scholarly journals In-Class Versus At-Home Quizzes: Which is Better? A Flipped Learning Study in a Two-Site Synchronously Broadcast Organic Chemistry Course

2016 ◽  
Vol 94 (2) ◽  
pp. 157-163 ◽  
Author(s):  
Michael A. Christiansen ◽  
Alyssia M. Lambert ◽  
Louis S. Nadelson ◽  
Kami M. Dupree ◽  
Trish A. Kingsford
Keyword(s):  
Organic Chemistry ◽  
Learning Study ◽  
Flipped Learning ◽  
Class Versus ◽  
At Home

scholarly journals Flipping the class – University chemistry students’ experiences from a new teaching and learning approach

2019 ◽  
Vol 1 (1) ◽  
Author(s):  
Karolina Broman ◽  
Dan Johnels
Keyword(s):  
Organic Chemistry ◽  
Teaching And Learning ◽  
Conventional Approach ◽  
Course Development ◽  
Learning Approach ◽  
Traditional Teaching ◽  
Learning Approaches ◽  
Flipped Learning ◽  
Chemistry Students ◽  
Long Time

AbstractUniversity chemistry courses have for a long time had a similar conventional approach to teaching, with chemistry professors lecturing in a traditional manner. Today, flipped learning approaches have found their ways into higher education with positive results. In particular, US innovations in this area have made positive impressions on Swedish university chemistry educators, resulting in an interest and curiosity in integrating a flipped model into the course curricula. The rationale behind flipped learning is to incorporate an active learning approach into lecture, thereby increasing both student engagement and learning outcomes. In this paper, an implementation project where an organic chemistry course has changed focus from traditional teaching to flipped learning, will be presented. The focus in this mixed-methods study will be on students’ cognitive and affective responses when meeting a new teaching and learning approach. Through following a project where a conventional approach to an organic chemistry course is changed into a more student-active focus, we elaborate on implications for course development of chemistry curricula.

Flipped Learning in TESOL

2018 ◽  
pp. 223-243 ◽  
Author(s):  
Ilka Kostka ◽  
Helaine W. Marshall
Keyword(s):  
English Language ◽  
Language Instruction ◽  
Learning Approach ◽  
Flipped Learning ◽  
English Language Instruction ◽  
Language Classrooms ◽  
Speakers Of Other Languages ◽  
Collaborative Activities ◽  
English Language Classrooms ◽  
At Home

Flipped learning is an innovative educational model in which content that is traditionally presented in class is completed at home, and in class, students work on applying what they have learned at home to engage in interactive and collaborative activities. Over the past five years, flipped learning has found a strong voice within the field of the field of Teaching English to Speakers of Other Languages (TESOL), as evidenced by the rapid increase in conference presentations, research, and publications noting its implementation. In this chapter, the authors provide an overview of the flipped learning approach within English language instruction. Included is a discussion of flipped learning's evolution and an analysis of current research that identifies areas of consensus, issues, and controversies. Finally, the authors offer six recommendations for implementing flipped learning in English language classrooms and conclude with future directions for inquiry into flipped learning in TESOL.

scholarly journals Flipped learning – Pedagogic dilemmas

2021 ◽  
Vol 11 (4) ◽  
pp. 138-146
Author(s):  
Irena Klasnic ◽  
Marina Duranovic ◽  
Tomislava Vidic
Keyword(s):  
Educational System ◽  
Learning Process ◽  
Initial Contact ◽  
Flipped Learning ◽  
Teaching Content ◽  
Keywords Education ◽  
New Situation ◽  
At Home

Scientific and practical examinations of pedagogues, educators and teachers are directed to finding the approach, methods and strategies which would motivate students and make them more active in the learning process. One of the ways to achieve this is flipped learning. This article aims to describe some characteristics of flipped learning, and also questions the pedagogic foundation, justification and limits of the usage possibilities and the potential challenges in the implementation of this model into the educational system. The research reports findings based on the trends in flipped learning. By replacing activities carried out in the classroom and at home, students are put into a new situation. A student independently realises the initial contact with the teaching content at home, whereas in the classroom, the activities (with the teacher and other students) that provide understanding and application of the learned are implemented.   Keywords: Education, flipped learning, students, teacher, pedagogic.

Flipped Learning in TESOL

2020 ◽  
pp. 124-144
Author(s):  
Ilka Kostka ◽  
Helaine W. Marshall
Keyword(s):  
English Language ◽  
Language Instruction ◽  
Learning Approach ◽  
Flipped Learning ◽  
English Language Instruction ◽  
Language Classrooms ◽  
Speakers Of Other Languages ◽  
Collaborative Activities ◽  
English Language Classrooms ◽  
At Home

Flipped learning is an innovative educational model in which content that is traditionally presented in class is completed at home, and in class, students work on applying what they have learned at home to engage in interactive and collaborative activities. Over the past five years, flipped learning has found a strong voice within the field of the field of Teaching English to Speakers of Other Languages (TESOL), as evidenced by the rapid increase in conference presentations, research, and publications noting its implementation. In this chapter, the authors provide an overview of the flipped learning approach within English language instruction. Included is a discussion of flipped learning's evolution and an analysis of current research that identifies areas of consensus, issues, and controversies. Finally, the authors offer six recommendations for implementing flipped learning in English language classrooms and conclude with future directions for inquiry into flipped learning in TESOL.

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