Educating business integrators with a computer-based simulation game in the flipped classroom

This development research aims to produce flipped classroom learning in universities generally, especially to computer-based learning courses. Products development included lecture syllabus, guide and course site. The objectives of this study were computer-based study lecturers and first year of educational technology students. This research development is used as a rapid prototype development model that has five stages, namely, assess needs & analyze content, set objectives, construct prototype, utilize prototype, install and maintain system. The evaluation in this study was carried out through expert reviews, namely learning design experts, material experts, and media experts. The average value obtained form learning design expert is 3.7. The average value obtained from material experts is 3.8. The average value obtained form of media experts is 3.3. Through the three evaluations that have been carried out, it can be summarized that the development of flipped classroom learning for computer-based learning courses has been very good and can be utilized by lecturers.

Download Full-text

An Empirical Investigation into the Nature of the Learning Process in a Computer-Based Simulation Game

Marketing Education Review ◽

10.1080/10528008.1996.11488555 ◽

1996 ◽

Vol 6 (3) ◽

pp. 15-28 ◽

Cited By ~ 5

Author(s):

William Wellington ◽

A. J. Faria ◽

R. O. Nulsen

Keyword(s):

Learning Process ◽

Empirical Investigation ◽

Simulation Game ◽

Computer Based

Download Full-text

Computer based virtual laboratory simulations: LabHEART cardiac physiology practical

AJP Advances in Physiology Education ◽

10.1152/advan.00094.2021 ◽

2021 ◽

Author(s):

Olivia Monteiro ◽

Anand Bhaskar ◽

Anna K.M. Ng ◽

Colin E. Murdoch ◽

Daniel T. Baptista-Hon

Keyword(s):

Ion Channels ◽

Flipped Classroom ◽

Biophysical Parameters ◽

Ec Coupling ◽

Recorded Lecture ◽

Hands On ◽

Specialized Equipment ◽

Computer Based ◽

Cardiac Excitation ◽

Practical Demonstration

Practical demonstration of cardiomyocyte function requires substantial preparation, a source of freshly isolated animal hearts and specialized equipment. Even where such resources are available, it is not conducive for demonstration to any more than a few students at a time. These approaches are also not consistent with the 3R principle (replacement, reduction and refinement) of ethical use of animals. We present an implementation of the LabHEART software, developed by Donald Bers and Jose Puglisi, for medical students. Prior to the activity, students had lectures covering the physiological and pharmacological aspects of cardiac excitation-contraction (EC) coupling. We used this problem-based activity to help students consolidate their knowledge and to allow a hands-on approach to explore the key features of EC coupling. Students simulate and measure action potentials, intracellular calcium changes and cardiomyocyte contraction. They also apply drugs which target ion channels (e.g. nifedipine or tetrodotoxin), or sympathetic input (using isoproterenol) and explore changes to EC coupling. Furthermore, by modifying the biophysical parameters of key ion channels involved in the electrical activity of the heart, students also explore the effect of channelopathies such as long QT syndromes. We describe approaches to implement this activity in a flipped classroom format, with recorded lecture materials provided ahead of the practical to facilitate active learning. We also describe our experiences implementing this activity online. The content and difficulty of the activity can be altered to suit individual courses, and is also amenable to promote peer-driven learning.

Download Full-text

Examining the Flipped Classroom through Action Research

Mathematics Teacher ◽

10.5951/mathteacher.110.8.0624 ◽

2017 ◽

Vol 110 (8) ◽

pp. 624-627 ◽

Cited By ~ 2

Author(s):

Chung Kwan Lo

Keyword(s):

Action Research ◽

Flipped Classroom ◽

Peer Interactions ◽

Group Learning ◽

Learning Activities ◽

Instructional Videos ◽

Class Time ◽

Individual Instruction ◽

Essential Components ◽

Computer Based

There is a growing interest in using a flipped classroom format in day-to-day teaching. According to Bishop and Verleger (2013), direct computer-based individual instruction outside the classroom and interactive group learning activities inside the classroom are the two essential components of the flipped classroom model. By watching instructional videos, students can work through some materials before class. Therefore, the in-class time is no longer occupied by teachers' direct instruction. Teachers can provide more interactive learning activities to facilitate peer interactions.

Download Full-text