scholarly journals Research on Flipped Classroom Instructional Design Oriented the Cultivation of Subject Consciousness

2019 ◽  
Vol 7 (3) ◽  
pp. 107
Author(s):  
Ma Xiulin ◽  
Liang Jing ◽  
Li Sheng ◽  
Liu Jingjing
Keyword(s):  
Instructional Design ◽  
Flipped Classroom ◽  
Teaching Practice ◽  
Information Age ◽  
Three Dimensions ◽  
Independent Learning ◽  
Control Group ◽  
Longitudinal Comparison ◽  
And Performance ◽  
Experimental Group

The information age puts forward higher requirements for talent cultivation, and talents with independent learning concept and innovative spirit are urgently needed. As an activity of cultivating people, education plays an important role in promoting students' participation and cultivating students' subject consciousness, while Flipped Classroom provides a new way for that. This study combines the cultivation of subject consciousness with the practice of Flipped Classroom. Firstly, by analyzing the literature, three dimensions of subject consciousness are concluded: self-consciousness, social consciousness and practice consciousness, and the activities, strategies and evaluation of flipped teaching are designed. Then, the flipped mode and instructional design are applied to the teaching of public computer courses, which experienced two rounds of teaching practice. Finally, by comparing the experimental group with the control group and the longitudinal comparison of the time series, it is found that the flipped mode can effectively stimulate students' subject consciousness, and there is an obvious symbiotic relationship between the students' subject consciousness and performance; and it forms the strategy and effective model of cultivating students' subject consciousness.

scholarly journals Utilizing WebQuests for Enhancing Teaching Skills of Saudi Pre-Service Teachers of English as a Foreign Language

2020 ◽  
Vol 10 (6) ◽  
pp. 254
Author(s):  
Ali Alsagheer A. Mohammmad ◽  
Mohammed Albahiri
Keyword(s):  
Teaching And Learning ◽  
Teaching Practice ◽  
Control Group ◽  
Teaching Skills ◽  
Teaching Performance ◽  
Use Of Technology ◽  
Significant Difference ◽  
And Performance ◽  
And Control ◽  
Experimental Group

Purpose: There is need to focus on extensive use of technology in teaching and learning process, since the teachers are provided with well-organized WebQuests that are beneficial for developing effective teaching skills. The study aims to investigate the extent of the effects of WebQuests on the teaching skills and performance of pre-service teachers of English at the College of Education of King Khalid University. Methodology: The study sample, which included 35 students of the general diploma in English, were divided into two groups: experimental and control. The members of the control group were supervised in the traditional way during their teaching practice, and the members of the experimental group were given WebQuests so that they could surf the internet under the guidance of their supervisor and find the information they needed about teaching skills. The teaching performance of the teachers of both groups was assessed via a teaching performance observation form. The data collected through classroom observation was analyzed using SPSS. The differences between the teachers of both the groups in terms of the teaching skills were calculated using Mann-Whitney U test. Findings: Statistically significant differences were found in the rank means of the participants of the control and the experimental groups regarding their lesson planning and teaching skills. The results were favorable for the teachers of the experimental group; however, no significant difference was found between the scores of the experimental and the control groups in terms of lesson evaluation skills. Originality: The use of WebQuests significantly enhances the teaching skills of the students of the general diploma in English.

scholarly journals The Differentiate Effect of Self-Efficacy, Motivation, and Satisfaction on Pre-Service Teacher Students’ Learning Achievement in a Flipped Classroom: A Case of a Modern Educational Technology Course

2021 ◽  
Vol 13 (5) ◽  
pp. 2888
Author(s):  
Li Zhao ◽  
Xiaohong Liu ◽  
Yu-Sheng Su
Keyword(s):  
Educational Technology ◽  
Self Efficacy ◽  
Flipped Classroom ◽  
Learning Motivation ◽  
Control Group ◽  
Learning Achievement ◽  
Learning Satisfaction ◽  
Teacher Students ◽  
Pre Service Teacher ◽  
Experimental Group

To analyze how variability changes over time can enhance the understanding of how learners’ self-efficacy, motivation, and satisfaction is controlled and why differences might exist among groups of individuals. Therefore, this study compared the effect of variability on pre-service teacher students in the flipped classroom approach with a course named modern educational technology (MET). In total, 77 students in two groups participated in this study. Learners in the experimental group received the flipped classroom treatment. Learners in the control group received the traditional lecture-centered instructional approach. The learning outcomes were evaluated by practice assignment, transfer assignment, and student perception survey. The survey includes the evaluation of learning satisfaction, self-efficacy, and learning motivation. Pre-test and post-test were conducted by the two groups. The data analysis results applied analysis of variance (ANOVA) or analysis of covariance (ANCOVA) and revealed that the experimental group displayed a better learning achievement than the control group. The experimental group participants’ perception also showed variability (i.e., learning satisfaction, self-efficacy, and learning motivation) was better than the control group. Considering the overall study results, the flipped classroom model can be applied in the pre-service teacher students’ modern educational technology course.

scholarly journals Chatbot to improve learning punctuation in Spanish and to enhance open and flexible learning environments

2021 ◽  
Vol 18 (1) ◽  
Author(s):  
Esteban Vázquez-Cano ◽  
Santiago Mengual-Andrés ◽  
Eloy López-Meneses
Keyword(s):  
Learning Process ◽  
Latent Dirichlet Allocation ◽  
Distance Matrix ◽  
Ease Of Use ◽  
Three Dimensions ◽  
Pairwise Distance ◽  
Control Group ◽  
Quantitative Methodology ◽  
Quasi Experimental ◽  
Experimental Group

AbstractThe objective of this article is to analyze the didactic functionality of a chatbot to improve the results of the students of the National University of Distance Education (UNED / Spain) in accessing the university in the subject of Spanish Language. For this, a quasi-experimental experiment was designed, and a quantitative methodology was used through pretest and posttest in a control and experimental group in which the effectiveness of two teaching models was compared, one more traditional based on exercises written on paper and another based on interaction with a chatbot. Subsequently, the perception of the experimental group in an academic forum about the educational use of the chatbot was analyzed through text mining with tests of Latent Dirichlet Allocation (LDA), pairwise distance matrix and bigrams. The quantitative results showed that the students in the experimental group substantially improved the results compared to the students with a more traditional methodology (experimental group / mean: 32.1346 / control group / mean: 28.4706). Punctuation correctness has been improved mainly in the usage of comma, colon and periods in different syntactic patterns. Furthermore, the perception of the students in the experimental group showed that they positively value chatbots in their teaching–learning process in three dimensions: greater “support” and companionship in the learning process, as they perceive greater interactivity due to their conversational nature; greater “feedback” and interaction compared to the more traditional methodology and, lastly, they especially value the ease of use and the possibility of interacting and learning anywhere and anytime.

scholarly journals The impact of mediated learning on the academic writing performance of medical students in flipped and traditional classrooms: scaffolding techniques

2021 ◽  
Vol 16 (1) ◽  
Author(s):  
Laleh Khojasteh ◽  
Seyyed Ali Hosseini ◽  
Elham Nasiri
Keyword(s):  
Medical Students ◽  
Academic Writing ◽  
Flipped Classroom ◽  
Second Language Learners ◽  
Control Group ◽  
Mediated Learning ◽  
Writing Classes ◽  
Writing Group ◽  
The Impact ◽  
Experimental Group

AbstractWriting as a multiple-step process is one of the most complex and demanding skills for graduate students to master. Foreign or second language learners who are required to write for academic purposes at the university level may even find it more demanding to master. One of the ways of decreasing the burden of mastering this skill for learners is mediation, using scaffolding techniques to teach writing. Hence, having a good understanding of the impact(s) of adopting mediating or scaffolding techniques in writing classes is absolutely indispensable. To this end, the present study employed an experimental research design to investigate the impact of mediation in the flipped writing classrooms of the students of medicine. To peruse this goal, 47 medical students were selected through purposive sampling and put into control and treatment groups. Medical students in the treatment group watched teacher-made video content(s) before their writing classes. The students in this group experienced organized-interactive writing group activities in their classes. Unlike the experimental group, the students in the control group received all the instructions in the classroom and were assigned homework. The findings obtained through the ANOVA and t-test indicated that the students in the experimental group significantly outperformed their counterparts in the control group in terms of their writing. A probable conclusion could be that by requiring students to study in advance and take responsibility for their learning, flipped classroom can provide the opportunity for learners to actively construct knowledge rather than receive the information passively in the classroom. Flipped classroom can also cultivate interactive class time for teachers and enable them to invest in more fruitful academic practices, instead of asking students to spend a substantial amount of time each week doing homework independently.

The effect of body-movement teaching, learning motivation and performance

2016 ◽  
Vol 24 (3) ◽  
pp. 414-437 ◽  
Author(s):  
Satoshi Sugahara ◽  
Hisayo Sugao ◽  
Steven Dellaportas ◽  
Takahiro Masaoka
Keyword(s):  
Body Movement ◽  
Learning Motivation ◽  
Control Group ◽  
Content Type ◽  
Entry Level ◽  
Quasi Experimental ◽  
And Performance ◽  
Teaching Learning ◽  
The Impact ◽  
Experimental Group

Purpose This research applies a quasi-experimental research method to investigate the impact of an innovative resource titled “Accounting Exercise” (teaching intervention using physical movement and lyrics) on learning motivation and performance on a group of students enrolled in a first-year undergraduate accounting course in Japan. Design/methodology/approach Five classes were randomly assigned to either an experimental group (two classes) or a control group (three classes). In the experimental group, 90 students participated in a 15-min “Accounting Exercise” at the commencement of lectures over three consecutive weeks. The remaining 133 students assigned to the control group did not participate in the Accounting Exercise. Findings The findings indicate that the Accounting Exercise provided stimuli in maintaining students’ learning motivation. This finding is important for entry-level students where learning motivation has the potential to influence students’ future decisions on major areas of study and career choices. Originality/value This finding is important for entry-level students where future career options are decided. This effect is also believed to contribute to reducing the declining numbers of students in accounting majors.

Using comprehension strategies for students' self-efficacy, anxiety, and proficiency in reading English as a foreign language

2018 ◽  
Vol 46 (3) ◽  
pp. 447-458 ◽  
Author(s):  
Hung-Chang Liao ◽  
Ya-Huei Wang
Keyword(s):  
Foreign Language ◽  
Self Efficacy ◽  
Comprehension Strategies ◽  
Control Group ◽  
Verbal Persuasion ◽  
Reading Comprehension Strategies ◽  
English Reading ◽  
Significant Difference ◽  
And Performance ◽  
Experimental Group

We examined whether or not instructing Taiwanese students in the use of comprehension strategies when they are reading English as a foreign language, reduces their English reading anxiety and increases their English reading self-efficacy and proficiency. We used a quasiexperimental design and conducted a 15-week course. The experimental group (n = 31) received instruction in reading comprehension strategies and the control group (n = 31) received instruction by traditional teaching methods. The results show that the experimental group had less anxiety when reading English and higher proficiency than the control group. In regard to self-efficacy when reading English, the experimental group also performed better than the control group in terms of self-affirmation, perseverance, verbal persuasion, and performance overall. However, there was no statistically significant difference for learning attitude between the groups.

scholarly journals Integrating inquiry learning and knowledge management into a flipped classroom to improve students’ web programming performance in higher education

2019 ◽  
pp. 304-324
Keyword(s):  
Higher Education ◽  
Knowledge Management ◽  
Flipped Classroom ◽  
Inquiry Learning ◽  
Learning Performance ◽  
Control Group ◽  
Inquiry Based Learning ◽  
Web Programming ◽  
Experimental Group ◽  
Engaging Student

In view of the benefits of inquiry-based learning and knowledge management (KM) in triggering students’ communication and knowledge construction and the benefits of a flipped classroom in engaging student learning in- and out-of-classroom, this study proposed to integrate inquiry learning and KM into a flipped classroom to cultivate student web-programming learning performance in a higher education setting. Fifty-one university students participated in a web-programming course. The students in the experimental group used the proposed approach, while those in the control group used the conventional inquiry-based flipped classroom approach. The results indicated that integrating KM and inquiry-based approach into a flipped classroom can improve students’ programming skills and code comprehension and help them learn more effectively with better learning achievements.

scholarly journals Comparing the Effectiveness of Flipped and Traditional Teaching Methods in Problem-solving Learning and Self-determination Among University Students

2020 ◽  
Vol 19 (3) ◽  
Author(s):  
Mahnaz Khayat ◽  
Fariba Hafezi ◽  
Parviz Asgari ◽  
Marzieh Talebzadeh Shoushtari
Keyword(s):  
Problem Solving ◽  
University Students ◽  
Flipped Classroom ◽  
Teaching Method ◽  
Self Determination ◽  
Analysis Of Covariance ◽  
Control Group ◽  
Traditional Teaching ◽  
Traditional Teaching Methods ◽  
Experimental Group

Background: The flipped classroom model provides an ideal ground to convert a traditional classroom into an interactive environment based on problem-solving learning with a focus on university students’ self-determination. Objectives: The present study aimed to investigate the effectiveness of flipped and traditional teaching methods in problem-solving learning and self-determination among university students. Methods: The research method was experimental with a pretest-posttest design and a control group. The statistical population included all female students of Farhangian University in Ahvaz city in the academic year 2019. Using a purposive sampling method, 36 students were selected and randomly divided into experimental and control groups (n = 18 per group). The research instrument included the Problem-Solving Inventory (PSI) and the Basic Psychological Need Satisfaction scale. The experimental group received the flipped teaching program during eight 120-min sessions once a week; however, the control group received the traditional teaching method. multivariate analysis of covariance (MANCOVA), univariate analysis of covariance (ANCOVA), and Bonferroni post hoc tests were used to analyze the data. Results: The posttest scores (mean ± SD) of problem-solving learning and self-determination were 83.77 ± 14.17 and 119.33 ± 13.79, respectively, in the experimental group, which were significantly different from the scores of the control group. The flipped classroom promoted problem-solving learning and components of self-determination among university students in the experimental group when compared to the control group (P = 0.01). The flipped teaching method was more effective than the traditional method in increasing problem-solving learning and self-determination among university students. Conclusions: According to the findings, the flipped teaching method had greater impacts on students’ problem-solving and self-determination than had the traditional method.

scholarly journals The Effect of Using Flipped Classroom Model on Libyan University Students' English Learning

2018 ◽  
pp. 64-84
Author(s):  
Mustafa Braiek ◽  
Abdulhamid Onaiba ◽  
◽  
Keyword(s):  
Foreign Language ◽  
Flipped Classroom ◽  
Teaching Method ◽  
Control Group ◽  
Traditional Teaching ◽  
Language Test ◽  
Positive Attitudes ◽  
Students Attitudes ◽  
Experimental Group ◽  
Learning English

This study aimed at investigating the effectiveness of using flipped classroom model on learning English as a foreign language and students’ attitudes towards flipped classroom. The sample of study consisted of 31 students at Faculty of Arts, Misurata University. The participants were divided into two groups: 16 students for the experimental group and 15 students for the control group. The data collection tools used in this study were an EFL (English as a Foreign Language) test and a questionnaire to explore students’ attitudes towards flipped classroom. Participants in both groups were pre-tested using the EFL test before the experiment. Then, the experimental group was taught using flipped classroom strategy while the control group was taught using the traditional teaching method. After the experiment, students in both groups were post-tested using the EFL test while the questionnaire was administered to the students of the experimental group only. The results of the study showed that applying the strategy of the flipped classroom had a significant effect in increasing the students’ performances in learning English. The questionnaire responses showed positive attitudes regarding the use of flipped teaching.

scholarly journals The Effects of a Running Consistency Programme on Footfall Variability and Performance in the Long Jump

2016 ◽  
Vol 23 (3) ◽  
pp. 145-152
Author(s):  
Marcin Starzak ◽  
Hubert Makaruk ◽  
Anna Starzak
Keyword(s):  
Training Programme ◽  
Control Group ◽  
Education Students ◽  
Acceleration Phase ◽  
Physical Education Students ◽  
Step Velocity ◽  
Post Test ◽  
Long Jump ◽  
And Performance ◽  
Experimental Group

Abstract Introduction. The main purpose of this study was to evaluate the effect of a training programme aimed to enhance toe-toboard consistency on footfall variability and performance in the long jump. Material and methods. The study involved 36 male physical education students. The experimental group participated in a 12-week training programme, whereas the control group was limited to taking part in the classes held at university. All participants performed 6 long jump trials during two testing sessions. The kinematic parameters were assessed using the Optojump Next device and were further analysed to determine the variability of footfall placement during the approach run. Results. The analysis revealed a significant (p < 0.01) decrease in footfall variability in the experimental group between the pre-test and post-test. After the completion of the training programme, the participants significantly (p < 0.05) improved their take-off accuracy. Additionally, they significantly (p < 0.05) increased their velocity in the last five steps before take-off and the effective distance of the jump (p < 0.001). Conclusions. The results of this study indicate that through specific training, it is possible to improve the consistency of the steps in the acceleration phase of the approach run in the long jump. Moreover, decreasing footfall variability helps achieve a more stable step pattern which may be beneficial for greater accuracy at the take-off board and makes it possible to increase step velocity at the final stage of the approach run.

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