scholarly journals Research on the Teaching Mode Reform of Online Learning Course Based on Flipped Classroom under the Computer Technology

2020 ◽  
Vol 1648 ◽  
pp. 032054
Author(s):  
Tao Wang
Keyword(s):  
Online Learning ◽  
Computer Technology ◽  
Flipped Classroom ◽  
Teaching Mode

scholarly journals Exploration of Application Mode of MOOC-based Distance Education Mode in Digital Illustration

2016 ◽  
Vol 11 (09) ◽  
pp. 61
Author(s):  
Mei Zou
Keyword(s):  
Distance Education ◽  
Online Learning ◽  
Computer Technology ◽  
Control Experiment ◽  
Independent Study ◽  
Classroom Teaching ◽  
Teaching Mode ◽  
Teaching Resources ◽  
Application Mode ◽  
Learning Platforms

with continuous development of computer technology, online learning also becomes a new trend. MOOC-based distance education mode can meet students’ demand for superior teaching resources and offers help for students to carry out independent study and for teachers to change classroom teaching mode. This paper started from development status of MOOC and distance education to construct MOOC platform and design MOOC-based distance education mode. Then, control experiment was adopted to explore the application effect of such mode in Digital Illustration and analyze teaching effect differences of MOOC platform, and existing online learning platforms. The conclusion offers certain reference for further promoting MOOC-based distance education mode.

FLIPPED CLASSROOM IN INDONESIAN ONLINE LEARNING: STUDENTS PRESPECTIVE

2021 ◽  
Vol 7 (2) ◽  
pp. 136-150
Author(s):  
Yati Suwartini ◽  
Uwes Anis Chaeruman ◽  
Ninuk Lustiyantie
Keyword(s):  
Online Learning ◽  
High School Students ◽  
Flipped Classroom ◽  
Teaching Method ◽  
Descriptive Study ◽  
Learning Technology ◽  
Self Directed Learning ◽  
School Students ◽  
Use Of Technology ◽  
Directed Learning

Abstract The Flipped Classroom is a teaching method that makes use of technology to provide a self-directed learning environment for students. The purpose of this article is to learn about high school students' perspectives on Flipped Classroom, the use of video and social media, time spent studying, mastery of learning materials, and completion of online learning. This study is a descriptive study. Questionnaires were presented to 95 Indonesian students who were chosen at random. In general, when students use Flipped Classroom in Indonesian lessons, they spend less time doing assignments or homework, they enjoy learning more, and they benefit from learning videos in Flipped Classroom to help them grasp the material. This article demonstrates how Flipped Classroom improves student participation, communication, and understanding.   Keywords: Flipped Classroom, online learning, technology

Pandemic-Driven Online Teaching - the Natural Setting for a Flipped Classroom?

2021 ◽  
Author(s):  
Victor K. Lai
Keyword(s):  
Online Learning ◽  
Student Engagement ◽  
Online Teaching ◽  
Flipped Classroom ◽  
Teaching And Learning ◽  
Chemical Engineering ◽  
Natural Setting ◽  
Traditional Lectures ◽  
Online Setting ◽  
Method Of Instruction

Abstract As the COVID-19 pandemic forced a sudden shift to online teaching and learning in April 2020, one of the more significant challenges faced by instructors is encouraging and maintaining student engagement in their online classes. This paper describes my experience of flipping an online classroom for a core Chemical Engineering Fluid Mechanics class to promote student engagement and collaboration in an online setting. Comparing exam scores with prior semesters involving in-person, traditional lecture-style classes suggests students need a certain degree of adjustment to adapt to this new learning mode. A decrease in Student Rating of Teaching (SRT) scores indicates that students largely prefer in-person, traditional lectures over an online flipped class, even though written comments in the SRT contained several responses favorable to flipping the class in an online setting. Overall, SRT scores on a department level also showed a similar decrease, which suggests students were less satisfied with the quality of teaching overall throughout the department, with this flipped method of instruction neither improving nor worsening student sentiment towards online learning. In addition, whereas most students liked the pre-recorded lecture videos, they were less enthusiastic about using breakout rooms to encourage student collaboration and discussion. Further thought and discussion on best practices to facilitate online student interaction and collaboration are recommended, as online learning will likely continue to grow in popularity even when in-person instruction resumes after the pandemic.

scholarly journals IMPLEMENTASI FLIPPED CLASSROOM BERNUANSA ETNOMATEMATIKA UNTUK MENINGKATKAN KEMANDIRIAN BELAJAR DAN KEMAMPUAN LITERASI MATEMATIKA

2021 ◽  
Vol 9 (3) ◽  
pp. 318-332
Author(s):  
Siti Maryatul Kiptiyah ◽  
Panca Dewi Purwati ◽  
Uswatun Khasanah
Keyword(s):  
Online Learning ◽  
Flipped Classroom ◽  
Statistical Tests ◽  
Sampling Technique ◽  
Literacy Skills ◽  
T Test ◽  
Mathematical Literacy ◽  
Face To Face ◽  
Student Independence ◽  
Written Test

This research implementation a flipped classroom with ethnomathematics nuances in online learning for geometry and measurement courses to investigate its effect on increasing student independence and mathematical literacy skills. Face-to-face flipped classroom sessions with an ethnomathematical nuance are carried out online through zoom meetings and out-of-class sessions using an LMS in the form of Elena (Unnes elearning). This type of research is an experimental study using 35 samples of geometry and measurement class students selected by purposive random sampling technique in the Department of PGSD UNNES. The research instrument used a written test to measure mathematical literacy skills and a questionnaire to measure learning independence. The statistical tests in this research were the two-sample t-test, paired t-test, and gain test. The results showed an increase in learning independence and students' mathematical literacy skills by implementing an ethnomathematical flipped classroom with Elena's support for online learning of geometry and measurement.

scholarly journals Study on the Flipped Classroom Teaching Reform of "This Course" for College Students

2020 ◽  
Vol 9 (3) ◽  
pp. 90
Author(s):  
Lingzhi Li
Keyword(s):  
Flipped Classroom ◽  
Teaching Mode ◽  
Student Centered ◽  
Teaching Reform ◽  
Teaching Concept ◽  
Teachers And Students ◽  
Students First ◽  
Evaluation Of Teaching ◽  
Network Platform ◽  
Teaching Video

<p>Under the background of global informatization, "this course" must keep up with the development of society, which requires colleges and universities to reform their own teaching mode, such as flipped classroom, MOOCS, <em>etc.</em> Through the development of network platform and teaching video, the teaching concept can be better innovated, which will realize the transformation to the student-centered direction. Through flipped classroom, the interaction between the form and content of the course can be realized. Therefore, the teaching reform of "this course" is very necessary. Based on the flexibility and openness of flipped classroom, the evaluation of teaching effect can be better managed, which will arouse the enthusiasm of teachers and students. First of all, this paper analyzes the necessity of flipped classroom. Then, this paper puts forward some questions. Finally, some suggestions are put forward.</p>

scholarly journals Research on Flipped Classroom Teaching Mode From the Perspective of Multimodality

2021 ◽  
Vol 11 (10) ◽  
pp. 1258-1265
Author(s):  
Yingjie Liu
Keyword(s):  
Flipped Classroom ◽  
Theoretical Perspective ◽  
Analytical Framework ◽  
Classroom Teaching ◽  
Multimodal Learning ◽  
Teaching Mode ◽  
Teaching Content ◽  
Concept Teaching ◽  
Teaching Ideas ◽  
Education Concept

Flipped classroom is not only the flipping of knowledge imparting and knowledge internalization, but also the all-round reform of education concept, teaching content, teaching methods, teaching means and teaching evaluation. Multimodality provides a theoretical perspective and analytical framework for the teaching design of flipped classroom. Multimodality theory fits many characteristics of flipped classroom, which is conducive to giving full play to the advantages of flipped classroom. With the help of multimodal theory and multimodal teaching ideas, this study constructs a flipped classroom teaching mode under the multimodal perspective, which takes the dynamic teaching structure as the core and the open multimodal learning environment as the all-round support, and gives some operational suggestions.

scholarly journals Teaching Practice about Flipped Classroom on Circuit Course

2018 ◽  
Vol 1 (2) ◽  
pp. 176
Author(s):  
Yuanbin Wang ◽  
Jianwen Zhao
Keyword(s):  
Flipped Classroom ◽  
Teaching Practice ◽  
Teaching Mode ◽  
Teaching Reform ◽  
Teaching Design ◽  
Teaching Efficiency

<p><em>In view of the problems in circuit course, flipped classroom is introduced and new teaching mode is explored. Teaching design, teaching reform suggestion, teaching effects and results are presented. It is verified that this kind of teaching mode can enhance the enthusiasm, initiative and participation of the students, teaching efficiency is also improved. It is also a good way for comprehensive practice. </em></p>

scholarly journals Fostering Self and Peer Learning Inside and Outside the Classroom through the Flipped Classroom Approach for Postgraduate Students

10.28945/4212 ◽  
2019 ◽  
Keyword(s):  
Online Learning ◽  
Flipped Classroom ◽  
Peer Interactions ◽  
Learning Experience ◽  
Group Discussion ◽  
Learning Approaches ◽  
Postgraduate Students ◽  
Face To Face ◽  
Post Test ◽  
Face To Face Learning

[This Proceedings paper was revised and published in the 2019 issue of the journal Issues in Informing Science and Information Technology, Volume 16] Aim/Purpose: The flipped classroom approach is one of the most popular active learning approaches. This paper explores the effectiveness of a new pedagogy, known as FOCUSED, for postgraduate students. Background: The flipped classroom approach is a trendy blended learning pedagogy which capitalizes on the flexibility of online learning and the stimulating nature of face-to-face discussion. This article describes a pilot study involving post-graduate students who experienced the flipped classroom approach in one of their courses. Methodology: In additional to online activities, students adopted a newly learned approach to solve a related problem that was given by another group of students during classes. Quantitative data were collected from pre- and post-tests for both self-learned online materials and group discussion during classes so that the effectiveness of the flipped classroom pedagogy could be examined from the perspective of a holistic learning experience. Findings: It was found that the average scores for the post-test for the self-learned online video were much higher than for pre-test, even though the post-tests for both online and face-to-face learning were higher than the respective pre-tests. The qualitative data collected at the end of the flipped classroom activities further confirmed the value of the flipped classroom approach. Even though students could self-learn, more students valued peer interactions in the classroom more than the flexibility of online learning.

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