Harnessing Facebook flipped learning model for teaching and learning science in Islamic higher education

The “bring your own device” (BYOD) program is positioned as one of the fastest-emerging methods to solve accessibility problems in the flipped learning methodology. The objective of the study is to analyze the potential of a training plan through inverted learning using the BYOD program compared to inverted learning without BYOD. A quasi-experimental design was carried out on a sample of 118 Higher Education students. A questionnaire was used as an instrument for data collection. The results show that the assessments of the study groups, both control and experimental, are at medium–high levels, which shows a significant incidence of the teaching and learning methodologies applied in both groups. There are only three dimensions in which a distance is observed between the groups’ assessments: motivation and autonomy, which were better valued by the experimental group, and class time, which was better valued by the control group. The study concludes that there are no great differences between the teaching methodologies applied in the groups that were subjected to experimentation, except in terms of motivation and autonomy, making these methodologies reliable for the development of these dimensions.

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Unbundling teaching and learning in a flipped thermal physics classroom in higher education powered by emerging innovative technology

Australasian Journal of Educational Technology ◽

10.14742/ajet.6059 ◽

2021 ◽

pp. 102-112

Author(s):

Hui-Chun Hung ◽

Shelley Shwu-Ching Young

Keyword(s):

Higher Education ◽

Online Learning ◽

Teaching And Learning ◽

Learning Performance ◽

Innovative Technology ◽

Flipped Learning ◽

Thermal Physics ◽

Face To Face ◽

Learning Modes ◽

Blended Online Learning

The emergence of open online courses and flipped classrooms has brought new opportunities to unbundle the traditional university. This study aimed to investigate a thermal physics classroom integrated with an open online learning mode to afford various learning strategies for students in Taiwan. Moreover, we examined students' preferred learning modes by adopting a quasi-experimental design with questionnaires, pre-test and post-test scores, self-reported journals and interviews. A total of 89 students participated in the study. The instructor allowed all students enrolled in the class to choose their own preferred learning modes. All students had full access to all course materials in both open online course and traditional face-to-face learning contexts throughout the whole semester. We examined the learners' academic performance in each learning mode and surveyed their perceptions of the course. The findings of this study indicate that information technology can transform teaching and learning in a thermal physics classroom and challenge the instructor to tailor the course to meet students' diverse needs. Significantly, students adopted five learning modes, consisting of face-to-face, web facilitated, alternative blended, online learning and flipped learning. This study provides a valuable reference on how traditional on-campus higher education institutions could be unbundled to create student-centred learning approaches. Implications for practice or policy: Educators could design a flexible delivery model, allowing students to choose five learning modes, consisting of face-to-face, web facilitated, alternative blended, online learning and flipped learning in terms of their learning style and time management. For students with sufficient background knowledge, the flipped learning mode provides the best learning performance. This study could provide administrators, educators and instructors with insights and new approaches in science, technology, engineering and mathematics education and improvements in their course policies.

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Video-based flipped learning in higher education: Effects on students’ learning motivation, attitudes, and engagement

Journal of Educational Management and Instruction (JEMIN) ◽

10.22515/jemin.v1i2.4292 ◽

2021 ◽

Vol 1 (2) ◽

pp. 92-101

Author(s):

Mariam Haghegh ◽

Arif Nugroho

Keyword(s):

Higher Education ◽

Undergraduate Students ◽

Teaching And Learning ◽

Learning Strategy ◽

Learning Motivation ◽

Teaching Approach ◽

P Value ◽

Flipped Learning ◽

Higher Education Curriculum ◽

Education Effects

In the recent years, flipped learning has become popular and been widely utilized as teaching approach to activate students’ learning engagement, which is frequently used to reverse the conventional teaching. However, much more efforts are necessary to enrich the literature about its practices across different teaching and learning contexts. This study is at the cutting edge of examining the practice of flipped learning in higher education contexts; as well as exploring its effects on students’ learning motivation, attitudes, and engagement. Data were collected using a questionnaire from 35 undergraduate students enrolled in “Introduction of Educational Technology” course at a college of education, and the data were tested using 24-version IBM-SPSS linear regression. The results demonstrated that flipped learning strategy is a positive predictor for students’ learning motivation (p-value 0.001 0.05), attitudes (p-value 0.007 0.05), and engagement (p-value 0.003 0.05). The results contribute to offering valuable insights for college stakeholders to enhance the efficacy of teaching and learning process, particularly for higher education curriculum designers to adapt to the current teaching approach. Instructional implication and research suggestions are provided based on the results of the study.

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Teaching and Learning Strategies for Flipped Learning in Higher Education: A Case Study

Journal of Educational Technology ◽

10.17232/kset.32.1.165 ◽

2016 ◽

Vol 32 (1) ◽

pp. 165-199 ◽

Cited By ~ 4

Author(s):

Junghoon Leem

Keyword(s):

Higher Education ◽

Learning Strategies ◽

Teaching And Learning ◽

Flipped Learning ◽

Teaching And Learning Strategies

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Flipped learning in the context of postgraduate public health higher education: a qualitative study involving students and their tutors

International Journal of Educational Technology in Higher Education ◽

10.1186/s41239-021-00294-7 ◽

2021 ◽

Vol 18 (1) ◽

Author(s):

Robert Akparibo ◽

Hibbah Araba Osei-Kwasi ◽

Evans Atiah Asamane

Keyword(s):

Public Health ◽

Higher Education ◽

Curriculum Design ◽

Teaching And Learning ◽

Higher Education Institutions ◽

Learning Experience ◽

Postgraduate Education ◽

Flipped Learning ◽

Postgraduate Students ◽

Study Results

AbstractIn higher education institutions, there is a growing popularity of the use of flipped learning (FL) pedagogy to enhance the learning experience of students. At the undergraduate level, there is increasing evidence to demonstrate the potential benefits of this teaching and learning approach. However, at the level of the postgraduate education, evidence is limited on potential impact of FL on students’ learning experience. We conducted qualitative in-depth interviews and focus groups involving postgraduate students and tutors to explore their perspectives of FL. Campus-based students pursuing the masters of public health (MPH) course, and their tutors at the School of Health and Related Research (ScHARR), University of Sheffield, UK were sampled to participate in the study. Tutors generally demonstrated good knowledge and understanding of the concept of FL and its application, although different tutors use different terms to describe FL. Motivations for the use of FL among tutors were identified as: decision informed by available evidence; curriculum design suited for FL; knowledge/expertise acquired through participating in an online FL short course; advise from colleagues and perception of how higher education students should be learning. Students’ views about FL suitability for their courses were generally positive, with only a few students showing a dislike of this teaching and learning method. Our study results show that tutors and postgraduate students in public health higher education place high value on FL pedagogy, and reported positive experiences of their encounter with the FL pedagogy. The results are encouraging and suggest that higher education institutions running postgraduate masters’ degree courses, particularly public health, could consider adopting and using FL approach to enhance the learning experiences of their students.

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Copyright Online Mini-Series: A Flipped Learning Approach to Disseminating Copyright Knowledge to Subject Liaison Librarians

Journal of Copyright in Education & Librarianship ◽

10.17161/jcel.v3i2.6750 ◽

2019 ◽

Vol 3 (2) ◽

Author(s):

Sara Rachel Benson

Keyword(s):

Higher Education ◽

Information Literacy ◽

Digital Age ◽

Learning Model ◽

Learning Approach ◽

Flipped Learning ◽

High Demand ◽

Core Component ◽

Research Libraries ◽

Do So

In the digital age copyright literacy is in high demand. The Association of College and Research Libraries included copyright literacy as a core component of information literacy for higher education in its Framework for Information Literacy for Higher Education, which explicitly describes an “information has value” component, including copyright knowledge. However, even at an institution fortunate enough to have a copyright librarian, that one person cannot attend every single information-literacy session on campus that is presented in affiliation with the library. Thus the copyright librarian must form bridges to the rest of campus, and one of the best ways to do so is through collaboration with subject liaison librarians. So far this article has not revealed any groundbreaking revelations—librarians collaborate frequently to make the best use of the talents and resources available to them. What is more novel is the suggestion made herein for copyright librarians to adopt the flipped learning model; in particular, to facilitate liaison sessions.

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