Toward a Learning Ecosystem to Support Flipped Classroom: A Conceptual Framework and Early Results

2015 ◽  
pp. 105-114 ◽  
Author(s):  
Michail N. Giannakos ◽  
John Krogstie ◽  
Trond Aalberg
Keyword(s):  
Conceptual Framework ◽  
Flipped Classroom ◽  
Early Results ◽  
Learning Ecosystem

Using the Motivational Aspects of Productive Persistence Theory and Social Media Motivators to Improve the ELA Flipped Classroom Experience

2017 ◽  
pp. 33-57
Author(s):  
Rae Carrington Schipke
Keyword(s):  
Social Media ◽  
Student Success ◽  
Conceptual Framework ◽  
Language Arts ◽  
Growth And Development ◽  
Flipped Classroom ◽  
English Language ◽  
Individual Student ◽  
Social Growth ◽  
Persistence Theory

This chapter discusses the need to expand upon the pedagogical components of the flipped classroom model to include what is known about motivation as it relates to Productive Persistence Theory (PPT) and social media (SM) in order to increase student success in the English language arts. Motivational incentives suggested, in part, by the PPT literature, are identified and organized by its three non-cognitive aspects of grit, growth mindsets, and belonging. Motivators for SM use are identified in the literature and categorized as seeking, expressing, and engaging. Implications drawn are that student learning is personal, developmental, and social, all operating simultaneously. Also, that this multidimensionality is involved in motivating each individual student and that SM inherently supports such motivation. A conceptual framework is presented that demonstrates how both PPT and SM allow teachers to meet students where they are in their learning and in their personal and social growth and development.

Developing a Conceptual Framework for Ubiquitous Buddhism Learning Ecosystem

2021 ◽  
Author(s):  
Mongkonrat Chaiyadet ◽  
Pallop piriyasurawong ◽  
Panita Wannapiroon
Keyword(s):  
Conceptual Framework ◽  
Learning Ecosystem

Using the Motivational Aspects of Productive Persistence Theory and Social Media Motivators to Improve the ELA Flipped Classroom Experience

2018 ◽  
pp. 383-402
Author(s):  
Rae Carrington Schipke
Keyword(s):  
Social Media ◽  
Student Success ◽  
Conceptual Framework ◽  
Language Arts ◽  
Growth And Development ◽  
Flipped Classroom ◽  
English Language ◽  
Individual Student ◽  
Social Growth ◽  
Persistence Theory

This chapter discusses the need to expand upon the pedagogical components of the flipped classroom model to include what is known about motivation as it relates to Productive Persistence Theory (PPT) and social media (SM) in order to increase student success in the English language arts. Motivational incentives suggested, in part, by the PPT literature, are identified and organized by its three non-cognitive aspects of grit, growth mindsets, and belonging. Motivators for SM use are identified in the literature and categorized as seeking, expressing, and engaging. Implications drawn are that student learning is personal, developmental, and social, all operating simultaneously. Also, that this multidimensionality is involved in motivating each individual student and that SM inherently supports such motivation. A conceptual framework is presented that demonstrates how both PPT and SM allow teachers to meet students where they are in their learning and in their personal and social growth and development.

scholarly journals Versatile Learning Ecosystem: A Conceptual Framework

2018 ◽  
Vol 6 (1) ◽  
pp. 85-100
Author(s):  
K. R. Pillai ◽  
Pallavi Upadhyaya ◽  
Asha Balachandran ◽  
Janaki Nidadavolu
Keyword(s):  
Conceptual Framework ◽  
Research Team ◽  
Traditional Learning ◽  
Academic Administrators ◽  
Skill Sets ◽  
Course Structure ◽  
Integrative Framework ◽  
Digital Era ◽  
Learning Ecosystem ◽  
Ubiquitous Presence

This article intends to propose an integrative framework to make learning versatile, comprehensive and more effective, giving due cognizance to the fact that students of the future may require more knowledge and skill sets to thrive in the evolving digital era. The study followed an interpretivist philosophy to accomplish its goal. As a conceptual article, the research team has contemplated on the proposed design, which was deliberated with academic administrators and experts, and students. The study has proposed a supplementary architecture to reinforce the traditional learning ecosystem by leveraging the ubiquitous presence of technology-enabled learning atmosphere. The conceptual framework proposed would guide higher education institutions to relook at their course structure and implement flexible, versatile programmes. Exposure to multiple discipline verticals can help learners develop a civic citizenship. The article has attempted to overhaul the existing confined-learning environment with a new outlook.

scholarly journals Flipped Classroom with Challenge-Based Learning Model on an Online Streaming Ecosystem to Develop Coping Skills in Cyberbullying

2021 ◽  
Vol 11 (11) ◽  
pp. 523-531
Author(s):  
Phisit Pornpongtechavanich ◽  
◽  
Kawitsara Eumbunnapong ◽  
Pallop Piriyasurawong
Keyword(s):  
Online Learning ◽  
Flipped Classroom ◽  
Development Process ◽  
Coping Skills ◽  
Learning Model ◽  
Cyber Bullying ◽  
Challenge Based Learning ◽  
New Learning ◽  
Learning Ecosystem ◽  
Online Streaming

The purposes of this research were: 1) to synthesize documents and international research on designing flipped classroom with challenge-based learning model on an online streaming ecosystem to develop coping skills in cyberbullying; 2) to design a flipped classroom with challenge-based learning model on an online streaming ecosystem to develop coping skills in cyberbullying; (3) to assess the suitability of the flipped classroom with challenge-based learning model on an online streaming ecosystem to develop coping skills in cyberbullying. Ten experts were selected using a specific selection: they had more than five years of relevant experience in the field with expertise in educational technology and information technology. The assessment ensures the suitability of the flipped classroom model with eco-challenging, for online learning to improve cyber bullying coping skills. The results showed that 41 international papers and research studies were synthesized, which concluded that there were eight factors that contribute to cyberbullying. The factors used for online streaming consisted of eight elements. The cyberbullying skills development process used a flipped classroom model and challenging learning to form a new learning model. When the components were completed, they were designed and evaluated. It was found that the flipped classroom with online learning ecosystem improves cyber bullying skills. It is highly suitable for developing cyberbullying prevention skills.

Clinical Update: Assessing Maximum Medical Improvement in Carpal Tunnel Syndrome

2003 ◽  
Vol 8 (4) ◽  
pp. 4-5
Author(s):  
Christopher R. Brigham ◽  
James B. Talmage
Keyword(s):  
Carpal Tunnel Syndrome ◽  
Carpal Tunnel ◽  
Proper Time ◽  
Carpal Tunnel Release ◽  
Hand Function ◽  
Factors Affecting ◽  
Early Results ◽  
Medical Evaluation ◽  
Nerve Recovery ◽  
Tunnel Syndrome

Abstract Permanent impairment cannot be assessed until the patient is at maximum medical improvement (MMI), but the proper time to test following carpal tunnel release often is not clear. The AMA Guides to the Evaluation of Permanent Impairment (AMA Guides) states: “Factors affecting nerve recovery in compression lesions include nerve fiber pathology, level of injury, duration of injury, and status of end organs,” but age is not prognostic. The AMA Guides clarifies: “High axonotmesis lesions may take 1 to 2 years for maximum recovery, whereas even lesions at the wrist may take 6 to 9 months for maximal recovery of nerve function.” The authors review 3 studies that followed patients’ long-term recovery of hand function after open carpal tunnel release surgery and found that estimates of MMI ranged from 25 weeks to 24 months (for “significant improvement”) to 18 to 24 months. The authors suggest that if the early results of surgery suggest a patient's improvement in the activities of daily living (ADL) and an examination shows few or no symptoms, the result can be assessed early. If major symptoms and ADL problems persist, the examiner should wait at least 6 to 12 months, until symptoms appear to stop improving. A patient with carpal tunnel syndrome who declines a release can be rated for impairment, and, as appropriate, the physician may wish to make a written note of this in the medical evaluation report.

Sign in / Sign up

Export Citation Format

Share Document