scholarly journals Embracing the flipped classroom: the planning and execution of a faculty workshop

2018 ◽  
Vol 42 (4) ◽  
pp. 648-654 ◽  
Author(s):  
Chaya Gopalan ◽  
Georgia Bracey ◽  
Megan Klann ◽  
Cynthia Schmidt
Keyword(s):  
Flipped Classroom ◽  
Teaching Method ◽  
Teaching Strategy ◽  
Faculty Members ◽  
Teaching Approach ◽  
Student Centered ◽  
Hands On ◽  
Survey Results ◽  
Faculty Workshop

A great deal of interest has emerged recently in the flipped classroom (FC), a student-centered teaching approach. After attending a presentation by the first author on the FC, a faculty member of a medical school in Mexico arranged for a 3-day workshop for 13 faculty members. The goal of the workshop was to train faculty to use the FC strategy in their classrooms to increase student engagement in learning. The workshop was in the FC style, where the participants would assume the role of students. Pre- and posttraining surveys were administered to examine participants’ current teaching practices and to evaluate their perceptions of the FC. The participants overwhelmingly reported the need to change their lecture-based teaching, as it was not engaging students. Their large class size, lack of technology, training, and uncertainty of the effectiveness of new teaching methods had hindered participants from changing their teaching technique. The on-site training not only allowed the entire department to work closely and discuss the new teaching approach, but also reinforced the idea of changing their teaching strategy and embracing FC teaching method. After the workshop, participants reported being determined to use the FC strategy in their classrooms and felt more prepared to do so. The post-survey results indicated that participants valued the FC training in the flipped style and wanted more of the hands-on activities. In conclusion, the 3-day faculty workshop on the FC was successful, since every participant was motivated to use this teaching method.

scholarly journals Designing, implementing and evaluation of educational program of ethics in education by scenario based discussion: A Scholarship study

2021 ◽  
Author(s):  
L Sadati ◽  
M Motaharipour ◽  
H Farajidana ◽  
R Abjar
Keyword(s):  
Role Model ◽  
Intervention Study ◽  
Teaching Method ◽  
Teaching Strategy ◽  
Faculty Members ◽  
Scholarly Activity ◽  
Moral Decisions ◽  
Personal Experiences ◽  
Key Concepts

Introduction: The commitment of faculty members to observe ethical principles and values in the role of a model leads to the strengthening of ethics in students and consequently the development of ethics in society. Therefore, universities need to promote and effectively teach ethics to their professors. Methods: The present intervention study was designed, implemented and evaluated in the form of a scholarly activity following the Kern curriculum model. Initially, after reviewing the studies and needs assessment, the course objectives, educational content and teaching strategy were determined. Then, ten training sessions were held with a discussion-based teaching method based on real scenarios. All discussions in the classrooms were recorded and implemented. At the end of each session, participants were asked to submit scenarios based on their personal experiences. For evaluation, the number of participants and scenarios were evaluated and the discussions were analyzed and interpreted by content analysis. Result: Data analysis confirmed the presence of 110 faculty members and the submission of 32 scenarios. In the qualitative section, 194 initial codes were extracted in four main categories: "commitment to teaching and student learning ", "ethics as law", "ethics-oriented educational atmosphere" and "teacher role model". Conclusion: Considering the welcome of the faculty members and the extraction of key concepts, It is suggested to use this teaching method in the ability of professors to understand the principles of ethics in education, create moral sensitivity and strengthen moral decisions.

Pedagogical Creativity as a Means of Inclusion in Primary School

2022 ◽  
pp. 107-125
Author(s):  
Gaia Lombardi
Keyword(s):  
Flipped Classroom ◽  
Learning By Doing ◽  
Pedagogical Strategies ◽  
Face To Face ◽  
Online Tools ◽  
Hands On ◽  
Hands On Learning ◽  
Face To Face Learning ◽  
Learning As A Process

This chapter presents some creative pedagogical strategies used during the distance or remote learning period due to the COVID-19 pandemic from March to May 2020. The chapter explores the use of coding in a transdisciplinary way. Strategies for online tools and their specific use both in remote and in face-to-face learning are presented. The role of hands-on learning as a process of learning-by-doing and how to involve pupils using the methods of a flipped classroom are also presented. The chapter concludes with the importance of games to keep the class group united and cohesive in order to develop a healthy sense of competitiveness and collaboration among the pupils.

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 Developing Students’ Translation Competence: The Role of Tasks and Teaching Activities

2021 ◽  
Vol 4 (11) ◽  
pp. 119-128
Author(s):  
Habiba Nakhli
Keyword(s):  
Self Report ◽  
Clear Correlation ◽  
Student Centered ◽  
Hands On ◽  
Teachers And Students ◽  
Report Data ◽  
Self Report Data ◽  
The Impact ◽  
Descriptive Method

The aim of this study is to identify the teaching procedures generally conducted by translation teachers, and investigate their impact on the development of students’ translation competence (TC). The study emphasizes the importance of substituting the traditional “read and translate” method for a student-centered teaching approach that relies on hands-on tasks and engaging activities.  These teaching procedures include intra- and extra-mural activities and tasks addressing different sub-competencies and skills and aiming at developing students' general TC. In order to study the impact of these teaching procedures on TC, we implemented a descriptive method that draws upon self-report data and observation of translation teachers and students in a classroom setting. We observed a group of MA translation students in the Faculty of Letters and Humanities in Tetouan and King Fahd School of Translation in Tangiers- Abdelmalek Essaadi University, Morocco. The observation reports and teachers questionnaires provided significant data about classroom practices, while the survey of students’ levels of TC revealed that the respondents’ mastery level of TC ranges from low to high across the different sub-competences. We subsequently compared students’ mastery levels to the general patterns governing the teachers’ teaching procedures, and the findings showed a clear correlation between the two. Accordingly, the type and focus of the tasks and activities performed by students have a direct impact on their TC development.

The Continuous and Systematic Study of the College Algebra Flipped Classroom

2016 ◽  
pp. 41-71 ◽  
Author(s):  
Lori Ogden ◽  
Neal Shambaugh
Keyword(s):  
Online Teaching ◽  
Flipped Classroom ◽  
Teaching Strategy ◽  
Mathematics Learning ◽  
College Algebra ◽  
Teaching Approach ◽  
Classroom Teaching ◽  
Individual Student ◽  
Face To Face ◽  
Development Framework

A flipped classroom teaching approach was used in the teaching of college algebra within a broader initiative for mathematics learning. The flipped classroom approach was documented as an integrated teaching model acknowledging multiple teaching approaches, including in-class cooperative learning, mentored laboratory activities, and online teaching videos. A design and development framework was used to describe the design decisions, model implementation, and model evaluation across three deliveries (cases 1, 2, and 3a/3b) of a college algebra course from fall of 2012 through fall of 2013. Key findings included students perceiving video outside of class as resources and not instruction. What replaced the lecture during face-to-face class time was integral to the success of the flipped classroom teaching approach. The use of videos does not constitute a flipped classroom, but requires an overall teaching strategy with an involved teacher who pays attention to individual student needs.

scholarly journals Student-Centered Learning and Teaching Processes (SCLT): old assumptions and new approaches!

2021 ◽  
pp. 1-9
Author(s):  
Erricoberto Pepicelli
Keyword(s):  
Social Sciences ◽  
Learning Styles ◽  
Human Brain ◽  
Teaching Approach ◽  
Learning Approach ◽  
Student Centered ◽  
Student Centered Learning ◽  
Learning And Teaching ◽  
Personal Experiences

Both the Student-centered Learning Approach and the Teacher-centered Teaching Approach are analyzed through the author’s long and multifaceted personal experiences and the relevant contribution of researchers, educators, and experts in the field of pedagogy, linguistics, and social sciences, covering about fifty years, exactly the period when very significant changes have taken place. The article refers also to how this approach started in schools, later moving also into the lecture rooms, with some attention to today’s situation in the Italian universities. The main topics dealt with referring to learning styles, the role of the human brain and the taxonomic areas, to culture, knowledge and to the contribution of technology, implying class/lecture rooms management, the new roles of learners and teachers, Covid 19 pandemic.

Introduction of Flipped Class Room Teaching Method for Undergraduate Students of Surgery in Assam Medical College - A Prospective Study

2021 ◽  
Vol 8 (33) ◽  
pp. 3060-3065
Author(s):  
Rocket Chandra Brahma ◽  
Syed Yasin Shahtaz Emanee
Keyword(s):  
Medical Education ◽  
Teacher Perceptions ◽  
Undergraduate Students ◽  
Flipped Classroom ◽  
Teaching Method ◽  
Mode Of Delivery ◽  
Student Centered ◽  
Medical Undergraduates ◽  
Class Room ◽  
A Prospective Study

BACKGROUND Higher education including medical education has been shifting towards more active and learner centric strategies. The flipped classroom (FCR) is basically student centered where as traditional teaching is teacher centered. Educationists and researchers have been debating about the pros of flipped classroom for over a decade and it is believed that flipping the classroom helps in inculcating the habit of self learning among the learners, leading to refinement of their analysis and synthesis skills. There are very limited data available regarding FCR teaching method especially surgery subject. Hence, this study was planned to introduce flipped class room among medical undergraduates in surgery. METHODS A prospective and observational study of 110 student selected out of 115 was carried out. Topics were selected from common surgical topics – cholelithiasis (2 classes) and appendicitis (1 class). Pre class activities were intimated digitally. In class and post class activities, student and teacher perceptions were measured and evaluated using standard statistical techniques. RESULTS 58 : 52 (Male : Female) students were included. Among them, 70 agreed & 10 strongly agreed that proper and clear instructions were provided, pre-class reading materials and similarly 80 agreed & 16 strongly agreed that adequate reading material was provided. 60 agreed that it was useful method in understanding and 10 strongly agreed that they learnt better but 36 felt neutral. Regarding faculty perception on if they would prefer flipped classroom over other teaching method: 12 agreed, 4 strongly agreed and 4 were neutral. Students suggested less text, more videos, and the use of FCR for selected topics. CONCLUSIONS Flipped classroom is an innovative method for medical education and should be incorporated in the curriculum. More studies, newer performance indicators and methods of implementation are needed to fine tune its technique and mode of delivery. KEYWORDS Flipped Classroom, Medical Education

The Continuous and Systematic Study of the College Algebra Flipped Classroom

2016 ◽  
pp. 1240-1271
Author(s):  
Lori Ogden ◽  
Neal Shambaugh
Keyword(s):  
Online Teaching ◽  
Flipped Classroom ◽  
Teaching Strategy ◽  
Mathematics Learning ◽  
College Algebra ◽  
Teaching Approach ◽  
Classroom Teaching ◽  
Individual Student ◽  
Face To Face ◽  
Development Framework

A flipped classroom teaching approach was used in the teaching of college algebra within a broader initiative for mathematics learning. The flipped classroom approach was documented as an integrated teaching model acknowledging multiple teaching approaches, including in-class cooperative learning, mentored laboratory activities, and online teaching videos. A design and development framework was used to describe the design decisions, model implementation, and model evaluation across three deliveries (cases 1, 2, and 3a/3b) of a college algebra course from fall of 2012 through fall of 2013. Key findings included students perceiving video outside of class as resources and not instruction. What replaced the lecture during face-to-face class time was integral to the success of the flipped classroom teaching approach. The use of videos does not constitute a flipped classroom, but requires an overall teaching strategy with an involved teacher who pays attention to individual student needs.

scholarly journals The construction and practice of computer network course driven by innovative thinking

2020 ◽  
Vol 309 ◽  
pp. 05017
Author(s):  
Shan Zhou ◽  
Longxin Lin ◽  
Yan Shu ◽  
Nian Xiong
Keyword(s):  
Flipped Classroom ◽  
Computer Network ◽  
Teaching Method ◽  
Engineering Application ◽  
Core Knowledge ◽  
Student Centered ◽  
Teaching Reform ◽  
Innovation Ability ◽  
Innovative Thinking ◽  
Specific Teaching

In view of the problems existing in the current teaching of computer network technology and application course, this paper introduces the educational concept driven by innovative thinking into the teaching of the course, and puts forward specific teaching reform measures: the teaching method which adopts the engineering application of innovative thinking as the guidance and focuses the problems on the core knowledge points, combining MOOC, SPOC and flipped classroom teaching philosophy, it is student-centered and arouses students’ interest in learning. Practice has proved that the teaching reform has obvious practical effects: students can quickly grasp the basic theory of computer network with more goals, and meanwhile, their practical ability, teamwork ability and innovation ability can be better trained and improved, which is conducive to the cultivation of high-quality innovative talents.

scholarly journals Qualitative investigation of the flipped classroom teaching approach as an alternative to the traditional lecture

2020 ◽  
pp. 142-150
Author(s):  
MONA ALMANASEF ◽  
DALIA ALMAGHASLAH ◽  
JANE PORTLOCK ◽  
ANGEL CHATER
Keyword(s):  
Focus Groups ◽  
Flipped Classroom ◽  
Teaching And Learning ◽  
Teaching Method ◽  
Teaching Approach ◽  
Inductive Method ◽  
Classroom Teaching ◽  
Traditional Lecture ◽  
The United Kingdom ◽  
The Right

Objectives: The study’s objective was to determine students’ perception of the traditional lecture and other methods of teaching and learning the students had already experienced, and to determine students’ expectations and attitude towards the flipped classroom teaching method. Methods: Two focus groups were conducted with 11 undergraduate pharmacy students in two pharmacy schools in the United Kingdom. Focus groups discussions were audio-recorded, then transcribed verbatim and analysed thematically using the inductive method. Results: Six key themes were identified: 1) teacher characteristics and competence; 2) having the right tools to learn; 3) learning can be emotional; 4) group work: what is in it for me?; 5) scaffold the delivery of teaching; and 6) to prepare or not to prepare. Conclusion: The flipped classroom teaching approach was thought to tackle perceived limitations of the traditional lecture including limited student engagement and the inappropriate pace of instructions. It was also deemed to help students understand the taught subject and prepare for summative assessment.

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