B-Learning and Flipped Classroom in Social Sciences Education

2020 ◽  
pp. 193-225
Keyword(s):  
Social Sciences ◽  
Flipped Classroom ◽  
Teaching And Learning ◽  
Content Delivery ◽  
Traditional Classroom ◽  
Group Activities ◽  
Class Time ◽  
Lecture Format ◽  
High Level ◽  
Collaborative Skills

Lecture-driven classrooms allow teachers to teach a lot of information to students over a limited time. However, the traditional classroom lecture format has also limited the communication between student and teacher. The flipped classroom pedagogy is a type of b-Learning that inverts the traditional classroom lecture content delivery. In flipped learning, students are required to read or view prerecorded lectures edited online by the teacher as a part of their homework. After, in class time, they focus on group activities, so that teachers must rethink the design of the teaching and learning process in the classroom with discussions and group work where students can make decisions, apply theoretical knowledge, and make mistakes. Regarding the teaching and learning of social sciences, geography, and history, this approach implies opportunities for students to learn high-level content, besides creative, critical, and collaborative skills.

scholarly journals STUDENTS’ LEARNING EXPERIENCE IN A WEB DESIGN COURSE USING FLIPPED CLASSROOM APPROACH IN HIGHER EDUCATION

2021 ◽  
Vol 6 (40) ◽  
pp. 193-206
Author(s):  
Usha Vellappan ◽  
Liyen Lim
Keyword(s):  
Flipped Classroom ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Web Design ◽  
Traditional Classroom ◽  
Face To Face ◽  
Class Time ◽  
Hands On ◽  
The University ◽  
Learning Institutions

The incorporation of information technology in education has benefitted learning institutions, instructors as well as students in coping with how knowledge can be transferred, absorbed, and used in the context of teaching and learning. The flipped classroom has been used to maximize the in-class time with discussions and critical thinking activities and leaves the learning to the students prior to the in-class sessions which were considered difficult to be implemented in a traditional classroom setting. The aim of this study is to explore students’ learning experiences with the implementation of flipped classroom approach. This study presents 96 business program students’ experiences of incorporating flipped classroom approach in a web designing course at the university level. Both quantitative and qualitative questionnaire was used to collect data for this study. The findings of the study showed that students responded positively to this approach. Students expressed that they are able to learn better and be more prepared to attend face-to-face classes. They appreciated that they were given the freedom to take charge of their individual learning. The hands-on nature of the course made flipped classroom favorable because students are able to apply their knowledge immediately by using the self-check questions after viewing the videos and progress to more complex applications during the in-class sessions. Students welcomed such an approach to be used in other hands-on or practical courses. However, there are still areas of concern and challenges for both students and instructors that need to be looked into when incorporating the flipped classroom model.

scholarly journals Influence of Flipped Classroom in enhancing Achievement in Chemistry of the students of XI Standard

2020 ◽  
Vol 8 (1) ◽  
pp. 221-225
Author(s):  
C Manoharan ◽  
S Birundha
Keyword(s):  
Flipped Classroom ◽  
Teaching And Learning ◽  
Teaching Method ◽  
Cognitive Domain ◽  
Flipped Learning ◽  
Class Time ◽  
Use Of Technology ◽  
Flipped Classrooms ◽  
Conditions Of Learning ◽  
Experimental Group

Technology is the systematic application of scientific knowledge about teaching and learning and conditions of learning to improve the efficiency of teaching and training. The flipped classroom as “a teaching method that delivers lecture content to students at home through electronic means and uses class time for practical application activities may be useful for information literacy instruction.” That means that there is much more use of technology for the Flipped Learning Studies on flipped classrooms were based on Bloom’s revised taxonomy of the cognitive domain, which provides six levels of learning. The study was conducted on 180 students of xi standard for enhancing achievement in organic chemistry. The findings indicated that there were significant gains in the mean scores of the experimental group

scholarly journals A pilot study of the flipped classroom approach in higher education

2020 ◽  
pp. 7-30
Author(s):  
Encarnación Almazán Ruiz ◽  
Raquel Fuentes Martínez
Keyword(s):  
Flipped Classroom ◽  
Teaching And Learning ◽  
Direct Consequence ◽  
Teaching Model ◽  
Teaching English ◽  
English Grammar ◽  
Class Time ◽  
English Classroom ◽  
The One ◽  
Teaching Grammar

Teaching and learning grammar have become arduous tasks in the English classroom. On the one hand, students feel they are studying the same topics repeatedly. Teachers, on the other one, think students are not able to acquire the grammatical contents of the syllabus. As a direct consequence, it can be assumed it is high time to change the traditional methodology and introduce new approaches which allow us to involve students in their learning process. This paper is aimed at demonstrating the effectiveness of using the flipped classroom approach when teaching grammar. As it is a learner-centred model, students actively expose to contents at home and the in-class time is used to do tasks related to the previously worked contents. The instrument employed for this study is a questionnaire designed to know students’ opinion about a flipped experience implemented in the English classroom. The results show that this teaching model can be a good option to avoid students’ demotivation when teaching English grammar.

scholarly journals THE IMPLEMENTATION OF FLIPPED CLASSROOM IN EFL CLASS: A TAIWAN CASE STUDY

2019 ◽  
Vol 2 (02) ◽  
pp. 79-88
Author(s):  
Tian Havwini ◽  
Yi-Ting Wu
Keyword(s):  
High School Students ◽  
Flipped Classroom ◽  
Study Data ◽  
Traditional Classroom ◽  
Descriptive Statistics ◽  
School Students ◽  
Class Time ◽  
Class A ◽  
Senior High School Students

This article reports on a case study designed to examine the implementation of flipped classroom in the EFL classroom in Taiwan.  In addition, students’ perception of flipped classroom was also investigated. Sixty-one senior high school students participated in this study; data were gathered from students’ English midterm exam score and questionnaire. The data then were quantitatively analyzed by using T-test and descriptive statistics. The results show that students’ English proficiency in flipped classroom was not significantly different with students in traditional classroom. However, the results reveal that students’ perception of flipped classroom were generally favorable. Students’ contended that flipped classroom enhanced their motivation in learning English, as they liked the self-pace through the course and they stated that flipped classroom gave them more class time to practice English. The results presented here may facilitate improvements in the implementation of flipped classroom in EFL class. Furthermore, suggestions for further research are also presented.

scholarly journals Preliminary Study Using Medical Student Stressor Questionnaire in Faculty of Medicine Pelita Harapan University

Medicinus ◽  
2020 ◽  
Vol 7 (7) ◽  
pp. 205
Author(s):  
Mona Marlina
Keyword(s):  
Medical Student ◽  
High Risk ◽  
Teaching And Learning ◽  
Student Perspective ◽  
Teaching Program ◽  
Cross Sectional ◽  
Group Activities ◽  
Preliminary Study ◽  
High Level ◽  
Prolonged Stress

<p><strong>Background: </strong>Best teaching program for students is certainly the main focus of the faculty. However, we must consider from the student perspective, cause student in Faculty of Medicine is high risk of being stress. Prolonged stress could harm the student physically and or mentally and will disrupt the competencies achievement. One of the validated tools for identifying a group of stressors is Medical Student Stressor Questionnaire (MSSQ).</p><p><strong>Methods: </strong>A cross-sectional univariate done within 30 medical students batch 2016. Age around 16-18 years old consist of 8 male and 21 female.</p><p><strong>Result: </strong>The highest stressor facing by the student was interpersonal related stressors (IRS) mean 2.547, followed by teaching and learning-related stressors (TLRS) 2.485, academic related stressors (ARS) 2.304, group activities related stressors (GARS) 2.259, drive and desire related stressors (DRS) 2.195, and social related stressors (SRS) 2.173.</p><strong>Conclusion: </strong>All the stressors domains were in a high level of stress. Further research needed in larger population and level of the study.

scholarly journals Profil Personaliti dalam Kalangan Pensyarah UTM yang Cemerlang dalam Pengajaran dan Pembelajaran Berdasarkan Penilaian Pengajaran Pensyarah

2012 ◽  
Vol 60 (1) ◽  
Author(s):  
Faizah Abd Ghani
Keyword(s):  
Social Sciences ◽  
Big Five ◽  
Evaluation System ◽  
Teaching And Learning ◽  
Descriptive Analysis ◽  
Openness To Experience ◽  
Teaching Evaluation ◽  
Big Five Personality ◽  
Excellent Teaching ◽  
High Level

This study aims to identify the personality profile among UTM lecturers who were excellent in teaching and learning based on the lecturers‟ teaching evaluation system (PPP) for semester 2 session 2007/2008 and semester 1 2008/2009. This study is corellational study and used the Big Five Personality Traits as framework research. A total of 52 lecturers had been selected using purposive sampling method. NEO-PIR inventory set by McCrae and Costa (1992) and translated by Khairul Anwar (2000) had been used in this study. It shows a high level of reliability which demonstrated the alpha Cronbach value of .870 for Neuroticism, .804 for Extraversion, .790 for Openness to Experience, .682 for Agreeableness and .904 for Conscientiousness. Overall, the value of alpha Cronbach is .813. The data collected were analyzed using 'Statistical Packages for Social Sciences(SPSS v12 for windows). The result of the descriptive analysis showed that the majority of excellent lecturers have conscientiousness profile of personality (mean=182.57), followed by agreeableness (mean=175.75) and extraversion (mean=160.019). The finding also showed that there was no significant between the profile of personality and achievement among the excellent lecturers. Keywords:Personality profile; lecturer; excellent; teaching and learning; teaching evaluation Kajian ini bertujuan untuk mengkaji profil personaliti pensyarah UTM yang cemerlang dalam pengajaran dan pembelajaran berdasarkan Penilaian Pengajaran Pensyarah (PPP) bagi semester 2 sesi 2007/2008 dan semester 1 sesi 2008/2009. Kajian ini merupakan kajian korelasi dan menggunakan Teori Tret Personaliti Big Five sebagai kerangka kajian. Seramai 52 orang pensyarah cemerlang dalam PPP dilibatkan sebagai responden. Persampelan bertujuan digunakan dalam kajian ini dan Soal selidik NEO-PI-R oleh McCrae and Costa (1992) yang diterjemahkan oleh Khairul Anwar (2000) digunakan sebagai instrumen kajian. Soal Selidik ini mempunyai nilai kebolehpercayaan yang baik berdasarkan nilai alpha Cronbach .870 bagi domain Neuroticism (N), .804 bagi domain Extraversion (E), .790 bagi domain Openness to Experience (O), .682 bagi domain Agreeableness (A), dan .904 bagi domain Conscientiousness (C). Nilai alpha Cronbach bagi keseluruhan item adalah .813. Data yang telah dikumpul dianalisis menggunakan „Statistical Packages for Social Sciences’ (SPSS) versi 12.0 for windows. Analisis deskriptif menunjukkan bahawa majoriti pensyarah yang cemerlang memiliki profil personaliti conscientiousness (min=182.57) diikuti dengan agreeableness (min=175.75) dan extraversion (min=160.019). Dapatan kajian menunjukkan tidak terdapat hubungan profil personaliti dengan pencapaian pensyarah yang cemerlang. Kata kunci: Profil personaliti; pensyarah; cemerlang; pengajaran dan pembelajaran; penilaian pengajaran

Between lecture and flipped: The use of “labs” in the public administration classroom

2019 ◽  
Vol 37 (3) ◽  
pp. 312-326 ◽  
Author(s):  
Trent Engbers
Keyword(s):  
Social Sciences ◽  
Student Satisfaction ◽  
Public Administration ◽  
Flipped Classroom ◽  
Real Life ◽  
The Public ◽  
Class Time ◽  
The Social ◽  
Before And After ◽  
Instructor Support

The use of applied labs has long been an established practice in the natural sciences as a means of stressing application of theoretical principles and fostering disciplinary excitement. The social sciences have seen an advent of similar problem-based approaches, but have not adopted a lab-based model. Labs offer an opportunity to use class time for purposes of application without moving fully to a flipped classroom model. This article presents the use of labs in three undergraduate public administration classes: Introduction to Public Administration, Research Design and Data Collection, and Statistics and Data Analysis. The labs are collaborative and feature both peer and instructor support. They utilized an established problem-based strategy to demonstrate the real-life applicability of academic topics ( Kolb, 1984 ; Kramer and Schechter, 2011 ). Data collected from 10 sections of the courses before and after implementation show increased student satisfaction and greater self-reported learning, though the effect on academic performance is more moderated.

A Hybrid Flipped Classroom

2017 ◽  
pp. 213-228 ◽  
Author(s):  
Waylon Keith Lindsay
Keyword(s):  
Best Practices ◽  
Real World ◽  
Flipped Classroom ◽  
Curriculum Implementation ◽  
Digital Content ◽  
Instructional Models ◽  
Secondary English ◽  
Class Time ◽  
English Classroom ◽  
High Level

This chapter explores one teacher's journey to redesign a secondary English classroom from its traditional, teacher-directed style to one relying on digital content. The chapter will illuminate the challenges in several ways: 1) both drivers and constraints for redesigning traditional instructional models; 2) best practices for designing and using the flipped model; and 3) ways to support administrators as they seek to foster its use inside classrooms. The author's transformation is presented to support others' ability to engage in similar behaviors while acknowledging the real-world challenges that systematic instructional redesign presents. A flipped classroom model is one in which teachers create videos of themselves presenting concepts. Students are asked to watch these videos prior to their arrival, thereby leaving class time for more higher-level activities. One might think of flipped content as an alternative to homework. The material to be studied is redesigned with videos that improve student willingness and flexibility to engage the material. The hybrid flipped classroom model is one that integrates a high level of technology to support curriculum implementation and grading. It relies on content that has been flipped from traditional to digital means by the teacher of record and leverages digital content (created by others) and technology tools to deploy instruction, to evaluate its effectiveness and to alter it as needed.

scholarly journals Flipped versus Traditional Classroom Information Literacy Sessions: Student Perceptions and Cognitions

2016 ◽  
Vol 8 (1) ◽  
pp. 45-50 ◽  
Author(s):  
Torstein Låg
Keyword(s):  
Student Perceptions ◽  
Information Literacy ◽  
Flipped Classroom ◽  
Rating Scales ◽  
Traditional Classroom ◽  
Teaching Model ◽  
Literacy Teachers ◽  
Class Time ◽  
The Subject ◽  
Tc Model

Teaching effectively with limited classroom time is a challenge for information literacy teachers. In the flipped classroom (FC) teaching model, information transmission teaching is delivered outside of class, freeing up class time for learning activities. I adopted the FC model in sessions that were previously taught using a traditional classroom (TC) model. The aim of this paper is to evaluate the FC model's relative impact on (1) student perceptions of usefulness and quality, and (2) student cognitions about the IL sessions. Responses to evaluation forms from the TC model (N = 65), were compared to those from FC model (N = 78). Students judged usefulness and quality on two 4-point rating scales. Student cognitions were elicited with an open-ended question asking for suggestions for improvement and other comments. Responses to the latter were coded by an assistant blind to the conditions. Ratings were near ceiling and similar for both conditions. Responses to the open-ended question revealed interesting trends. Students in the FC condition provided wordier comments, were more concerned with what they themselves did and could do, and with the subject matter of the session. Students in the TC condition were more concerned with how information was presented to them.Results indicate that the FC teaching model is a viable alternative for IL sessions, and that it may encourage students to engage more with IL and their own learning process.

What Can We Learn From Factorial Surveys About Human Behavior?

Methodology ◽  
2019 ◽  
Vol 15 (1) ◽  
pp. 19-30 ◽  
Author(s):  
Knut Petzold ◽  
Tobias Wolbring
Keyword(s):  
Social Sciences ◽  
Behavioral Intentions ◽  
Actual Behavior ◽  
Full Time ◽  
Factorial Survey ◽  
Survey Experiment ◽  
Intended Behavior ◽  
The Social ◽  
Survey Experiments ◽  
High Level

Abstract. Factorial survey experiments are increasingly used in the social sciences to investigate behavioral intentions. The measurement of self-reported behavioral intentions with factorial survey experiments frequently assumes that the determinants of intended behavior affect actual behavior in a similar way. We critically investigate this fundamental assumption using the misdirected email technique. Student participants of a survey were randomly assigned to a field experiment or a survey experiment. The email informs the recipient about the reception of a scholarship with varying stakes (full-time vs. book) and recipient’s names (German vs. Arabic). In the survey experiment, respondents saw an image of the same email. This validation design ensured a high level of correspondence between units, settings, and treatments across both studies. Results reveal that while the frequencies of self-reported intentions and actual behavior deviate, treatments show similar relative effects. Hence, although further research on this topic is needed, this study suggests that determinants of behavior might be inferred from behavioral intentions measured with survey experiments.

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