scholarly journals Enhanced Learning Experience by Comparative Investigation of Pedagogical Approach: Flipped Classroom

2020 ◽  
Vol 172 ◽  
pp. 22-27
Author(s):  
Shraddha B H ◽  
Nalini C Iyer ◽  
Sujata Kotabagi ◽  
Poornima Mohanachandran ◽  
R.V Hangal ◽  
...  
Keyword(s):  
Flipped Classroom ◽  
Learning Experience ◽  
Comparative Investigation ◽  
Pedagogical Approach ◽  
Enhanced Learning

scholarly journals USING ACTIVE LEARNING IN HYBRID LEARNING ENVIRONMENTS

2021 ◽  
Vol 247 ◽  
pp. 14001
Author(s):  
C Demazière
Keyword(s):  
Learning Environment ◽  
Flipped Classroom ◽  
Learning Experience ◽  
Hybrid Learning ◽  
Course Evaluation ◽  
Pedagogical Approach ◽  
On Line ◽  
Set Up ◽  
Student Course Evaluation ◽  
Hybrid Learning Environment

In this paper, an innovative pedagogical approach relying on flipped classroom and offered in a hybrid learning environment combining on-site and off-site attendees is proposed. The set-up is furthermore tested on two short courses offered at Chalmers University of Technology and analyzed using student course evaluation questionnaires. Several elements constitute the backbone of the courses. Such elements are either offered in an asynchronous fashion or in a synchronous fashion. The asynchronous elements are made of textbooks specifically written for the respective courses, pre-recorded short webcasts explaining the key concepts of the textbooks and on-line quizzes giving formative feedback to the students. Such elements should thus be studied by the students before attending the synchronous sessions. Because of the preparatory work made by the students, the synchronous sessions can focus on much more active forms of learning under the teacher’s supervision. The success of the pedagogical approach entirely depends on the contents of the synchronous sessions, which need to be carefully planned and designed so that they promote student learning. Although the hybrid learning environment gives rise to some additional challenges from a teacher’s perspective, it also gives much more flexibility in attracting students from remote locations, without compromising the learning experience.

scholarly journals It is not enough to flip your classroom. A case study in the course of Pavements in Civil Engineering

2019 ◽  
Vol 39 (3) ◽  
pp. 62-69
Author(s):  
Yasmany García-Ramírez
Keyword(s):  
Flipped Classroom ◽  
Civil Engineering ◽  
Learning Experience ◽  
University Teaching ◽  
Traditional Model ◽  
Group A ◽  
The Subject ◽  
Group B ◽  
The University

The flipped classroom, as an active learning model, has given remarkable results in several areas in the university teaching; however, its execution is still able to improve. This research shows the implementation and improvement of the flipped classroom model in the course of Pavements. It evaluates their influence on the students’ final grades and their learning experience. Three groups of students participated in this study, who enrolled in the course of Pavements in the Civil Engineering. Group A took the course with the traditional model, while Group B took it with a flipped classroom, and Group C experienced it with a reinforced flipped model. Groups did the course the subject in 2017, 2018 and 2019, respectively. Results show that even though with the flipped classroom models, the finals grades did not increase compared to the scores of the traditional model; however, it improved their learning experience. The students were more satisfied with the method; they even asked for fewer modifications than they did in the traditional model. This research shows that adding little academic things to the course, it would greatly influence their students' opinion.

scholarly journals The Impact of Enhanced Teammate Evaluations on Important Individual and Team Outcomes

2019 ◽  
Vol 9 (2) ◽  
pp. 158
Author(s):  
Erik R. Eddy ◽  
Caroline P. D’Abate ◽  
Melinda Costello
Keyword(s):  
Student Perceptions ◽  
Team Formation ◽  
Critical Area ◽  
Interpersonal Processes ◽  
Pedagogical Approach ◽  
Team Processes ◽  
Team Outcomes ◽  
Student Teams ◽  
The Impact ◽  
Enhanced Learning

There is evidence that teamwork is proliferating in organizations and, in many ways, is replacing working individually. Academia has responded by integrating teamwork into curricula, but the use of teams as a pedagogical approach is also driven by evidence that it can lead to enhanced learning and more engaged learners. Researchers have examined factors in team effectiveness, activities and assignments for student teams and ways to optimize team formation. The current study was designed to focus on an under-explored and critical area of managing teamwork in classroom pedagogy: peer feedback. Students were placed into two conditions - a “conventional” approach using general, non-benchmarked feedback and an “enhanced” behaviorally-specific, benchmarked approach. Findings suggest enhanced teammate evaluations held substantial benefits over conventional evaluations resulting in better student perceptions of team processes (i.e., action, transition, and interpersonal processes) as well as more enthusiasm for teamwork. These findings have important implications for classroom pedagogy and student career development.

scholarly journals Fostering Self and Peer Learning Inside and Outside the Classroom through the Flipped Classroom Approach for Postgraduate Students

10.28945/4212 ◽  
2019 ◽  
Keyword(s):  
Online Learning ◽  
Flipped Classroom ◽  
Peer Interactions ◽  
Learning Experience ◽  
Group Discussion ◽  
Learning Approaches ◽  
Postgraduate Students ◽  
Face To Face ◽  
Post Test ◽  
Face To Face Learning

[This Proceedings paper was revised and published in the 2019 issue of the journal Issues in Informing Science and Information Technology, Volume 16] Aim/Purpose: The flipped classroom approach is one of the most popular active learning approaches. This paper explores the effectiveness of a new pedagogy, known as FOCUSED, for postgraduate students. Background: The flipped classroom approach is a trendy blended learning pedagogy which capitalizes on the flexibility of online learning and the stimulating nature of face-to-face discussion. This article describes a pilot study involving post-graduate students who experienced the flipped classroom approach in one of their courses. Methodology: In additional to online activities, students adopted a newly learned approach to solve a related problem that was given by another group of students during classes. Quantitative data were collected from pre- and post-tests for both self-learned online materials and group discussion during classes so that the effectiveness of the flipped classroom pedagogy could be examined from the perspective of a holistic learning experience. Findings: It was found that the average scores for the post-test for the self-learned online video were much higher than for pre-test, even though the post-tests for both online and face-to-face learning were higher than the respective pre-tests. The qualitative data collected at the end of the flipped classroom activities further confirmed the value of the flipped classroom approach. Even though students could self-learn, more students valued peer interactions in the classroom more than the flexibility of online learning.

Digital Twin Based Interactive Mechatronics Lab Development for Remote Lab Offering and Evaluation

2021 ◽  
Author(s):  
Jairo Viola ◽  
Furkan Guc ◽  
YangQuan Chen ◽  
Mauricio Calderon
Keyword(s):  
Flipped Classroom ◽  
Controller Design ◽  
Learning Experience ◽  
Remote Access ◽  
Mechatronic Systems ◽  
Digital Twin ◽  
Remote Lab ◽  
Twin Models ◽  
Laboratory Component ◽  
Control Education

Abstract Mechatronics and control education is supported by laboratory intensive assignments that allow students acquire software and hardware skills to solve real world problems. However, COVID-19 force many schools to switch into remote learning complicating the instruction of practical assignments. This paper presents a novel proposal for interactive remote teaching of the laboratory component of the course ME-142: Mechatronics at the University of California, Merced using Digital Twins (DT) and the flipped classroom methodology. Each lab experience is composed by a set of on-demand supporting materials with the foundations of mechatronics simulation using MATLAB/Simulink to enhance and adapt the learning experience of the students. Once the students acquire advanced simulation skills, a set of Digital Twin models are provided to the students in order to begin their interaction with virtual representations of real systems for identification, analysis, controller design and validation, which are available online for remote access. By the end of the course, students were able not only to gain valuable experience with mechatronic systems but also interact and build advanced modelling techniques as Digital Twin, contributing to compensate the lack of remote hardware interaction.

Building Knowledge

2014 ◽  
pp. 164-177
Author(s):  
Samuel B. Fee
Keyword(s):  
Field Data ◽  
Problem Based Learning ◽  
Educational Theory ◽  
Learning Approach ◽  
Pedagogical Approach ◽  
Construction Of Knowledge ◽  
Preliminary Study ◽  
Viable Approach ◽  
Constructivist Epistemology ◽  
Enhanced Learning

This chapter argues that the best learning occurs as knowledge is constructed, challenging the assumption that learning occurs mainly when knowledge is gathered and absorbed. This chapter thus builds contrasts between a constructivist epistemology and other approaches toward learning that do not seek the intentional construction of knowledge. Expanding on the current discourse regarding constructivist epistemology, this chapter considers more thoroughly problem-based learning as a pedagogical approach. The chapter begins and concludes with a preliminary study that illustrates how implementing a mobile application into a problem-based learning approach has enhanced learning for students collecting field data for biology and environmental studies research, as well as for students developing the application. This example illuminates a viable approach to translating educational theory into praxis.

Designing a Flipped Classroom in a Higher/Teacher Education Context in the Caribbean

2017 ◽  
pp. 274-295
Author(s):  
Jacqueline A. Morris ◽  
Ayles-Anne Wilson
Keyword(s):  
Learning Strategies ◽  
Flipped Classroom ◽  
Learning Experience ◽  
Lessons Learned ◽  
Instructional Materials ◽  
Caribbean Students ◽  
Higher Level Thinking ◽  
Active Learning Strategies ◽  
The Caribbean ◽  
Context Of Learning

Set in a tertiary level environment for adult learners, the process involved in flipping a classroom is elucidated. This chapter is not a research paper, but rather a primer that can assist the reader to implement the flipped model in their own practice. The chapter sets out to discuss our experiences with Flipped learning in the Caribbean and what we learnt from it. Is it useful in our Caribbean Higher Education context? Will it assist Caribbean students to mastery of their subjects? Benefits can include an increased ability to use active learning strategies, to focus on higher level thinking activities, and to maximise use of faculty-student time. The chapter covers the rationale and theory of the Flipped method, and its positioning in the context of learning strategies. It then covers the instructional design facets of developing a flipped course, including the instructional materials, so that the entire process focuses on structuring the learning experience. It discusses the experiences of the authors in implementing the flipped model in their own practice, and the lessons learned from that experience. The environment necessary to implement the method is discussed, as well as best practices in the use of tools, assessment, evaluation, all drawn from the experiences of the authors.

Designing a Flipped Classroom in a Higher/Teacher Education Context in the Caribbean

2017 ◽  
pp. 262-288
Author(s):  
Jacqueline A. Morris ◽  
Ayles-Anne Wilson
Keyword(s):  
Learning Strategies ◽  
Flipped Classroom ◽  
Learning Experience ◽  
Lessons Learned ◽  
Instructional Materials ◽  
Caribbean Students ◽  
Higher Level Thinking ◽  
Active Learning Strategies ◽  
The Caribbean ◽  
Context Of Learning

Set in a tertiary level environment for adult learners, the process involved in flipping a classroom is elucidated. This chapter is not a research paper, but rather a primer that can assist the reader to implement the flipped model in their own practice. The chapter sets out to discuss our experiences with Flipped learning in the Caribbean and what we learnt from it. Is it useful in our Caribbean Higher Education context? Will it assist Caribbean students to mastery of their subjects? Benefits can include an increased ability to use active learning strategies, to focus on higher level thinking activities, and to maximise use of faculty-student time. The chapter covers the rationale and theory of the Flipped method, and its positioning in the context of learning strategies. It then covers the instructional design facets of developing a flipped course, including the instructional materials, so that the entire process focuses on structuring the learning experience. It discusses the experiences of the authors in implementing the flipped model in their own practice, and the lessons learned from that experience. The environment necessary to implement the method is discussed, as well as best practices in the use of tools, assessment, evaluation, all drawn from the experiences of the authors.

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