Implementing Synchronous Online Flipped Learning for Pre-service Teachers During COVID-19

<p style="text-align: justify;">Most research has examined flipped learning within the context of face-to-face (F2F) instruction. However, previous research has not effectively explored the possibility of how online synchronous flipped learning influences pre-service teachers (PSTs) in teacher education programs during Coronavirus disease (COVID-19). Recognizing the gap in the literature, this paper explored three aspects of online synchronous flipped learning by understanding 1) PSTs' learner engagement, 2) self-directed learning, and 3) learner satisfaction in a Korean university. The data was collected from Korean PST's interviews, reflection notes, and course evaluations. The thematic analysis was used to analyze qualitative data sources. The study findings showed that PSTs favored a synchronous online FL because it encouraged them to engage in various collaborative activities through Zoom breakout sessions. Also, pre-class materials from online FL can positively enhance the PSTs' self-directed learning process. Based on these findings, this study provides suggestions on how to effectively implement online synchronous flipped learning in teacher education programs.</p>

Dampak Pola Makan Kariogenik pada Remaja Awal

Pola makan adalah faktor risiko modifikasi yang berkontribusi secara tidak langsung terhadap karies gigi. Potensi kariogenik tinggi pada makanan dapat meningkatkan risiko demineralisasi enamel. Asupan nutrisi yang memadai dapat meningkatkan perlindungan tubuh atas gangguan ekologi rongga mulut. Ketidakseimbangan mikroba rongga mulut yang terjadi berisiko menjadi port de entry mikroorganisme patogen ke organ tubuh lain akibat infeksi gigi. Tanggalnya gigi sulung terakhir dalam masa peralihan gigi geligi permanen terjadi pada usia 11-13 tahun. Manifestasi klinis karies gigi yang tampak pada anak dan remaja merupakan gambaran kumulatif atas multifaktorial penyebab penyakit. Di antara faktor kontributornya adalah substrat makanan. Penelitian ini bertujuan untuk mengetahui korelasi makanan kariogenik dan asupan nutrisi terhadap karies permanen pada remaja awal usia 13 tahun. Sejumlah 37 murid satu SMP diwawancara dengan metode synchronous online dan dianalisis secara cross sectional. Food Frequency Questionnaire (FFQ) disebar melalui telesurvei. Dihasilkan rerata DMF-T kelompok = 1,62 (kategori rendah). Terdapat korelasi signifikan berkekuatan sedang ( r = 0,539 ; p = 0,001) arah positif antara pola makan kariogenik dan karies. Tidak ada korelasi signifikan antara asupan makanan sehat 4 kelompok dan karies ( r = 0,023 ; p = 0,894).

Envisioning the Rural Virtual College Classroom

This chapter addresses intersecting challenges faced by rural college students as online learning becomes more widespread. The chapter begins by discussing the ways in which geography—specifically access to campuses and broadband—can impact rural student inclusivity. It then discusses the multifaceted challenges of rural students, whose disproportionate rates of class disparity and mental health issues can amount to personal crises during the semester. Because the boundaries between personal and academic life are less clear when taking classes from home, students may find that online learning is more difficult than traditional face-to-face classes. Therefore, the chapter offers some suggestions for professors related to simplicity and transparency. It then describes creative, flexible, and empathetic ways of approaching course construction in synchronous online courses. Finally, it offers broader suggestions for decision makers in order to maximize equity and inclusivity moving forward, as synchronous online learning becomes more normalized.

Bringing Life to Online Meetings

The future of work and learning will take place in two-dimensional, online settings, even if these virtual formats are used to augment in-person experiences. In this chapter, the author reflects on his improv theater and teaching experiences to offer practical advice on enhancing collaboration in small, synchronous online meetings, both in the classroom and workplace. Core principles include engaging selflessly, honoring the power of empty space, and bringing emotional and physical energy to each online session. The author shares lively examples from his own theatrical experience and supports the use of basic improv principles through social science, neuroscience, and workplace engagement research.

Active Discussion Approaches for the Synchronous Online World Language Classroom

The COVID-19 pandemic changed the context of world language teaching and learning around the globe in 2020 when schools unexpectedly switched to remote learning. In the face of this unanticipated shift, world language educators sought ways to adapt communicative language teaching to remote delivery. Active discussion approaches effectively encourage students to master course material and gain proficiency in synchronous online classes. This chapter discusses best practices for active discussions and offers examples for creating engaging discussion approaches for synchronous online world language classes.