLS) further transform the way collaborative learning can enrich students' learning experiences. This chapter discusses expectations, perceptions, and experiences of teaching in flipped classroom mode. In addition, it explores the experiences of students in a senior undergraduate rhetoric and composition course in Australia. This chapter reports on studies that assessed students' perceptions of how the space they learned in, and the flipped classroom mode, impacted on the way they approached interaction with their teacher and peers, and how participation in collaborative activities enhanced their learning. It frames the teacher's experiences of adaptation to the new teaching method and environment, and to the creation and evolution of collaborative assignments, both formative and summative, which are suitable for use in flipped classroom teaching.

scholarly journals Studying Collaboration Dynamics in Physical Learning Spaces: Considering the Temporal Perspective through Epistemic Network Analysis

Sensors ◽  
2021 ◽  
Vol 21 (9) ◽  
pp. 2898
Author(s):  
Milica Vujovic ◽  
Ishari Amarasinghe ◽  
Davinia Hernández-Leo
Keyword(s):  
Collaborative Learning ◽  
Temporal Analysis ◽  
Learning Design ◽  
Learning Spaces ◽  
Limited Evidence ◽  
Temporal Perspective ◽  
Learning Space ◽  
Collaboration Dynamics ◽  
Collaborative Activities

The role of the learning space is especially relevant in the application of active pedagogies, for example those involving collaborative activities. However, there is limited evidence informing learning design on the potential effects of collaborative learning spaces. In particular, there is a lack of studies generating evidence derived from temporal analyses of the influence of learning spaces on the collaborative learning process. The temporal analysis perspective has been shown to be essential in the analysis of collaboration processes, as it reveals the relationships between students’ actions. The aim of this study is to explore the potential of a temporal perspective to broaden understanding of the effects of table shape on collaboration when different group sizes and genders are considered. On-task actions such as explanation, discussion, non-verbal interaction, and interaction with physical artefacts were observed while students were engaged in engineering design tasks. Results suggest that table shape influences student behaviour when taking into account different group sizes and different genders.

scholarly journals Building on Strategic eLearning Initiatives of Hybrid Graduate Education a Case Study Approach: MHEI-ME Erasmus+ Project

2021 ◽  
Vol 13 (14) ◽  
pp. 7675
Author(s):  
Radovan Madleňák ◽  
Stephen P. D’Alessandro ◽  
Agostino Marengo ◽  
Jenny Pange ◽  
György Iván Neszmélyi
Keyword(s):  
Collaborative Learning ◽  
Online Community ◽  
Flipped Classroom ◽  
Teaching Method ◽  
Teaching Methodology ◽  
Case Study Approach ◽  
Study Approach ◽  
Strategic Commitment ◽  
Self Learning

Online courses are gaining popularity because they provide extensive and varied course material, information, knowledge, and skills, whilst also creating an effective educational online community. This research adopts a case study approach to focus on the teaching method and the manner in which a strategic commitment to eLearning provides scope for the development and implementation of top quality educational online fully accredited programs. Entrepreneurship focuses on developing businesses that add value and create wealth and prosperity in our societies. Therefore, entrepreneurship is a key area of learning for graduate students seeking to set up and operate their own SME organizations. It can serve as a benchmark for the teaching of other graduate subjects that require a sound correlation for the correlation of concepts and theories to the challenging complexities of the real world. The program was developed on the basis of the implementation of a state-of-the-art eLearning platform that allowed for a combination of varied self-learning and collaborative learning elements and activities within a single platform. This enabled students to access the online content material efficiently and effectively. It allows for the development of a program based on the flipped classroom teaching methodology. The underlying concept of the flipped classroom methodology is that effective eLearning should comprise both synchronous and asynchronous learning activities. This combination of self-learning and collaborative learning calls for careful planning by the tutor to ensure that the learning objectives are clearly defined for each activity and that the relevant deliverables are monitored. The content material for each subject course module was designed, developed, produced, and presented by the different project partners in a holistic manner structured to motivate participants to learn. The results of our analysis have shown that students were able to learn, discuss their projects, and cooperate during an online course in an effective and participant-focused manner with their tutors. The feedback given highlights the importance of ongoing communications between students and the tutors who often need to act as mentors to retain student engagement.

scholarly journals Flipped classroom is an approach of  basic medical education  for undergraduate students

2020 ◽  
Author(s):  
Xiang Ren ◽  
Lin lin Sui ◽  
You fei Guan ◽  
Ying Kong ◽  
Bo Liu ◽  
...  
Keyword(s):  
Medical Students ◽  
Test Score ◽  
Flipped Classroom ◽  
Teaching Method ◽  
Classroom Teaching ◽  
Teaching Model ◽  
Paper Test ◽  
Online Test ◽  
Lab Test ◽  
Medical University

Abstract Background: With the development of medical education, new teaching method, such as flipped teaching model, was paid attention in the process. However, the sharing elaborate courses was used in the flipped teaching model in basic medicine has not been well investigated. Therefore, the aim of this study was to evaluate students’ learning effect of the histology and biochemistry between traditional teaching methods and flipped teaching method in the basic medicine classes to provide a scientific evidence of a new model establishment in the medical students’ education.Methods: 180 medical students at the Dalian Medical University were enrolled in the process. Hyperthyroidism was chosen for the content of this study. The participants were randomly allocated into the common teaching model group with the traditional lecture-based manner or the flipped teaching model group with the sharing elaborate courses manner. There are paper test, online test and lab test for histology and embryology after learning. The scores including total score, paper test score, online test score and lab test score were compared in two differernt teaching model and students were required to complete the questionnaire to evaluate the teaching model.Results: The scores of total, online and lab test with flipped teaching model were higher than those in common teaching model in histology and embryology. Additionally, the scores of total, paper and lab test with flipped teaching model were higher than those in common teaching model in biochemistry.The feedback of all items in the questionnaires were much positive. More students agreed and accepted the flipped teaching method could help to improve their performance.Conclusions: The medical students at Dalian Medical University can benefit from the flipped classroom teaching model, and a flipped classroom teaching model may well serve some subject areas such as histology and biochemistry. The flipped classroom approach can serve as a potentially exciting new modality for teaching model in the future.

Application Analysis of Flip Class in the Course of Hand-painted Fusion Model in Colleges and Universities

2020 ◽  
Vol 9 (4) ◽  
pp. 266
Author(s):  
Tiantian Yu
Keyword(s):  
Teaching Methods ◽  
Flipped Classroom ◽  
Teaching Method ◽  
Colleges And Universities ◽  
Classroom Teaching ◽  
Fusion Model ◽  
Application Analysis ◽  
Visual Expression ◽  
Innovative Thinking ◽  
Art Design

Hand-painting is a required professional course for architecture, art, design, visual expression and other major students. Solid hand-painted skills combined with innovative thinking expressions can enable students to learn from their professional studies, effectively improving their professional abilities. The traditional hand-painting teaching method is rigid and single, attaching too much importance to hand-painting skills and ignoring the cultivation of students' innovative thinking. The emergence of flipped classroom teaching methods can effectively improve the efficiency of hand-painted teaching in colleges and universities, and it is very helpful to enhance students 'enthusiasm for learning and develop students' thinking methods.

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