A switch from flipped classrooms to emergency remote online teaching (EROT): misconceptions, instructors and preservice teachers perceptions

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Chinaza Solomon Ironsi
Keyword(s):  
Preservice Teachers ◽  
Research Design ◽  
Online Teaching ◽  
Flipped Classroom ◽  
Emergency Situation ◽  
Teaching Staff ◽  
Exploratory Research ◽  
Content Type ◽  
Use Of Resources ◽  
Flipped Classrooms

PurposeThis study intends to examine these misconceptions in a bid to reaching a valid conclusion. More importantly, this study intends to elicit information from instructors and preservice teachers on their experiences, successes and challenges on the sudden switch from flipped classroom to emergency remote online teaching.Design/methodology/approachThe study adopted a qualitative research design and the main focus of this research design which was is a form of exploratory research design was to understand the reasons opinions and viewpoints of a particular group of people concerning a situation. This paper deems this research design fit for eliciting relevant information from instructors and preservice teachers on their opinions and perceptions on the sudden shift from flipped classrooms to emergency remote online teaching during the previous semester. Data collection for this study was carried out through the use of focus group discussions where participants were asked questions based on the objective of the study.FindingsThe present findings confirm that the mode of instruction delivery was not online teaching rather emergency remote online teaching. Another conclusion that was drawn was with regards to training, use of resources and issues of measurement and evaluation. The study summarized that there was little or no training for the teaching staff before the switch to EROT as instructors were only given guidelines on what to do to implement their lesson plans.Originality/valueEmergency remote online teaching is a newly emerging approach to lesson delivery, especially in an emergency situation. This study elaborates more on this new dimension of teaching and future prospects as well.

scholarly journals PENGGUNAAN SCHOOLOGY UNTUK MEMERIHALKAN ISU DALAM PENDIDIKAN MORAL MENERUSI KELAS BERBALIK (FLIPPED CLASSROOM) [THE USAGE OF SCHOOLOGY TO DESCRIBE ISSUE IN MORAL EDUCATION THROUGH FLIPPED CLASSROOM]

2019 ◽  
pp. 295-307
Author(s):  
Shasitharan Raman Kutty ◽  
Vasanthan Gurusamy ◽  
Noor Banu Mahadir Naidu ◽  
Chander Vengadasalam
Keyword(s):  
Preservice Teachers ◽  
Action Research ◽  
Moral Education ◽  
Research Design ◽  
Flipped Classroom ◽  
Moral Issues ◽  
Moral Thinking ◽  
Teaching Process ◽  
Online Platform ◽  
Learning Platforms

Penggunaan platform pembelajaran dalam proses pengajaran semakin meluas sejak kebelakangan ini. Dalam Pendidikan Moral, platform secara talian Schoology di dalam Kelas Berbalik (Flipped Classroom) telah menjadi wahana baharu di dalam Pendidikan Moral untuk mengembangkan pemikiran moral. Kajian kualitatif yang menggunakan reka bentuk kajian tindakan telah digunakan dalam kajian ini. Temu bual berfokus telah dilaksanakan terhadap 6 orang guru praperkhidmatan (GPP) opsyen Pendidikan Moral yang menggunakan platform Schoology. Dapatan kajian mengetengahkan GPP berupaya memerihalkan isu moral daripada tiga tema pembelajaran yang dibincangkan. Dapatan kajian juga mendapati GPPP berupaya mengembangkan elemen pemikiran moral setelah perbincangan dilaksanakan menerusi aktiviti seperti menonton video dan maklum balas yang diberikan di dalam platform secara talian Schoology (peringkat prapengajaran dan pasca pengajaran). [The use of learning platforms in the teaching process has been growing in recent years. In Moral Education, Schoology's online platform in Flipped Classroom has become a new mode to develop moral thinking. Qualitative studies using action research design have been used in this study. Focus interviews have been implemented on 6 Moral Education preservice teachers who use the Schoology platform. The findings highlighted that preservice teachers are able to describe the moral issues of the three learning themes discussed. The findings also found that Moral Education preservice teachers was able to develop the moral thinking element after discussions were conducted through activities such as watching videos and feedback provided on the platform online Schoology (pre-teaching and post-teaching).]

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 Teachers’ Perception about Flipped Classroom in Era of COVID-19 Pandemic

2021 ◽  
Vol 2 (2) ◽  
pp. 26-34
Author(s):  
Anuradha Yadav ◽  
Manisha Sankhla ◽  
Kavita Yadav
Keyword(s):  
Generation X ◽  
Online Teaching ◽  
Flipped Classroom ◽  
Learning System ◽  
Teaching Staff ◽  
Cross Sectional ◽  
Significance Level ◽  
Face To Face ◽  
Online Mode ◽  
Significant Difference

The COVID-19 affects medical education by shifting classroom teaching to online mode, facing numerous challenges, particularly in developing countries, such as internet connectivity, technological issues, mode of assessment. Teachers' perspectives and various challenges affecting the e-learning system during the COVID-19 pandemic require attention to ensure effective learning, so the present study aimed to assess the above objective. After institutional ethical committee approval, a cross-sectional observational study was conducted on teachers (30 responded) of phase-I MBBS via a survey questionnaire. The qualitative data were analyzed using chi-square, with a significance level set < 0.05. The majority of teachers were female (70%) and Generation X (60 %), with an 81 % response rate.  Faculty (53%) had a positive impression of online teaching but preferred face-to-face instructions (67%). With a non-significant difference (p=0.255), the majority of the teaching staff sometimes faces network and technology challenges but satisfies with online teaching and assessments. Faculty prefer traditional classroom learning and assessment as they miss student participation and feedback, with prior e-teaching training and platform privacy but recognized online mode as an alternative during COVID-19. The faculty had a positive attitude towards online teaching but lack face-to-face interaction with students. Internet access, combined with some technical difficulties, posed a challenge in providing high-quality teaching

scholarly journals Exploring online mentoring with preservice teachers in a pandemic and the need to deliver quality education

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Pınar Ersin ◽  
Derin Atay
Keyword(s):  
Preservice Teachers ◽  
Online Education ◽  
Social Constructivism ◽  
Online Teaching ◽  
Mentoring Relationships ◽  
Online Mentoring ◽  
University Supervisors ◽  
Content Type ◽  
Technological Support ◽  
Group Interviews

PurposeSocial constructivism in teacher education highlights the importance of social interaction between preservice teachers (PTs) and their cooperating teachers (mentors) for effective mentoring. Mentoring relationship between PTs and mentors had to take a different path due to the pandemic when face-to-face education shifted to online education. The purpose of the present study was to explore online mentoring experience from the perspectives of PTs.Design/methodology/approachThe methodology was qualitative. 35 randomly selected PTs were interviewed after the completion of an eight-week online school experience course. Data obtained from focus group interviews were analyzed using pattern coding.FindingsOverall, the PTs mostly had a positive online mentoring experience. They reported receiving sufficient contextual and technological support when needed with limited professional support. However, they expected their mentors to allocate more time and their university supervisors (USs) to control practicum schools and to provide more online teaching samples and guidelines. They indicated that when they did not receive supports this was entirely due to the pandemic.Research limitations/implicationsThis research could inform USs and mentors who coordinate mentoring programs at schools and universities so that they might take an urgent step to restructure mentorship training, putting emphasis on the online aspect. Given the number of the participants, this research is limited in scope.Originality/valueThis research contributes to a body of research that investigates how online mentoring may be more effective. To create positive online mentoring relationships, following suggestions are provided to mentors: providing ongoing online support to PTs to overcome online mentoring challenges, spending an extra hour with PTs for reflection and making use of multiple contexts for PTs' professional ownership.

scholarly journals “Flipping or flapping?” investigating engineering students’ experience in flipped classrooms

2018 ◽  
Vol 26 (4) ◽  
pp. 307-316 ◽  
Author(s):  
Esyin Chew ◽  
Lim Jen Nee Jones ◽  
Scott Wordley
Keyword(s):  
Engineering Education ◽  
Thematic Analysis ◽  
Flipped Classroom ◽  
Engineering Students ◽  
Small Sample Size ◽  
Small Sample ◽  
Theoretical Development ◽  
Content Type ◽  
Education Innovation ◽  
Flipped Classrooms

Purpose This study has explored the flipped classroom model in a private university in Malaysia. It aims to present a flipped classroom intervention for engineering education innovation. Design/methodology/approach The research (1) revisited prominent educational theories for a flipping or flapping pedagogy, (2) implemented and explored the flipped classroom experiences in one engineering subject using the action inquiry method with thematic analysis and (3) reflectively evaluated both students’ and educators’ “flipping or flapping experience”. Findings The responses of the research participants are analysed and used to develop the flipping or flapping classroom principles and an ideal flipped classroom model. From passive lectures to active learning with collaborative discourse and reflective communication, flipping the classroom can offer a seamless learning experience. Research limitations/implications The flipped classroom model can provide good reference for other educational researchers who intended to conduct a flipped classroom. However, the small sample size with qualitative method and thematic analysis useds led to considerable theoretical development, but it may not achieve the validity standards to generalise the findings. Further empirical investigation with a systematic controlled group is recommended for future work across disciplines for extrapolation. Originality/value This is a genuine case study with an identified innovative teaching need to investigate how flipped classrooms can be enabled and enhanced in engineering education innovation.

Analysis of factors influencing black South African millennials when considering African Ankara fabric fashion

2018 ◽  
Vol 30 (4) ◽  
pp. 559-576
Author(s):  
Tendai Ramona Mbumbwa ◽  
Joel Chigada
Keyword(s):  
South African ◽  
Research Design ◽  
Research Methodology ◽  
Exploratory Research ◽  
African Culture ◽  
Information Communication ◽  
Content Type ◽  
Black South African ◽  
Factors Influencing ◽  
Practical Implications

Purpose The purpose of this paper is to analyse factors influencing black South African millennials when considering African Ankara fabric fashion. Fashion adoption, particularly consumers’ intentions to adopt new fashion is valuable to companies and marketers of the vibrant clothing product. Therefore, this study helped to create awareness to marketers on what characteristics to look for and address when dealing with millennials. Design/methodology/approach The study was informed by the interpretivist research paradigm resulting in the adoption and use of a qualitative research methodology. The exploratory research design helped the authors to collect data for this study because the objective was to address a subject where the problem was not well understood and there was little research on the subject matter. In addition, the exploratory research design helped to identify the boundaries in which the research problems and situations of interest resided, thus, the “what if” type of questions were addressed in the study. Findings The study established that black South African millennials were aware and conversant with African Ankara fabric fashion because it communicated African culture as well as personality. It was revealed that attitude, influence of fashion involvement, country-of-origin effect, consumer ethnocentrism and opinion leaders played significant roles in influencing millennials in fashion adoption. Particularly of importance, the study observed that celebrities influenced black South African millennials in fashion adoption and purchase intentions. Black South African millennials confirmed that their technologically savvy nature and social media usage had morphed them into depending on information communication technology. Research limitations/implications The sample for the study was composed of individuals from the University of Cape Town which excluded potential sample participants from the rest of South Africa. The exclusion of potential sample members was attributed to the research methodology adopted and data collection techniques used. The limitations would have been mitigated if a different research methodology had been used. Practical implications The practical implications identified in this study are black South African millennials who are frugal and fluid customers, whose tastes and preferences are difficult to understand unless thorough research is done by marketers; black South African millennials are technologically savvy, therefore firms and marketers should use information communication technologies if they are to win loyalty of black South African millennials. Utilisation of traditional marketing (bricks and mortar) approaches do not work for this cohort of consumers; when designing products or services, marketers and firms should engage and involve millennials as part of the design strategy. Originality/value This study investigated influencing factors on millennials when considering African Ankara fabric fashion. Most studies focussed on Western clothing fashion, yet African fashion was symbolic and it communicated African culture. Failure to research on African Ankara fabric fashion creates a gap and dearth of literature, which is the reason why this study was undertaken. This study has implications for clothing designers and manufacturers who are excluding African Ankara fabric fashion.

The feasibility of artificial intelligence performing as CEO: the vizier-shah theory

foresight ◽  
2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Aslıhan Ünal ◽  
İzzet Kılınç
Keyword(s):  
Artificial Intelligence ◽  
Grounded Theory ◽  
Research Design ◽  
Chief Executive ◽  
Future Research ◽  
Exploratory Research ◽  
Business World ◽  
Content Type ◽  
Face To Face ◽  
Classic Grounded Theory

Purpose This paper aims to examine the feasibility of artificial intelligence (AI) performing as chief executive officer (CEO) in organizations. Design/methodology/approach The authors followed an explorative research design – classic grounded theory methodology. The authors conducted face-to-face interviews with 27 participants that were selected according to theoretical sampling. The sample consisted of academics from the fields of AI, philosophy and management; experts and artists performing in the field of AI and professionals from the business world. Findings As a result of the grounded theory process “The Vizier-Shah Theory” emerged. The theory consisted of five theoretical categories: narrow AI, hard problems, debates, solutions and AI-CEO. The category “AI as a CEO” introduces four futuristic AI-CEO models. Originality/value This study introduces an original theory that explains the evolution process of narrow AI to AI-CEO. The theory handles the issue from an interdisciplinary perspective by following an exploratory research design – classic grounded theory and provides insights for future research.

Supporting students’ self-directed learning in the flipped classroom through the LMS TES BlendSpace

2018 ◽  
Vol 26 (4) ◽  
pp. 281-290 ◽  
Author(s):  
Zamzami Zainuddin ◽  
Corinne Jacqueline Perera
Keyword(s):  
Undergraduate Students ◽  
Flipped Classroom ◽  
Self Directed Learning ◽  
Content Type ◽  
Student Activities ◽  
Video Lectures ◽  
Flipped Classrooms ◽  
Directed Learning ◽  
Social Interface ◽  
The Impact

Purpose This paper aims to examine the impact of the learning management system (LMS), in promoting students’ self-directed experiential learning using the flipped classroom approach. This study further evaluates the effectiveness of integrating video lectures, perceived as a social interface, for students to watch, prior to their class session conducted in class. Design/methodology/approach This is a case study that investigated a group of undergraduate students of English as a foreign language (EFL) to identify the impact of the LMS TES BlendSpace in fostering their self-directed learning capacity, using a flipped classroom approach. Data were gathered through a qualitative approach from student interviews and observations of student activities and video-recordings uploaded on TES BlendSpace. Findings Flipped classrooms have begun to redesign learning spaces and promote active learning through video-enabled instructional practices. This study provides an overview of flipped classrooms and the benefits students’ gain from the wealth of online content posted on the LMS. The flipped classroom model has clearly shifted the learning paradigm, enabling students the autonomy of their self-directed learning pace and to become acquainted with the currency of video lectures that promote efficacious learning. This study concludes with implications for further research in this area. Originality/value This study has the potential to contribute towards the advancement of students’ self-directed learning and proposes its continued application for future EFL classes in this institution, as well as across all courses, to enable self-direction for all students.

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