scholarly journals Flipping the Aviation English class for distant learning: experience from the field

2021 ◽  
Vol 104 ◽  
pp. 03006
Author(s):  
Oksana Pershukova ◽  
Olga Matviyenko ◽  
Oksana Vasiukovych ◽  
Nina Nikolska
Keyword(s):  
Online Teaching ◽  
Flipped Classroom ◽  
Learning Experience ◽  
Mixed Method Research ◽  
Language Competence ◽  
Advantages And Disadvantages ◽  
English Class ◽  
Distant Learning ◽  
Experimental Group ◽  
Aviation English

This study is aimed to verify experimentally the efficiency of the flipped classroom approach using in the process of online teaching Aviation English at National Aviation University. It was conducted from September till December 2020. The research included two groups of students of the second year of study speciality: 272 ‘Aviation Transport'. The experiment employed mixed-method research in convergent design. In the context of the experiment testing to determine students' level of professional language communicative competence in English were conducted in September and December 2020 at the beginning and the end of the first term of the academic year 2020-2021. Testing revealed that students from the experimental group have better results in professional language competence development. A survey was conducted in the experimental group aimed to reveal students' impression from the flipped classroom approach using in distant learning. According to the results of the experiment, it was stated that students have mainly positive attitude to the experiment Advantages and disadvantages of the approach are identified. The conclusion was made that in the context of distance learning, the flipped lessons approach is acceptable for mastering the Aviation English course.

scholarly journals Business Management Teaching-Learning Processes in Times of Pandemic: Flipped Classroom at A Distance

2020 ◽  
Vol 12 (23) ◽  
pp. 10137
Author(s):  
Julen Izagirre-Olaizola ◽  
Jon Morandeira-Arca
Keyword(s):  
Online Teaching ◽  
Flipped Classroom ◽  
Learning Experience ◽  
Basque Country ◽  
Business Management ◽  
Emergency Situation ◽  
Learning Processes ◽  
Teacher Skills ◽  
Before And After ◽  
Teaching Learning

The main objective of this study is to present a teaching-learning experience carried out before the appearance of the COVID-19 pandemic and to analyze its usefulness in times of social and academic restrictions, as well as its fit into an online teaching format. In recent years, much research has been done on the development and application of new teaching methodologies, but the current health emergency situation means that it is necessary to assess how these methodologies are useful in a context of social distancing. Managing teaching-learning processes following the closure of educational centers due to the pandemic caused by COVID-19 presents a significant challenge, not just in Business Management, but across all subjects. In the context of a pandemic, active methodologies take on greater importance as a way of adapting to new, socially distanced educational needs. This article presents a study carried out among students of Business Management at the University of the Basque Country (Spain). The study focuses on the context of the flipped classroom methodology, with students being asked to rate the effectiveness of this methodology, before and after the pandemic. Following the appearance of the pandemic, opinions have been strengthened in favor of the inverted classroom methodology, which is shown to be a powerful methodological alternative compatible with online teaching. Educational authorities must strengthen the technological tools as well as the teacher skills needed to develop capacities related to the rapid response to current and future teaching challenges.

scholarly journals The Architectural Design of Successful Online English Classes

2021 ◽  
Vol 27 (2) ◽  
pp. 121-124
Author(s):  
Daniela-Elena Duralia
Keyword(s):  
Learning Process ◽  
Online Teaching ◽  
Flipped Classroom ◽  
Teaching And Learning ◽  
Architectural Design ◽  
Learning Experience ◽  
Online Teaching And Learning ◽  
English Classes ◽  
Self Confidence ◽  
The Impact

Abstract Various studies on the impact of online teaching and learning have shown the importance of a teacher’s presence in the classroom, in terms of the efficiency of conveying knowledge. With online teaching, students show that they still require their teacher’s involvement as well, demonstrating that his/her guidance and management of a class remains an important component of pedagogy. However, not all students decide to get equally involved in in-class activities, considering the issues that four groups of students in a university revealed during their online learning experience during the COVID-19 pandemic. Their need for better interaction with the teacher and their hesitancy to participate due to possible bullying, demonstrate that a teacher’s presence is necessary. The Peer-Review Approach and the Flipped Classroom Strategy were both helpful to the students as they were involved in activities under the teacher’s observation. The latter could check the students’ knowledge acquired before the start of the classes and monitor their learning process, which enhanced their feeling of self-confidence. As a result, the students could better concentrate and became more self-confident as they succeeded academically.

scholarly journals Effect of Online Learning on Students’ Learning Achievement

2021 ◽  
Vol 12 (2) ◽  
pp. 165-171
Author(s):  
Nurohmat N
Keyword(s):  
Online Learning ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Learning Activities ◽  
Learning Material ◽  
Learning Achievement ◽  
Face To Face ◽  
Advantages And Disadvantages ◽  
Teacher Survey

The Covid-19 pandemic has brought big changes in teaching and learning activities in the country. Learning activities have changed from face-to-face to online teaching and learning. Studying online changes the learning experience for many students. Rather than sitting in school and taking notes, students are taking advantage of online classes and other forms of online learning. Material and methods: Survey and interview. Interviews were conducted with the homeroom teacher. Survey of student scores in the semester before the Covid-19 pandemic and during the pandemic. Results: Based on the results obtained, on-line learning has little effect on learning achievement. Online learning has several advantages and disadvantages over learning face-to-face. Online learning offers a potentially better alternative if it is adapted to the situation and conditions of the students.

scholarly journals The Impact of the Flipped Classroom Model on Students' Academic Achievement

2018 ◽  
Vol 19 (3) ◽  
Author(s):  
Emine Cabı
Keyword(s):  
Academic Achievement ◽  
Blended Learning ◽  
Test Scores ◽  
Flipped Classroom ◽  
Control Group ◽  
Learning Context ◽  
Advantages And Disadvantages ◽  
Before And After ◽  
The Impact ◽  
Experimental Group

The aim of this study is twofold. First, it aims to investigate the impact of the Flipped Classroom (FC) Model on students’ academic achievement. Second, it reveals the students’ opinions about the model itself. For four weeks, the students in the experimental group were taught in a blended learning context where the FC Model was applied, while the lessons in the control group were carried out through traditional blended learning. Both groups were administered a test before and after the Flipped Classroom sessions. To analyze the data, a two-way ANOVA for Mixed Measures was conducted to compare the means of test scores of each group. The results showed that there were no statistically significant differences between the scores of the two groups. Coming to classes prepared and completing the assignments in class, so that students did not need to do assignments at home, were among the positive aspects of the FC Model. The problems encountered in this model, however, are categorized under three main titles: Motivation, Content, and Learning. At the end of the study, the advantages and disadvantages of the FC Model are identified in accordance with the participants’ opinions, and necessary suggestions made.

scholarly journals Perceptions Of Undergraduate Business Students Toward Online Courses In Higher Education Expanded And Revisited: Do Gender, Age, And/Or Past Experiences Make A Difference?

2011 ◽  
Vol 1 (2) ◽  
Author(s):  
John R. Tanner ◽  
Thomas Noser ◽  
Hal Langford
Keyword(s):  
Distance Education ◽  
Distance Learning ◽  
Student Attitudes ◽  
Business Students ◽  
Learning Experience ◽  
Font Size ◽  
Advantages And Disadvantages ◽  
Distant Learning ◽  
Technological Advances ◽  
Undergraduate Business Students

<p class="MsoNormal" style="text-align: justify; margin: 0in 0.5in 0pt; mso-pagination: none;"><span style="font-family: Times New Roman; font-size: x-small;">This study analyzes the perceptions and preferences of a group of undergraduate business students with respect to taking on-line or distance education courses. In this last decade, distant learning programs have become very popular<span style="color: red;">,</span> and the<span style="color: red;"> </span>number of offerings continues to increase.<span style="mso-spacerun: yes;">&nbsp; </span>The growing popularity of this medium for instruction is due to a combination of factors.<span style="mso-spacerun: yes;">&nbsp; </span>Technological advances have made the availability both economical and practical. The economic advantages of distributing scarce resources, geographically and temporally, to students in remote locations provide a broader market for distance education. Additionally, the increasing demand from students to acquire education at times that are convenient given their busy schedules and personal commitments makes distance education attractive to working learners (Roberts 1998). The new opportunities distance learning has provided have enabled students to create an atmosphere for learning at home.</span></p><p class="MsoNormal" style="text-align: justify; margin: 0in 0.5in 0pt; mso-pagination: none;"><span style="font-family: Times New Roman; font-size: x-small;">&nbsp;</span></p><p class="MsoNormal" style="text-align: justify; margin: 0in 0.5in 0pt; mso-pagination: none;"><span style="font-family: Times New Roman; font-size: x-small;">The distance debate usually focuses on issues related to student learning and outcomes and student attitudes as compared to traditional classroom-based settings (Phillips, 1998; Webster &amp; Hackley, 1997).<span style="mso-spacerun: yes;">&nbsp; </span>This study attempts to address these and other topics such as what is distance learning, what are the advantages and disadvantages, and what changes can be made to improve this type of learning.<span style="mso-spacerun: yes;">&nbsp; </span>This research is intended to give students a realistic expectation of what to anticipate from distance learning courses based on information we have found and studies we have done.<span style="mso-spacerun: yes;">&nbsp; </span>It is important that students have a realistic perception of the distant learning experience.</span></p>

scholarly journals Blended Learning to Enhanced Engineering Education using Flipped Classroom Approach: An Overview

2021 ◽  
Vol 7 (1) ◽  
Author(s):  
Min Chi Low ◽  
Chen Kang Lee ◽  
Manjit Singh Sidhu ◽  
Seng Poh Lim ◽  
Zaimah Hasan ◽  
...  
Keyword(s):  
Blended Learning ◽  
Engineering Education ◽  
Flipped Classroom ◽  
Learning Experience ◽  
Current Trend ◽  
Traditional Learning ◽  
Learning Approach ◽  
Ongoing Research ◽  
Advantages And Disadvantages ◽  
Modern Engineering

The learning approach is always being the concern of educators to increase the quality of engineering education. Engineering education is essential in order to nurture quality engineers and prepare the workforce for country development. Coming to Industrial 4.0, modern engineering education has combined ICT technology to meet the demand of Education 4.0. This paper aims to review blended learning to enhanced engineering education using flipped classroom approach. The paper starts with an overview of the current trend of engineering education, which encourages using blended learning approach. Blended learning was developed to overcome the advantages and disadvantages of traditional learning and online learning, which brings a better learning experience to students. From the review, the blended learning using flipped classroom approach have positively assisted students in their learning. Future ongoing research is recommended to explore the potential of flipped classroom approach use in supporting engineering education specifically in the context of Malaysia.

scholarly journals Blended Learning Strategies for Engaging Diverse Student Cohorts in Higher Education

2018 ◽  
Vol 1 (2) ◽  
pp. 29-45
Author(s):  
Josh McCarthy
Keyword(s):  
Higher Education ◽  
Blended Learning ◽  
Case Studies ◽  
Learning Strategies ◽  
Flipped Classroom ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Advantages And Disadvantages ◽  
Learning Techniques ◽  
Student Cohorts

This article explores blended learning strategies within teaching and learning higher education as a channel of addressing learner diversity. Three case studies were critically examined to highlight the efficacy of various blended learning techniques to improve students' learning experience. These blended learning techniques include online peer and staff feedback for formative assessment; online video and audio feedback for summative assessment; and a flipped classroom teaching model. Culturally, educationally, and socially diverse first year student cohorts participated in this study to provide insight into the advantages and disadvantages of each blended learning technique. Data on the effectiveness of these pedagogical and technological innovations were gathered through online surveys to address students' reflection of learning experience. Findings of these case studies are significant in light of the growing diversity found within student cohorts in higher education; as well as an increase in technology-driven teaching innovation and student-centred learning techniques.

The Effect of Using Flipped Classroom Model to Improve Iraqi EFL Learners’ Pronunciation in English at University Level

2020 ◽  
Vol 1 (40) ◽  
pp. 631-654
Author(s):  
Khaldoon Waleed Husam Al-Mofti
Keyword(s):  
Language Learning ◽  
Flipped Classroom ◽  
Efl Learners ◽  
English Pronunciation ◽  
Before And After ◽  
Quasi Experimental ◽  
University Level ◽  
The University ◽  
And Control ◽  
Experimental Group

For Iraqi EFL learners who are studying English pronunciation in a traditional instruction method often requires more effort and hard work. Thus, using new methods of teaching such as the flipped classroom model (FCM) is necessary to facilitate learning and improve performance. Hence, this study reports on explanatory research that investigates the effect of using the FCM in the teaching of English pronunciation for Iraqi EFL learners at the university level. The study implemented mixed research methods for data collection in a quasi-experimental analysis. Therefore, two tests were conducted on the assigned groups to measure the effect of the FCM before and after the intervention. Besides, a questionnaire and interviews were used on the experiment group students to collect data about their perceptions of the FCM. The study length (lasted)  was 15 weeks and is comprised of 60 students from the department of English, College of Arts at the University of Anbar. The students were divided into two groups, experimental, and control with 30 students in each group. The findings revealed that there was a significant statistical difference between the two groups in favour of the experimental group with better performance, indicating that the FCM has considerably assisted the Iraqi EFL learners to improve their English pronunciation. Moreover, the students expressed their positive feedback and satisfaction on the use of the FCM in their responses to the questionnaire and the interviews. As such, the current study recommends further research to study the effect of applying the FCM in areas and disciplines other than language learning.

Pengaruh Jenis Masalah pada Problem Based Learning terhadap Dinamika Metakognisi Siswa SMA Kelas X pada Konsep Stoikiometri

2014 ◽  
Vol 2 (2) ◽  
Author(s):  
Issaura Sherly Pamela ◽  
Muhammad Rusdi ◽  
Asrial Asrial
Keyword(s):  
Student Achievement ◽  
Experimental Design ◽  
Learning Process ◽  
Model Problem ◽  
Learning Experience ◽  
Problem Based Learning ◽  
Meaningful Learning ◽  
Learning Model ◽  
Group Design ◽  
Experimental Group

Innovation is needed in learning to make meaningful learning, so the student constructs their ownknowledge from the learning experience of learning process. One of the innovations is to integrate Problem Based Learning model. Problem Based Learning involves students to be active in every problem. Eleven problems type in Problem Based Learning that have different solving steps, due to every student different metacognition character potential and can change by given treatment. This research is a pre-experimental design: the pretest-posttest control and experimental group design with embedded experimental design. The metacognition character data were analyzed qualitaively, whereas the average grade data were analyzed quantitatively. The analysis of metacognition character shows the different metacognition characters and on learning process there is improvement of student achievement from 14% to 84.4%.

Education of undergraduate: Epistemic and cultural beliefs as obstacles to technology

2021 ◽  
pp. 002072092098431
Author(s):  
Fahad SS Alfallaj ◽  
Ahmed AH Al-Ma'amari ◽  
Fahad IA Aldhali
Keyword(s):  
Saudi Arabia ◽  
Language Learning ◽  
Language Proficiency ◽  
English Language ◽  
Learning Experience ◽  
Cultural Beliefs ◽  
Cultural Barriers ◽  
English Learning ◽  
Mixed Method Research ◽  
Language Curriculum

This study aims to identify the epistemological and cultural beliefs that act as barriers in English learning by Saudi undergraduate learners. English is a compulsory component of education from the early school years in Saudi Arabia, and the Ministry of Education invests a great deal of workforce and financial resources in this sector in a concerted effort to ensure that Saudi students attain language proficiency. The study employed a mixed-method research design and was conducted with 85 undergraduate learners at Qassim University. It used a questionnaire and interviews to obtain insight into the factors that inhibit the English learning experience. Results revealed that the respondents' resistance to the learning of others' culture stems mainly from the epistemic and cultural barriers embedded in English language learning. Implications of the study will provide the basis to policymakers, educationists, institutions, and learners for contextualizing the English language curriculum of Saudi Arabia.

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