A brainstorming flipped classroom approach for improving students’ learning performance, motivation, teacher-student interaction and creativity in a civics education class

2020 ◽  
Vol 38 ◽  
pp. 100747
Author(s):  
Meng-Ning Tsai ◽  
Yu-Fan Liao ◽  
Yu-Lin Chang ◽  
Hsueh-Chih Chen
Keyword(s):  
Flipped Classroom ◽  
Student Interaction ◽  
Learning Performance ◽  
Civics Education ◽  
Teacher Student ◽  
Education Class ◽  
Teacher Student Interaction

scholarly journals Exploring the Influence of Teacher-Student Interaction on University Students’ Self-Efficacy in the Flipped Classroom

2021 ◽  
Vol 10 (2) ◽  
pp. 84
Author(s):  
Lin Li ◽  
Shanshan Yang
Keyword(s):  
Undergraduate Students ◽  
Self Efficacy ◽  
Flipped Classroom ◽  
Positive Impact ◽  
Teaching Quality ◽  
Student Interaction ◽  
Student Centered Learning ◽  
Teacher Student ◽  
Teacher Student Interaction ◽  
The Impact

The purpose of this study is to explore the impact of teacher-student interaction on undergraduate students’ self-efficacy in a Chinese university setting. Students came from natural science, management, economics, medicine, engineering and humanities. The empirical results demonstrate that teacher-student interaction has positive impact on students’ self-efficacy and their preference of the flipped classroom. Furthermore, the positive relationship between teacher-student interaction and students’ self-efficacy is partially mediated by students’ preference of the flipped classroom. Educators should focus on student-centered learning and motivate students’ preference of the flipped classroom. Students should be encouraged to actively participate in the flipped learning as well. It contributes to the reform of the flipped classroom and improvement of teaching quality in the universities.

scholarly journals Application of Flipped Classroom in the Era of Big Data: What Factors Influence the Effect of Teacher-Student Interaction in Oral English Teaching

2021 ◽  
Vol 2021 ◽  
pp. 1-7
Author(s):  
Yan Liu ◽  
Wenjin Qi
Keyword(s):  
Flipped Classroom ◽  
Teaching Method ◽  
Negative Impact ◽  
Positive Impact ◽  
Student Interaction ◽  
The Body ◽  
Teacher Student ◽  
Teacher Student Interaction ◽  
Significant Negative Impact ◽  
Flipped Classrooms

Teachers now have a new teaching model to refer to with the emergence of the flipped classroom. The teacher-student interaction is thought to be influenced by teaching mode as a key indicator of improving teaching efficiency. We develop a research model based on a literature review to explain the drawbacks of teacher-student interaction in flipped classrooms with oral English instruction. SmartPLS software was used to analyze the survey data of 84 students from three classes. Emotional resistance has a significant negative impact on the effect of teacher-student interaction in the flipped classroom, whereas learning autonomy and video content quality have a significant positive impact. Our research adds to the body of knowledge in the field of flipped classrooms and provides theoretical support for teachers in colleges and universities who want to use this teaching method.

scholarly journals Enhancing Teacher–Student Interaction and Students' Engagement in a Flipped Translation Classroom

2021 ◽  
Vol 12 ◽  
Author(s):  
Yi Wei
Keyword(s):  
Higher Education ◽  
Flipped Classroom ◽  
Language Teaching ◽  
Student Interaction ◽  
Translation Process ◽  
Translation Research ◽  
Teacher Student ◽  
Online Platforms ◽  
Computer Aided ◽  
Teacher Student Interaction

Learning faculties are looking for innovative approaches to effective teaching in the translation process which can not only enhance students' engagement but increase the interactions between teacher and learners as well. With the amplified accessibility of network-centered instructive knowledge, teaching translation from the viewpoint of computer-aided instructions and online platforms have flourished. Flipped classroom (FC) is one of these new inclinations used in higher education nowadays which can attract stakeholders' attention. This review aims at exploring its effects on students' engagement and teacher–student interaction in translation classes. Some implications and suggestions have been presented for language teaching stakeholders in translation research.

Teacher-student interaction and management practices in Pakistani English language classrooms

2019 ◽  
Vol 7 (3) ◽  
pp. 115-134
Author(s):  
Muhammad Ahmad ◽  
Aleem Shakir ◽  
Ali Raza Siddique
Keyword(s):  
Classroom Management ◽  
English Language ◽  
Management Practices ◽  
Wait Time ◽  
Student Interaction ◽  
Teacher Talk ◽  
Teacher Student ◽  
Language Classroom ◽  
Teacher Student Interaction ◽  
Language Classrooms

Abstract This study aimed to investigate the amount and type of teacher-talk, frequently asked questions and feedback provided by the teacher on learners’ performance in a language classroom. For this purpose, a lecture was recorded from a secondary level English language classroom of a public sector school and interpreted in the light of teacher-student interaction and classroom management model by David Nunan. Results revealed that the maximum amount of time (i.e. 80.1%) was consumed by the teacher which was appropriate. However, certain deviations from classroom management principles were also observed regarding frequently asked questions (i.e. 50% of the total questions were elicitation questions) and the feedback (it was ‘romantic’ in nature). Moreover, wait-time was sufficient but it was of no use to the learners. The study concluded that classroom practices did not conform to the principles therefore, it proposed to ask questions and provide feedback appropriately.

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