Social Constructivism Learning through Project Based Learning with Scaffolding in Flipped Classroom

2018 ◽  
Author(s):  
Azlina A. Rahman ◽  
Norasykin Mohd Zaid ◽  
Zaleha Abdullah ◽  
Hasnah Mohamed ◽  
Baharuddin Aris
Keyword(s):  
Social Constructivism ◽  
Flipped Classroom ◽  
Project Based Learning

scholarly journals Students’ perception of a flipped classroom approach to facilitating online project-based learning in marketing research courses

2016 ◽  
Author(s):  
Wen-Ling Shih ◽  
Chun-Yen Tsai
Keyword(s):  
Mixed Methods Research ◽  
Flipped Classroom ◽  
Teaching Strategy ◽  
Marketing Research ◽  
Teaching Quality ◽  
Project Based Learning ◽  
Online Discussions ◽  
Structured Interviews ◽  
Combined Strategy ◽  
Learning Interest

This study investigated students’ perception of a flipped classroom approach to facilitating online project-based learning (FC-OPBL) in a marketing research course at a technical university. This combined strategy was aimed at improving teaching quality and learning efficiency. Sixty-seven students taking a marketing research course were surveyed. Mixed methods research was adopted along with questionnaire, semi-structured interviews, online learning notes, and online discussions to understand the students’ perception of the teaching strategy used during the learning process. Results showed that FC-OPBL may enhance students’ learning effectiveness, learning motivation, and learning interest, as well as encourage diverse development and teamwork. Finally, suggestions are proposed related to flipped classroom research and instruction.

scholarly journals Teaching as coaching: Experiences with a video-baed flipped classroom combined with project-based approach in technology and physics higher education

2019 ◽  
Vol 9 (3) ◽  
pp. 404 ◽  
Author(s):  
Herena Torio
Keyword(s):  
Higher Education ◽  
Flipped Classroom ◽  
Project Based Learning ◽  
Teaching Approach ◽  
Knowledge Dissemination ◽  
Traditional Teaching ◽  
Digital Society ◽  
Knowledge Appropriation ◽  
High Level

The role of faculty in higher education as knowledge disseminators within the knowledge and digital society can be completely redefined. This paper presents results from a video-based flipped classroom approach combined with a project-oriented learning arrangement. I show that videos combined with a project-based learning setting can be a powerful tool to facilitate the shift from knowledge dissemination to knowledge appropriation. Besides, results show a high level of student's satisfaction and achievement during the course. The competences obtained by the students during the course reach far beyond those possible in a similar course with a traditional teaching approach.

scholarly journals Vocational Students Readiness In The Face of the Industrial Revolution 4.0 and the Demands of Life in the 21st Century Skills

2019 ◽  
Vol 1 (1) ◽  
pp. 40-52
Author(s):  
Edy Kurniawan ◽  
Supari Muslim ◽  
Erina Rahmadyanti ◽  
Widi Aribowo ◽  
Nita Kusumawati ◽  
...  
Keyword(s):  
21St Century ◽  
Digital Literacy ◽  
21St Century Skills ◽  
Flipped Classroom ◽  
Industrial Revolution ◽  
Initial Level ◽  
Project Based Learning ◽  
Vocational Students ◽  
Vocational High School ◽  
The Face

Vocational High School (VHS) is the initial level of vocational education whose task is to prepare students to become skilled labor in the industrial field. At this time there have been many changes, related to the era of industrial revolution 4.0, and the demands of life in the 21st century. Therefore it is necessary to increase the competence of vocational students in order to respond to these changes, both related to the era of industrial revolution 4.0, and demands for skills 4C to be able to live in existence in the 21st century. How far has the implementation of Vocational Schools been able to respond to these changes and demands? To answer this question, a research is needed entitled "Readiness of Vocational students in order to face the industrial revolution 4.0 and the demands of 21st century skills". Through literature studies, it was found that it was needed: (1) the use of learning models such as Problem Based Learning (PBL), Project Based Learning (PjBL), Cooperative Learning and the like, in order to foster 4C skills capabilities for vocational students; (2) the use of learning media such as e-larning, Flipped classroom and podcasts; (3) IoT utilization, digital literacy, and utilization of e-books that are cheap, practical, environmentally friendly, and up to date, (2) improving teacher quality related to the demands of 21st century skills.

scholarly journals DEVELOPING A HYBRID DIDACTIC COURSE IN ESP

2022 ◽  
pp. 675
Author(s):  
Nicolás Montalbán
Keyword(s):  
Blended Learning ◽  
Flipped Classroom ◽  
Project Based Learning ◽  
Proper Selection ◽  
Selection Of

This paper proposes a hybrid didactic ESP course, which comprises Blended Learning, Flipped Classroom and Project Based Learning with adequate activities. The paper shows that most of the proposed activities stipulate a high fulfilment indicator, and a correlation between a proper selection of didactic materials and the degree of students´ achievement and satisfaction at the end of each course.

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.

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