scholarly journals An Innovative Learning Model in Digital Age: Flipped Classroom

2017 ◽  
Vol 5 (11) ◽  
pp. 189 ◽  
Author(s):  
Mustafa Çevikbaş ◽  
Ziya Argün
Keyword(s):  
Flipped Classroom ◽  
Teaching And Learning ◽  
Theoretical Background ◽  
Learning Approaches ◽  
Teaching Approaches ◽  
Innovative Teaching ◽  
Digital Revolution ◽  
Advantages And Disadvantages ◽  
Innovative Learning ◽  
Different Characteristics

The study aimed to emphasize that digital revolution has crucial influences on the field of education as in many other fields. The relevant influences have led to radical changes in terms of teaching and learning approaches approved in the field of education. The students in our age have quite different characteristics when compared to the past, and their expectations have been shaped accordingly. Hence, it is quite difficult to draw interest and curiosity of the students today to learning activities through the traditional teaching approaches. Moreover, it is not easy to overcome some problems regarding teaching and learning by obsolete approaches. In this regard, the educators today show highly much interest in the innovative teaching approaches that address the needs of this age. One of those approaches is flipped classroom model. In this study, the conceptual and historical foundations of the flipped classroom model as being one of the popular instructional models in recent years, theoretical background of the model, and the advantages and disadvantages of the model in teaching processes were highlighted. Furthermore, interpretations concerning what kind of a role flipped classroom model would play to get over some problems in the field of education were included.

scholarly journals Flipped Classroom Sebagai Strategi Pembelajaran Pada Era Digital

2019 ◽  
Vol 1 (2) ◽  
pp. 54-58
Author(s):  
Lydia Susanti ◽  
Dian Ayu Hamama Pitra
Keyword(s):  
Flipped Classroom ◽  
Teaching And Learning ◽  
Learning Strategy ◽  
Traditional Learning ◽  
Learning Approaches ◽  
Digital Revolution ◽  
Video Viewing ◽  
New Learning ◽  
Education Strategy ◽  
E Learning

Digital revolution has an important impact in the education strategy as in many other fields. This impact also led to radical changes in the field of education, such as in terms of teaching and learning approaches. Flipped classroom is a new learning strategy. This learning strategy is increasingly developing with technological advancements, such as internet access and other supporting software. In traditional learning educators deliver material, then to increase understanding of the material then students will do the assignments at school and given homework. On flipped classroom, students participate in preparing learning through video viewing, understanding powerpoints and accessing learning resources provided by educators through online media such as e-learning. Several studies have shown that the application of Flipped classroom can improve students' learning motivation

THE FLIPPED CLASSROOM AS AN INSTRUCTIONAL MODEL

2021 ◽  
Vol 10 (1) ◽  
pp. 56-67
Author(s):  
SANDA VEREŞ ◽  
ADRIAN-DANIEL MUNTEAN
Keyword(s):  
Teaching Methods ◽  
Flipped Classroom ◽  
Learning Processes ◽  
High Time ◽  
Instructional Model ◽  
International Context ◽  
Learning Framework ◽  
Advantages And Disadvantages ◽  
Innovative Learning ◽  
Teaching Paradigm

The current national and international context has determined teachers to evaluate teaching methods and utilise active student involvement strategies in the classroom during learning processes. This article presents the Flipped Classroom instructional model, analyses its application, and proposes stages to follow in order to create a successful flipped classroom. Even though the flipped classroom instructional model is not utilised in Romania, the authors aim to attract attention to it, presenting its advantages and disadvantages. A change is due in the current teaching paradigm and it is high time to promote an innovative learning framework using the flipped classroom instructional model.

scholarly journals Strategies for innovative teaching and learning Part 2: How to deliver a distance education online course

2021 ◽  
Vol 11 (9) ◽  
pp. 39
Author(s):  
Constance E. McIntosh ◽  
Diana Bantz ◽  
Cynthia M. Thomas
Keyword(s):  
Distance Education ◽  
Online Learning ◽  
Distance Learning ◽  
Teaching And Learning ◽  
Online Courses ◽  
Online Course ◽  
Innovative Teaching ◽  
Advantages And Disadvantages ◽  
Learning Platform ◽  
History Of

The second article in a three-part series discusses how to deliver a distance education online course by i) assuring understanding of the learning platform, ii) developing a course model, iii) creating individual assignment rubrics for courses, iv) requiring active participation from both instructor and students, and v) setting-up quality communication. This paper is a continuation of the first paper whereby the history of distance learning, the positives and negatives of online learning, advantages and disadvantages of online learning, and the initial considerations for establishing online courses.

scholarly journals Partnerships and Pedagogy: Transforming the BA Online

2021 ◽  
Author(s):  
Clare Lloyd ◽  
Annika Herb ◽  
Michael Kilmister ◽  
Catharine Coleborne
Keyword(s):  
Social Learning ◽  
Curriculum Design ◽  
Teaching And Learning ◽  
Academic Staff ◽  
Learning Experience ◽  
Learning Objects ◽  
Digital Revolution ◽  
Learning Platform ◽  
Innovative Learning ◽  
The University

There has been much written recently round the “digital revolution” of universities (Nascimento Cunha et al., 2020). Indeed, in 2020 the COVID-19 pandemic demonstrated the need for universities to adapt and adopt new technological tools for teaching and learning, as both the global world we live in changed, and as students adapted to the continually evolving digital landscape. The BA Online is a new interdisciplinary online presence for the humanities and social sciences, and includes a focus on constructive alignment, innovative learning objects, and social learning. The semester-long courses were built as a supported social learning experience that is purposefully constructed with a narrative. This article reveals how the BA Online project was realised through the use of partnerships, particularly that of the university learning designers who worked very closely with both the online learning platform FutureLearn and academic staff in curriculum design and course transformation.

scholarly journals Building Students’ Hard and Soft Skills through Innovative Teaching Approaches to Mathematics

2019 ◽  
Vol 54 (5) ◽  
Author(s):  
Euis Eti Rohaeti
Keyword(s):  
High School Students ◽  
Mathematics Teaching ◽  
Soft Skills ◽  
Meta Analysis ◽  
Learning Approaches ◽  
Teaching Approaches ◽  
School Students ◽  
Innovative Teaching

The goals of this case study were to (1) analyze the role of innovative mathematics teaching approaches among middle and high school students regarding their hard and soft mathematical skills; (2) to examine students’ perceptions about the mathematical teaching approaches, used by their teachers during class sessions, (3) to analyze aspects of innovation in them. The descriptive case study approach was used to analyze the role of innovative teaching approaches in helping students to develop various mathematical hard and soft skills. A qualitative meta-analysis methodology was applied to ten student theses about mathematics teaching within the Department of Mathematics in the School of Postgraduate studies of IKIP Siliwangi in Cimahi. This paper presents the results based on ten graduate students’ theses research studies, selected purposively from 68 student theses. The selection of articles aimed to include a variety of theses discussing mathematics skills teaching and learning approaches. The results show that, in general, students who were trained with innovative teaching approaches attained higher grades than students taught by conventional teaching methods. It has been established that students’ grades on mathematical hard skills varied after intervention. On the contrary, regarding students mathematical soft skills, some theses reported no difference between students taught using both approaches, while some reported greater differences. Finally, students had good opinions regarding the innovative teaching-learning approaches, used by their teachers.

scholarly journals The Effective Integration of Flipped Classroom in ELT Contexts: A Review of Recent Literature

2021 ◽  
Author(s):  
Maryam Haghi
Keyword(s):  
Flipped Classroom ◽  
Teaching And Learning ◽  
English Language ◽  
Recent Literature ◽  
English Language Teaching ◽  
Flipped Learning ◽  
Advantages And Disadvantages ◽  
Learning Contexts ◽  
Technological Tools ◽  
Teachers And Students

The emergence of new technological tools has affected and changed the realm of education to a great extent which has led many language practitioners to adopt gradual innovative steps in their teaching methods. Accordingly, flipped learning has been adopted and implemented in different contexts such as ELT. The purpose of this paper is to provide information regarding the definition of flipped learning, its recent literature, its advantages and disadvantages, and to focus on how to apply this approach in English language teaching and learning contexts. The review shows that this approach meets the principles of personalized learning, constructivism, and student-centered instruction which has brought many benefits for both teachers and students and clearly shows teachers’ and students’ roles have been significantly changed comparing with traditional methods of teaching and learning. The significance of this study lies in the fact that it has brought numerous insights and implications for ELT practitioners. The paper concludes with the recommendations in the literature on promoting flipped classroom environments in ELT teaching and learning contexts, which will help ELT teachers and practitioners who are thinking of implementing new technological tools in their teaching practices

scholarly journals ACHIEVING HIGHER LEVELS OF MATHEMATICAL LITERACY WITH INNOVATIVE TEACHING APPROACHES AND A CRITICAL USE OF DIGITAL TECHNOLOGY

2021 ◽  
Vol 18 (1) ◽  
pp. 13-21
Author(s):  
Urška Krajnc
Keyword(s):  
Learning Environment ◽  
Primary School ◽  
Digital Technology ◽  
Daily Life ◽  
Teaching Approaches ◽  
Mathematical Literacy ◽  
Innovative Teaching ◽  
Life Problems ◽  
Innovative Learning ◽  
Math Literacy

An increasing number of students in primary school dislike maths, their motivation to solve problem tasks is declining, which results in poorer mathematical literacy. The above-mentioned issues can be solved only by applying innovative teaching approaches such as learning maths with the innovative learning environment MS Teams. Such learning is very interesting for students, knowledge testing is easier, and students get feedback immediately. Students are more motivated to learn math, which in turn means raising math literacy. Keywords: daily life problems, digital technology, innovative teaching approaches, mathematical literacy, MS Teams

scholarly journals The Impact of Innovative Teaching Approaches on Biotechnology Knowledge and Laboratory Experiences of Science Teachers

2018 ◽  
Vol 8 (4) ◽  
pp. 213 ◽  
Author(s):  
Tugce Orhan ◽  
Nurettin Sahin
Keyword(s):  
Science Teachers ◽  
Learning Approaches ◽  
Teaching Approaches ◽  
Innovative Teaching ◽  
Self Evaluation ◽  
Embedded Design ◽  
Service Training ◽  
Instructional Tasks ◽  
Laboratory Experiences ◽  
The Impact

The current study presents an evaluation of the laboratory instructional tasks prepared based on innovative teaching approaches (research-inquiry, problem solving, project, argumentation and web-based interdisciplinary learning approaches) designed to enhance science teachers’ biotechnology knowledge, awareness and laboratory experiences. The laboratory instructional tasks developed by the researchers aim to improve the laboratory experiences, as well as support the teaching of biotechnology through innovative teaching approaches. For this purpose, in-service training course titled Biotechnology Education Practices was conducted with the voluntary participation of science teachers (n = 17). The current study employed the embedded design. The quantitative part of the embedded design is designed as the single group pretest-posttest model and the qualitative part of it is designed as the case study. The data of the current study were collected through the Biotechnology Awareness Questionnaire, Biotechnology Evaluation Questions, The Laboratory Self-Evaluation form and worksheets. The results obtained from the analyses revealed that the instructional tasks conducted within the context of the Biotechnology Education Practices resulted in significant effects on the science teachers’ biotechnology knowledge and awareness and that the innovative teaching approaches were effective in developing the science teachers’ laboratory experiences. It would be useful to use laboratory instructional tasks enriched with innovative teaching approaches in teaching biotechnology subjects.

scholarly journals Strategies for innovative teaching and learning Part III: Connecting with students from a distance

2021 ◽  
Vol 11 (10) ◽  
pp. 19
Author(s):  
Diana Bantz ◽  
Cynthia M. Thomas ◽  
Constance E. McIntosh
Keyword(s):  
Online Learning ◽  
Teaching And Learning ◽  
Online Courses ◽  
Online Course ◽  
Innovative Teaching ◽  
Advantages And Disadvantages ◽  
Learning Platform ◽  
Phone Calls ◽  
Isolation Methods ◽  
History Of

The third article in a three-part series discusses ways to enhance communication with students and promote connectedness when delivering a distance online course. Students in distance programs may have feelings of not being connected to the instructor and peers leading to dissatisfaction and isolation. Methods of how the instructor can promote an environment of connectedness through the use of announcements, video conferencing, video updates, scheduled phone calls, and office hours will be discussed. The first paper discussed the history of distance learning, the positives and negatives of online learning, advantages and disadvantages of online learning, and the initial considerations for establishing online courses. The second paper delved into understanding of the learning platform, developing a course model, creating individual assignment rubrics for courses, requiring active participation from both instructor and students, and setting-up quality communication.

scholarly journals The effect of an online active learning-based course on approaches to teaching

2021 ◽  
Author(s):  
Mansurbek Kushnazarov ◽  
Crystal Jing Luo ◽  
Nicole Kwan Yee Lai
Keyword(s):  
Active Learning ◽  
Teaching And Learning ◽  
Course Design ◽  
Teaching Quality ◽  
Technology Enhanced Learning ◽  
Learning Approaches ◽  
Teaching Approaches ◽  
Approaches To Teaching ◽  
Case Based Learning

The quality of teacher training research postgraduate (RPg) students receive is highly likely to determine the quality of teaching and learning they will provide when they are given teaching duties. Designing and developing such a teaching development course is considerably challenging, particularly if it is fully online. Owing to its focus on student learning, we integrated group learning, case-based learning and technology-enhanced learning approaches of active learning into an online Professional Development (PD) course at a university in Hong Kong. The course intended to enhance RPg students’ student-focused teaching approaches which, in turn, would help their students demonstrate high academic performance and achieve learning objectives. We relied on the concept of teaching approaches to build the theoretical foundation of this study and used Approaches to Teaching Inventory (ATI) to test the effectiveness of the PD course in improving the RPg students’ teaching quality. The quantitative analysis of the survey conducted showed that there was a significant increase in both Conceptual Change/Student Focused (CCSF) and Information Transmission/Teacher Focused approaches to teaching among the RPg students. The results provided opportunities to make informed decisions for further enhancement of the course design and start a new potential dialogue in studies of teaching approaches.

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