Examining the Factors Affecting the Adoption of IoT Platform Services Based on Flipped Learning Model in Higher Education

2021 ◽  
pp. 135-157
Author(s):  
Ali S. Al-Musawi ◽  
Issa Alghatrifi
Keyword(s):  
Higher Education ◽  
Learning Model ◽  
Flipped Learning ◽  
Factors Affecting ◽  
Iot Platform

scholarly journals Copyright Online Mini-Series: A Flipped Learning Approach to Disseminating Copyright Knowledge to Subject Liaison Librarians

2019 ◽  
Vol 3 (2) ◽  
Author(s):  
Sara Rachel Benson
Keyword(s):  
Higher Education ◽  
Information Literacy ◽  
Digital Age ◽  
Learning Model ◽  
Learning Approach ◽  
Flipped Learning ◽  
High Demand ◽  
Core Component ◽  
Research Libraries ◽  
Do So

In the digital age copyright literacy is in high demand. The Association of College and Research Libraries included copyright literacy as a core component of information literacy for higher education in its Framework for Information Literacy for Higher Education, which explicitly describes an “information has value” component, including copyright knowledge. However, even at an institution fortunate enough to have a copyright librarian, that one person cannot attend every single information-literacy session on campus that is presented in affiliation with the library. Thus the copyright librarian must form bridges to the rest of campus, and one of the best ways to do so is through collaboration with subject liaison librarians. So far this article has not revealed any groundbreaking revelations—librarians collaborate frequently to make the best use of the talents and resources available to them. What is more novel is the suggestion made herein for copyright librarians to adopt the flipped learning model; in particular, to facilitate liaison sessions.

scholarly journals Flipped Learning Model: Tools and Experience of Its Implementation in Higher Education

2017 ◽  
Vol 49 (3) ◽  
pp. 189-200 ◽  
Author(s):  
Eugenia Smyrnova-Trybulska ◽  
Nataliia Morze ◽  
Olena Kuzminska
Keyword(s):  
Higher Education ◽  
Learning Model ◽  
Flipped Learning

Fostering English-Medium Instruction (EMI) Through Flipped Learning

2020 ◽  
pp. 340-355
Author(s):  
Alberto Andujar
Keyword(s):  
Higher Education ◽  
Blended Learning ◽  
Learning Environments ◽  
Collaborative Work ◽  
Design Principles ◽  
Learning Model ◽  
Education Level ◽  
Flipped Learning ◽  
Theoretical Frameworks ◽  
English Medium Instruction

This chapter explores the possibilities of the flipped learning methodology to foster and improve English-medium instruction (EMI) at a higher education level. The design principles of EMI and flipped learning, and the most relevant theoretical frameworks for each of the fields are discussed. Moreover, factors to be considered when implementing the flipped learning model in EMI contexts are presented. Blended learning environments such as the flipped learning model may become a support during EMI, facilitating the development of interaction and collaborative work, and giving rise to a task-based communicative-oriented environment. At the same time, the flipped model may help overcome some of the challenges presented in the EMI literature.

scholarly journals Pengembangan Model Pembelajaran Flipped Classroom dengan Taksonomi Bloom pada Mata Kuliah Sistem Politik Indonesia

2019 ◽  
Vol 7 (2) ◽  
pp. 109
Author(s):  
Zamzami Zainuddin
Keyword(s):  
Higher Education ◽  
Flipped Classroom ◽  
Education Institution ◽  
Thinking Skills ◽  
Learning Model ◽  
Cognitive Domain ◽  
Flipped Learning ◽  
Higher Education Institution ◽  
Bottom Up ◽  
Research Technology

This study aims to provide the design of the flipped learning instructional model for teaching Indonesian Political System course at an Indonesian higher education institution. A bottom-up of flipped learning model based on Blooms’ taxonomy of cognitive domain was developed. Social media WhatsApp group was employed as a platform to share the recorded YouTube video lectures for students’ learning activities outside-of-class. Before students attend class, they have prepared with the lesson’s content, hence in-class activities are utilized for homework, hands-on activities, and group discussions. In other words, watching, summarizing, and note-taking are the main activities proposed by a researcher outside of the classroom, whereas Socratic questioning through a group discussion is the main activities in the classroom. This study suggests that the bottom-up of flipped learning model is potentially implemented for teaching any social studies course at any higher education institution, with the aim of promoting students’ highest level of cognitive domains or higher-order thinking skills. This study has implications for Ministry of Research, Technology and Higher Education (Ristekdikti) or policymaker to determine the flip-class pedagogy as a contemporary teaching model for teaching any course in Indonesian higher education.

scholarly journals Flipped learning and formative evaluation in higher education

2018 ◽  
Vol 60 (5) ◽  
pp. 421-430
Author(s):  
Fernando M. Otero-Saborido ◽  
Antonio J. Sánchez-Oliver ◽  
Moisés Grimaldi-Puyana ◽  
José Álvarez-García
Keyword(s):  
Higher Education ◽  
Formative Evaluation ◽  
Assessment Tool ◽  
Learning Model ◽  
University Education ◽  
First Year ◽  
Flipped Learning ◽  
Self Assessment ◽  
Model Learning ◽  
Content Type

Purpose The purpose of this paper is to design and validate a continuous self-assessment tool that involves university students in reflection processes on their Flipped Learning model learning. Design/methodology/approach For this, 66 students (18.77±1.36) of the first year of the Degree in Physical Activity and Sports Sciences participated for nine weeks in the weekly completion of a self-assessment tool. The questionnaire followed a content validation by a group of experts and, subsequently, reliability was found from the internal consistency perspective through Cronbach’s α. Findings The results obtained show a reliable tool that facilitates the work by competencies in university education under the Flipped Learning model. Originality/value This work is the first step that responds to the almost non-existent practices of democratic evaluation in Higher Education. The design and validation of questionnaires that consider the measures adopted by the European Higher Education Area and that takes into account European Credit Transfer and Accumulation System is scarce.

Factors Affecting Financial Literacy of Vietnamese Adults: A Case Study for Hanoi and Nghe An

2017 ◽  
Vol 33 (2) ◽  
Author(s):  
Tue Nguyen Dang
Keyword(s):  
Higher Education ◽  
Multiple Regression ◽  
Financial Literacy ◽  
Urban Areas ◽  
Logistic Models ◽  
Factors Affecting ◽  
Financial Behaviors ◽  
Financial Decisions ◽  
Literacy Level

This research examines the factors affecting the financial literacy of Vietnamese adults. Using a sample of 266 observations of adults in 2 big cities in Vietnam (Hanoi and Vinh in Nghe An Province), the author evaluates the literacy level of adults in these urban areas. The financial literacy of the interviewed people is low. The multiple regression results show that lower financial literacy levels associate with higher age and married status and higher financial literacy levels associate with higher education, more family members, the person making financial decisions and the person attending a useful financial course. This research also explores the association between financial literacy and financial behaviors of individuals employing logistic models. It is found that higher financial literacy associates with less probability of overspending and higher probability of saving money and careful spending. Higher financial literacy is also found to associate with higher probability of opening a savings account and making various investments. 

Internet-based Online Higher Education in Nepal Amidst COVID-19

2020 ◽  
Author(s):  
Ashis Acharya ◽  
Nabaraj Poudyal ◽  
Ganesh Lamichhane ◽  
Babita Aryal ◽  
Bibek Raj Bhattarai ◽  
...  
Keyword(s):  
Higher Education ◽  
Human Life ◽  
The Internet ◽  
Online Classes ◽  
Traditional Concept ◽  
Digital Platforms ◽  
Factors Affecting ◽  
Online Higher Education ◽  
Alternative Means ◽  
The Government

The COVID-19 global pandemic has affected all aspects of human life, with education, not an exception. In an attempt to stop the SARS-CoV-2 spreading like wildfire, the Government of Nepal has implemented nationwide lockdowns since March 24, 2020, that have enforced schools and universities to shut down. As a consequence, more than four hundred thousand students of various levels in higher education institutions (HEIs) are in a dilemma about restoring the situation. Several HEIs, nationwide, have leaped forward from the traditional concept of learning—limited within the boundary of the classroom—to choosing digital platforms as an alternative means of teaching because of the pandemic. For this research, the descriptive and inferential analysis was carried out to investigate the effects and challenges of learning via digital platforms during this pandemic. Data were collected from students and faculty at various levels of higher education and analyzed statistically with different factors using t-test and ANOVA, and variables were found to be approximately normally distributed. The study revealed that 70% of the respondents had access to the Internet, but 36% of the Internet accessed did not continue online classes due to unexpected disturbance in Internet and electrical connectivity. Likewise, 65% of students did not feel comfortable with online classes, and among attendees of online classes, 78% of students want to meet the instructor for a better understanding of course matters. According to the analytic hierarchy process (AHP) model, three factors, such as institutional policy, internet access, and poverty, are found to be significant factors affecting the online higher education systems in Nepal. On the brighter side, this outbreak has brought ample opportunities to reform the conventional teaching-learning paradigm in Nepal.

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