A Study on Methodology and Implementation of Flipped Classroom Teaching for Engineering Courses

The flipped classroom offers a new approach to student-centred teaching and learning by moving the lecture out of the classroom. Research on the topic reveals that the flexibility of viewing the recorded lectures at a time and speed that is convenient to the student is what students appreciate mostly in the flipped classroom. This article examines the viewing pattern of students regarding recorded lectures in a course that has been flipped. The findings reveal a decline in the number of students who view the recordings over the duration of the course semester. Furthermore, the findings support earlier research results revealing that women and older students rely more on recorded lectures than other students. In addition, the study shows that there is a positive correlation between viewing the recorded material and the final grade of students in the course. It is thus surmised that even if in-class activity is very important for the flipped classroom to work, the recordings do have additional value, which is reflected by higher final course grades for students who view them. The flexibility of viewing recordings more than once and at the most relevant and convenient time seems to increase students’ understanding, and is regarded an important asset of flipped classroom teaching.

Download Full-text

Convolutional Neural Network-Assisted Strategies for Improving Teaching Quality of College English Flipped Class

Wireless Communications and Mobile Computing ◽

10.1155/2021/1929077 ◽

2021 ◽

Vol 2021 ◽

pp. 1-8

Author(s):

Tiankun Liu

Keyword(s):

Neural Network ◽

Convolutional Neural Network ◽

Student Behavior ◽

Flipped Classroom ◽

Classroom Behavior ◽

Procedural Knowledge ◽

Teaching Style ◽

Teaching Quality ◽

Classroom Teaching ◽

College English

The “flipped classroom” teaching paradigm not only follows the cognitive rules of the learners, but it also subverts and reverses the standard classroom teaching process. Problem-oriented, teacher-led, student-centered, and mixed teaching approaches are the key teaching methods in the flipped classroom teaching model, which focuses on students’ procedural knowledge acquisition and critical thinking training. There are a lot of studies on the specific practice path of the “flipped classroom” teaching style right now, but there are not many on the learning involvement of college English students in this approach. According to studies, the level of student participation in classroom learning is the most important factor limiting the efficiency of teaching. The lack of research in this subject greatly limits the “flipped classroom” teaching model’s ability to improve college English classroom teaching quality. The degree of engagement between teachers and students, the enthusiasm of students in class, and the competence of teachers to educate are all reflected in student conduct in the classroom. Understanding and evaluating the behaviors and activities of students in the classroom are helpful in determining the state of students in the classroom, as well as improving the flipped classroom teaching technique and quality. As a result, the convolutional neural network is used to recognize student behavior in the classroom. The loss function of VGG-16 has been enhanced, the distance inside the class has been lowered, the distance between classes has been increased, and the recognition accuracy has improved. Accurate recognition of classroom behavior is beneficial in developing methods to improve teaching quality.

Download Full-text

Research on Flipped Classroom Teaching Mode From the Perspective of Multimodality

Theory and Practice in Language Studies ◽

10.17507/tpls.1110.13 ◽

2021 ◽

Vol 11 (10) ◽

pp. 1258-1265

Author(s):

Yingjie Liu

Keyword(s):

Flipped Classroom ◽

Theoretical Perspective ◽

Analytical Framework ◽

Classroom Teaching ◽

Multimodal Learning ◽

Teaching Mode ◽

Teaching Content ◽

Concept Teaching ◽

Teaching Ideas ◽

Education Concept

Flipped classroom is not only the flipping of knowledge imparting and knowledge internalization, but also the all-round reform of education concept, teaching content, teaching methods, teaching means and teaching evaluation. Multimodality provides a theoretical perspective and analytical framework for the teaching design of flipped classroom. Multimodality theory fits many characteristics of flipped classroom, which is conducive to giving full play to the advantages of flipped classroom. With the help of multimodal theory and multimodal teaching ideas, this study constructs a flipped classroom teaching mode under the multimodal perspective, which takes the dynamic teaching structure as the core and the open multimodal learning environment as the all-round support, and gives some operational suggestions.

Download Full-text