International students’ experiences in a flipped classroom environment

2019 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Jasvir Kaur Nachatar Singh ◽  
Swati Nagpal ◽  
Susan Inglis ◽  
Jubin Jacob-John
Keyword(s):  
International Students ◽  
Classroom Environment ◽  
Time Management ◽  
Flipped Classroom ◽  
Soft Skills ◽  
Learning Experiences ◽  
Employability Skills ◽  
Learning Skills ◽  
Content Type ◽  
Skills Learning

Purpose The purpose of this paper is to explore undergraduate international students’ experiences in a flipped classroom environment in an Australian university. Design/methodology/approach In total, 32 in-depth interviews were conducted with undergraduate international students at one Australian university by three researchers. Findings The learning experiences of international students in a flipped classroom environment include increased flexibility in learning; enhanced engagement with content and; more confident participation in face-to-face workshops. In addition, the analysis further illustrates that international students intrinsically develop soft skills (e.g. increased confidence and communication skills), learning skills (e.g. research and critical thinking) and employability skills (e.g. time management and accountability). Research limitations/implications These findings focus only on the positive learning experiences of undergraduate international students in one Australian university. Originality/value The study contributes to the literature by identifying learning experiences of undergraduate international students in a flipped classroom environment and the connection with their development of soft skills, learning skills and employability skills.

Factors affecting assignment completion in higher education

2020 ◽  
Vol 12 (5) ◽  
pp. 1251-1264 ◽  
Author(s):  
Wuttiporn Suamuang ◽  
Surachai Suksakulchai ◽  
Elizabeth Murphy
Keyword(s):  
Higher Education ◽  
Time Management ◽  
Flipped Classroom ◽  
Self Report ◽  
Equation Modeling ◽  
Potential Range ◽  
Task Orientation ◽  
Content Type ◽  
Future Studies ◽  
Assignment Completion

PurposeThe purpose of this paper is to simultaneously investigate a variety of factors related to assignment completion (AC) (i.e. task orientation, cooperation, teacher feedback, time management and time spent on AC).Design/methodology/approachThe study relied on a self-report survey to assess students' perceptions in relation to six variables. Participants included 1,106 undergraduate students from six public Thai universities. Analysis involved structural equation modeling.FindingsThis study provided new results related to task orientation as the strongest predictor of AC and time management. Cooperation and feedback improved AC with time management as an intervening variable. Time management and feedback did not predict time spent on AC.Research limitations/implicationsFuture studies might explore the potential range of assignments that, for example, count for a higher portion of the grade versus those that are less or unimportant in terms of the course. Future studies might also look at the role of group assignments in relation to completion. Semi-structured interviews or observations might provide insights into how students manage their time and why task orientation has the most effect on AC. Future research might investigate more specifically at what point time management does or does not affect completion. In general, given the growth of online learning and contexts in which students may be increasingly called on to complete assignments independently, factors such as those investigated in this study will require more attention in varying countries and contexts, generically and for individual subjects.Practical implicationsInstructional designers and instructors can promote task orientation through reliance on strategic scaffolding. For designing a task-oriented environment, instructors need to offer challenging assignments. Instructors should also assign work that encourages motivation, effort and achievement. To ensure that cooperative learning positively affects time management, instructors and designers can allot specific in-class time for completion of tasks, reliance on flipped classroom activities and student conversations regarding time restrictions and time-management skills. Instructors can be supported to help them provide appropriate types of feedback, as well as ideas for implementing the feedback in practice.Originality/valueLittle research has been conducted on AC in higher education. Those studies that have been conducted have focused on the elementary and secondary levels. Furthermore, studies have not always taken into account the complex relationships between different factors that can potentially influence AC.

Research trends in flipped classroom empirical evidence from 2017 to 2018

2019 ◽  
Vol 16 (3) ◽  
pp. 255-277 ◽  
Author(s):  
Zamzami Zainuddin ◽  
Yin Zhang ◽  
Xiuhan Li ◽  
Samuel Kai Wah Chu ◽  
Saifullah Idris ◽  
...  
Keyword(s):  
Flipped Classroom ◽  
Teaching And Learning ◽  
Descriptive Analysis ◽  
Classroom Research ◽  
National Standards ◽  
Self Directed Learning ◽  
Learning Skills ◽  
Content Type ◽  
Competency Based ◽  
The Impact

Purpose This paper aims to analyze the trends and contents of flipped classroom research based on 48 selected empirical articles published during 2017 and 2018. Design/methodology/approach The inductive content analysis was used as a methodology to investigate the content of flipped classroom research, including subject-specific areas, methodological approaches, technology tools or platforms, the most frequently used trending searches, countries of research, positive impacts and challenges. Findings The results of the analysis were interpreted using descriptive analysis, percentages and frequencies. This analysis found that various subjects were implemented in flipped classroom learning, and some technological tools were also used to enhance teaching and learning. Analysis of the impact revealed that the flipped classroom yielded positive learning outcomes on students’ learning activities such as learning motivation and engagement, social interaction and self-directed learning skills. Meanwhile, the most significant challenges encountered by the instructor were the lack of students’ motivation to watch pre-recorded video lectures or to study the contents outside of the class time. Originality/value The findings suggest that the flipped classroom concept might be effective in promoting twenty-first-century learning skills and developing the technology and information literacy competency based on national standards.

scholarly journals The development soft skills and communication in English in engineering students

2021 ◽  
Vol 8 ◽  
pp. 115-136
Author(s):  
Mercedes Querol Julián ◽  
Javier Díez Ramírez
Keyword(s):  
Higher Education ◽  
Language Learning ◽  
Time Management ◽  
Science Communication ◽  
Flipped Classroom ◽  
Engineering Students ◽  
Soft Skills ◽  
Project Based Learning ◽  
Language Of Science ◽  
Globalized World

Mastering English is a must for all engineers in the current globalized world where English is the language of science, communication and business. In an engineering syllabus, however, in addition to technical skills and English proficiency, the development of other competences also needs to be considered. To adequately equip engineering students for their careers, we also have to promote the development of soft skills such as communication, problem-solving, teamwork, time-management or leadership, among others. ICLHE (Integrating Content and Language in Higher Education), which is itself evocative of CLIL (Content and Language Integrated Learning) approach extensively used in other educational levels, appears as an alternative to integrate language learning in non-language subject curriculums in higher education and to develop soft skills. This paper makes a literature review to find out the main aspects that engineering instructors should consider to properly implement ICLHE to enhance learners’ development of soft-skills through the active methodologies of Project-Based Learning and Flipped Classroom. In the last part of the study, a 10-step guideline is proposed, which will help teachers to integrate these active methodologies in an ICLHE engineering subject.

scholarly journals Teaching Business English to Future Economists Using a Multimedia Textbook

2019 ◽  
Vol 8 (4) ◽  
pp. 115 ◽  
Author(s):  
Oksana P. Bykonia ◽  
Iryna V. Borysenko ◽  
Iryna M. Zvarych ◽  
Tetiana V. Harbuza ◽  
Myroslava V. Chepurna
Keyword(s):  
Time Management ◽  
Structural Equation ◽  
Flipped Classroom ◽  
Quantitative Methods ◽  
Soft Skills ◽  
Learning Model ◽  
Equation Modeling ◽  
Computer Assisted ◽  
Business English ◽  
The Impact

The purpose of the study is to examine and evaluate the impact the “flipped classroom” model-based learning environment accompanied by multimedia-based textbook entitled “English through Soft Skills” provides for the learning styles of the university students majoring in Economics. The study sought to identify tangible (seemingly measurable) and intangible (difficult to measure) gains the “flipped classroom” learning model brought to both students and instructors. A multimedia textbook “English through Soft Skills” was developed for the study. A multi method approach was used to gather feedback and quantitative methods were used to analyze the data. Specifically, Covariance-based Structural Equation Modeling (SEM) software as SPSS AMOS and Textalyzer were used to process the students’ responses to survey questions. The results reported a shift in student preferences in learning, including a greater desire to engage independently with computer-assisted work, quicker problem solving, increased motivation to study, and improved time management and lifelong learning skills. Additionally, there was a shift in teaching approaches of the instructors, namely from a teacher-centered to a student-centered approach. The study may better inform building the learning process for the students with limited learning opportunities or studying the distance learning model. Despite the experimental group involving only the students majoring in Economics, this methodology could be applicable to teaching English for Specific Purposes to other majors, such as: Business, International Relations, Psychology, Law. The research is advancing the knowledge of integration multimedia tools into teaching, and specifically the use of multimedia textbooks in the “flipped classroom” settings to deliver Business English course to the students majoring in Economics

Academic staff perspectives on first-year students’ academic competencies

2017 ◽  
Vol 9 (4) ◽  
pp. 630-640 ◽  
Author(s):  
Dana-Kristin Mah ◽  
Dirk Ifenthaler
Keyword(s):  
Higher Education ◽  
Support Services ◽  
Time Management ◽  
Academic Staff ◽  
First Year ◽  
Technology Proficiency ◽  
Learning Skills ◽  
First Year Students ◽  
Content Type ◽  
Academic Competencies

Purpose The purpose of this paper is to examine the expectations, perceptions and role understanding of academic staff using a model of academic competencies (i.e. time management, learning skills, technology proficiency, self-monitoring and research skills). Design/methodology/approach Semi-structured interviews were conducted with ten members of academic staff at a German university. Participants’ responses to the open-ended questions were coded inductively, while responses concerning the proposed model of academic competencies were coded deductively using a priori categories. Findings Participating academic staff expected first-year students to be most competent in time management and in learning skills; they perceived students’ technology proficiency to be rather high but their research skills as low. Interviews indicated a mismatch between academic staff expectations and perceptions. Practical implications These findings may enable universities to provide support services for first-year students to help them to adjust to the demands of higher education. They may also serve as a platform to discuss how academic staff can support students to develop the required academic competencies, as well as a broader conversation about higher education pedagogy and competency assessment. Originality/value Little research has investigated the perspectives of academic staff concerning the academic competencies they expect of first-year students. Understanding their perspectives is crucial for improving the quality of institutions; their input into the design of effective support services is essential, as is a constructive dialogue to identify strategies to enhance student retention.

Developing soft skills (also known as pervasive skills)

2016 ◽  
Vol 24 (3) ◽  
pp. 368-389 ◽  
Author(s):  
Herman Albertus Viviers ◽  
Jacobus Paulus Fouché ◽  
Gerda Marié Reitsma
Keyword(s):  
Time Management ◽  
Teaching Method ◽  
Soft Skills ◽  
Educational Game ◽  
Accounting Students ◽  
Mixed Method Research ◽  
Ethical Awareness ◽  
Full Spectrum ◽  
Innovative Teaching ◽  
Content Type

Purpose The purpose of this paper is to evaluate the usefulness of an educational game to develop soft skills (also known as pervasive skills), from the perspectives of three groups of role-players (student participants, student committee members and employer companies). The game was designed to provide students with the opportunity to develop soft skills and to determine whether students applied the pervasive skills required by the South African Institute of Chartered Accountants. Design/methodology/approach Action research was conducted according to a parallel convergent mixed-method research design. Both qualitative and quantitative data were gathered using questionnaires and focus group interviews to determine the usefulness of the educational game. Findings All three groups perceived the educational game to be effective in requiring students to apply the full spectrum of soft/pervasive skills. Although all the pervasive skills were perceived to be present in the game, teamwork, communication (listening and verbal) and time management skills were perceived to be most prominent, while written communication, professionalism and ethical awareness were found to be less prominent. Overall, this game can be recommended as an effective and innovative teaching method that can positively contribute to the pervasive skills development of accounting students. Originality/value The need to deliver well-rounded accounting graduates demonstrating core technical and soft skills (or pervasive skills and competencies) calls for new and innovative teaching methods. Accounting educators and programmes are continuously challenged regarding which methods to apply to meet these outcomes and substantiate their usefulness.

International students in higher education

2018 ◽  
Vol 10 (4) ◽  
pp. 430-442 ◽  
Author(s):  
Dongyao Tan ◽  
Mike Yough ◽  
Cong Wang
Keyword(s):  
Higher Education ◽  
International Students ◽  
Language Learning ◽  
Undergraduate Students ◽  
Classroom Environment ◽  
Willingness To Communicate ◽  
Content Type ◽  
Teacher Factors ◽  
Motivation And Confidence ◽  
University Classrooms

Purpose The purpose of this paper is to investigate international students’ willingness to communicate (WTC) in US university classrooms, focusing on the role of classroom environment. International students in higher education have great economic and academic impacts, studying their WTC in classrooms facilitates their learning and speaking of English and helps them better participate in class activities and acclimatize to schooling in their adopted cultures. Design/methodology/approach Survey data were collected from 50 Chinese undergraduate students who took English as a second language (ESL) class at a large Midwestern university. Four students participated in follow-up interviews. Findings Results revealed that in ESL classrooms, confidence and motivation had a direct impact on WTC, classroom environment had an indirect effect on WTC through the mediation of motivation and confidence. Qualitative analysis also showed that classroom environment greatly impacted WTC in both ESL and general classrooms, and teacher factors were most important. Practical implications These results have direct pedagogical implications for teachers serving international students in higher education. Originality/value This study facilitates the understanding of the previously under-studied influence of classroom environments on WTC, which has direct pedagogical implications. WTC research focuses predominantly on language learning classrooms, this study initiates an extended exploration of WTC in language learning as well as general classrooms.

scholarly journals Gaps between competence and importance of employability skills: evidence from Malaysia

2019 ◽  
Vol 13 (2) ◽  
pp. 97-112 ◽  
Author(s):  
Husaina Banu Kenayathulla ◽  
Nor Aziah Ahmad ◽  
Abdul Rahman Idris
Keyword(s):  
Risk Taking ◽  
Time Management ◽  
Design Methodology ◽  
First Century ◽  
Employability Skills ◽  
Policy Makers ◽  
Content Type ◽  
Hospitality Students ◽  
Original Contribution ◽  
Ethical Skills

Purpose The purpose of this paper is to identify the gaps between the importance perceived and the competence gained by the hospitality students in terms of the employability skills. Design/methodology/approach Questionnaires were distributed to 841 hospitality students in five regions in Malaysia. Descriptive and inferential statistics were used to analyze the data. Findings The findings show that there are significant differences between importance perceived and competence attained in teamwork, leadership, basic, technical skills and ethical skills. Additionally, the finding of this study indicates that the culinary and bakery students perceive that they are not given adequate exposure to possess such skills. It is important to ensure that graduates are equipped with the twenty-first century skills such as problem solving and analytic, decision making, organization and time management, risk taking and communication. Research limitations/implications The findings provide insights to curriculum developers and policy makers on the appropriate interventions that need to be taken to improve the employability skills of the graduates. Originality/value An original contribution is made by linking employability model to TVET sector.

A systematic review of flipped classroom empirical evidence from different fields: what are the gaps and future trends?

2019 ◽  
Vol 27 (2) ◽  
pp. 72-86 ◽  
Author(s):  
Zamzami Zainuddin ◽  
Hussein Haruna ◽  
Xiuhan Li ◽  
Yin Zhang ◽  
Samuel Kai Wah Chu
Keyword(s):  
Empirical Evidence ◽  
Flipped Classroom ◽  
Descriptive Analysis ◽  
Classroom Research ◽  
Future Research ◽  
Learning Skills ◽  
Classroom Implementation ◽  
Content Type ◽  
The Impact ◽  
Positive Impacts

Purpose Despite the enhanced popularity of flipped classroom research, there is a lack of empirical evidence reported about the different impacts revealed by the implementation of this concept. Therefore, to respond to this issue, this study aims to review and analyze the trends and contents of flipped classroom research based on 48 studies recently published in 2017 and 2018. The analysis was based on flipped classroom impacts from various fields. Design/methodology/approach A systematic literature review and content analysis were used as a methodology to investigate positive impacts and challenges of flipped classroom implementation. Findings The results of the analysis were interpreted using descriptive analysis. Analysis of the impact revealed that the flipped classroom yielded positive impacts on students’ learning activities such as academic performance, learning motivation and/or engagement, social interaction and self-directed learning skills. Meanwhile, the most significant challenges encountered by the instructors is a lack of students’ motivation to watch the pre-recorded video lectures or to study the contents outside of the class time. Practical implications Several issues in this discussion become implications that can be taken into consideration for future research. The findings suggest that the flipped classroom concept might be effective in promoting the twenty-first century learning skills. Originality/value While highlighting the limitations of an ineffective flipped classroom implementation, this study proposes further recommendations for future research.

scholarly journals Soft Skills in an Online Class

2017 ◽  
Vol 27 (5) ◽  
pp. 583-585 ◽  
Author(s):  
Kimberly A. Moore ◽  
Brian J. Pearson
Keyword(s):  
Classroom Environment ◽  
Time Management ◽  
Soft Skills ◽  
Management Skills ◽  
Online Classroom ◽  
Course Content ◽  
Hard Skills ◽  
Online Setting ◽  
Recent Addition ◽  
Active Learner

The development of course content and assignments focused on basic horticultural knowledge and theory (hard skills) in an online setting is relatively straightforward and uncomplicated. However, it is slightly more challenging to improve a student’s soft skills like communication, problem solving, critical observation, and professionalism in an asynchronous online classroom environment. To address this challenge, we developed assignments, such as the challenge question, that focused on having students solve situational horticulture problems. In another assignment, we gave students data from an experiment and asked them to summarize and interpret the data. The recent addition of an online scholars ignite assignment (3-minute thesis competition) has turned each student into the teacher for a brief moment and makes the student an active learner and active listener. The addition of etiquette rules to the syllabus, weekly online tasks, and reminders help to develop professionalism and time management skills in addition to organization skills. It is impossible to cover all soft skills in any class but by offering various assignments and assessments, many soft skills are potentially improved.

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