scholarly journals Virtual flipped teaching during the COVID-19 pandemic

2021 ◽  
Vol 45 (4) ◽  
pp. 670-678
Author(s):  
Chaya Gopalan ◽  
Carolyn Butts-Wilmsmeyer ◽  
Vanessa Moran
Keyword(s):  
Learning Strategies ◽  
Teaching Method ◽  
Student Perception ◽  
Instructional Method ◽  
Course Evaluations ◽  
Teaching Mode ◽  
Face To Face ◽  
Active Learning Strategies ◽  
And Performance ◽  
Collaborative Activities

The COVID-19 pandemic forced teaching to be shifted to an online platform. Since the flipped teaching (FT) model has been shown to engage students through active learning strategies and adapt both synchronous and asynchronous components, it was a convenient choice for educators familiar with this instructional method. This study tested the effectiveness of a virtual FT method during the pandemic in a graduate-level physiology course. Besides assessing knowledge gained in the virtual FT format, student surveys were used to measure student perception of their adjustment to the new FT format, their confidence in completing the course successfully, and the usefulness of assessments and assignments in the remote FT. Students reported that they adjusted well to the remote FT method ( P < 0.001), and their confidence in completing the course in this teaching mode successfully improved from the beginning to the end of the semester ( P < 0.05). Students expressed a positive response to the synchronous computerized exams (90.32%) and the formative group (93.51%) and individual (80.65%) assessments. Both collaborative activities (93.55%) and in-class discussions (96.77%) were found to be effective. The course evaluations and the overall semester scores were comparable to the previous semesters of face-to-face FT. Overall, students’ perceptions and performance suggested that they embraced the virtual FT method and the tested teaching method maintained the same strong outcome as before. Thus, this study presents a promising new instructional method in the teaching of future physiology courses.

Investigating Patterns of Student Engagement during Collaborative Activities in Undergraduate Chemistry Courses

2021 ◽  
Author(s):  
Joshua Reid ◽  
Zübeyde Demet KIRBULUT GUNES ◽  
Shaghayegh Fateh ◽  
Adan Fatima ◽  
Michael Macrie-Shuck ◽  
...  
Keyword(s):  
Student Engagement ◽  
Active Learning ◽  
Learning Strategies ◽  
Positive Effects ◽  
Undergraduate Chemistry ◽  
Active Learning Strategies ◽  
And Performance ◽  
Collaborative Activities

Several studies have highlighted the positive effects that active learning may have on student engagement and performance. However, the influence of active learning strategies is mediated by several factors, including...

Preparing University Students for Flipped Learning

2015 ◽  
pp. 175-195 ◽  
Author(s):  
Linda Cresap
Keyword(s):  
University Students ◽  
Learning Strategies ◽  
Learning Experience ◽  
Flipped Learning ◽  
Initial Experience ◽  
Information Discovery ◽  
Review Of The Literature ◽  
Student Preparation ◽  
Active Learning Strategies ◽  
Collaborative Activities

Flipped learning is a pedagogy that emphasizes higher levels of learning by inverting the traditional in-class faculty lecture and information-discovery phase with the typical out-of-class student practice phase through homework activities. In this chapter, the author shares experiences in creating and implementing flipped learning using traditional textbook reading out of class and active learning strategies in class. The initial experience of flipped learning led the author to determine that university students require preparation for flipped learning, especially when students are required to read the textbook as out-of-class preparation and to engage in collaborative activities in class. The purpose of this chapter is to provide strategies for preparing university students for flipped learning. A brief review of the literature related to flipped learning and a look at the author's initial flipped learning experience are reviewed to provide support for the need for student preparation.

scholarly journals A Comparison of Interteaching and the Learning Pathway in a Community Health Undergraduate Course

2020 ◽  
pp. 237337992090280
Author(s):  
Jonathan A. Schulz ◽  
Vincent T. Francisco
Keyword(s):  
Health Promotion ◽  
Active Learning ◽  
Community Health ◽  
Learning Strategies ◽  
Teaching Method ◽  
Future Health ◽  
Final Exam ◽  
Course Objectives ◽  
Active Learning Strategies ◽  
Self Instruction

Health promotion undergraduate courses frequently use active learning strategies in an attempt to ensure that future health professionals are prepared to improve population health outcomes. One teaching method with limited research in health promotion courses at the undergraduate level is interteaching (IT). IT is based on behavior analytic techniques and uses paired discussion and student-informed clarifying lectures to teach course objectives. A number of studies suggest that IT is more effective than traditional teaching methods (i.e., lecture). However, research is needed to compare IT with other active learning strategies (i.e., strategies that foster critical thinking by engaging students in analysis, synthesis, and evaluation through discussion and active student responding) and in new subject areas. The present study compared IT with an active learning strategy known as the Learning Pathway (LP) in an undergraduate community health education/promotion planning course. The LP uses group work and guided self-instruction to help students address a societal issue of their choice. Results indicate that students performed slightly higher on multiple-choice quizzes during the IT condition and correctly answered more fill-in-the-blank midterm and final exam questions related to content covered in the IT condition. However, students indicated that they preferred the LP teaching method. Although further research is needed to investigate active learning strategies that are most effective on various outcomes in health promotion courses, this study suggests that IT may be more effective than the LP on teaching course objectives as measured by quiz scores.

scholarly journals Impeding Factors Towards the Effectiveness of Online Learning During Covid-19 Pandemic among Social Sciences Students

2020 ◽  
Vol 10 (4) ◽  
pp. 37
Author(s):  
Mohamad Faizal Ramli ◽  
Muhammad Majid ◽  
Basri Badyalina
Keyword(s):  
Social Sciences ◽  
Mental Health ◽  
Online Learning ◽  
Mental Health Problems ◽  
Teaching Method ◽  
Internet Access ◽  
Higher Learning ◽  
Face To Face ◽  
And Performance ◽  
Learning Institutions

During the COVID-19 pandemic, higher learning institutions switched from the traditional face-to-face teaching method to online based teaching. Even though the country is facing crisis due to the pandemic, teaching can still be conducted through online platform. It offers flexibility to both students and academicians. However, online learning is believed to reduce the students’ motivation, performance and lead to mental health problems. To reduce these issues, this study was conducted to determine the impeding factors towards the effectiveness of online learning. The respondents consists of 267 social sciences students. Three impeding factors were discussed which are accessibility, social and academician capability factor. The descriptive findings determined that accessibility factor was the main impeding factor towards the effectiveness of online learning. Thus, the roles of government, university and telecommunication firm are important to reduce the issues of internet access, internet data cost and lack of technology devices. Consequently, the students’ motivation and performance during online learning can be enhanced.

scholarly journals Study on the Influencing Factors on Network-based Autonomous Learning in Mechanical Engineering English

2016 ◽  
Vol 11 (03) ◽  
pp. 57
Author(s):  
Wenting Ma
Keyword(s):  
Resource Management ◽  
Learning Strategies ◽  
Influencing Factors ◽  
Mechanical Engineering ◽  
Engineering Students ◽  
Teaching Method ◽  
Strategy Use ◽  
Autonomous Learning ◽  
Learning Condition ◽  
Teaching Mode

Exploring the influencing factors of network-based autonomous learning is very important for colleges and universities in the world who have adopted this teaching mode in their education system. Many studies have discussed the teaching mode of autonomous learning, but failed to pay enough attention to the factors influencing students learning results. The purpose of this study is to analyze the relationship between the influencing factors and students’ learning results among different levels, and find better teaching method according to students’ learning condition. Mechanical Engineering students in Luoyang Institute of Science and Technology are employed as the data source. A number of data are collected and compared, and an analysis of various factors that influence the achievement of students’ network-based autonomous learning is performed. Data calculation shows that: students from different grades and levels differ in their learning motivations and beliefs; in learning strategies, they have no difference in cognitive stratagem, but in Meta-cognitive strategy and resource management strategies they are different. There are significant positive correlations between students’ intrinsic motivation and belief of resource management, students’ responsibility strategy use; extrinsic motivation and strategy use are a negative correlation, but not significant.

scholarly journals Agile and Active

2019 ◽  
Vol 2 (2) ◽  
pp. 1-22
Author(s):  
Cindy Cogswell ◽  
Scott Pauls ◽  
Adrienne Gauthier ◽  
Erin DeSilva
Keyword(s):  
Active Learning ◽  
Student Performance ◽  
Learning Strategies ◽  
Curricular Change ◽  
Course Redesign ◽  
What Works ◽  
Active Learning Strategies ◽  
And Performance ◽  
Student Grades ◽  
Introductory Calculus

It is well documented that the use of active learning strategies increases student learning (Freeman et al., 2014; Prince, 2004; Springer, Stanne, & Donovan, 1999). A key difficulty in innovating college mathematics is identifying and sustaining what works for both students and the faculty. This study discusses efforts to innovate and sustain curricular change in introductory calculus at a private, elite institution. To examine if incorporating active learning strategies made a difference in student performance, student grades in the redesigned course and performance in subsequent courses were analyzed. Using Austin’s 2011 framework to understand the context in which the course redesign took place, individual faculty and contextual barriers and “levers” to sustain change are discussed. Findings are applicable to other STEM disciplines and to colleges and universities in general. Next steps in this research include identifying how to scale change, including, perhaps, networks of faculty to implement and spread the reform on campus.

scholarly journals Application of Portfolio in Nursing Education and Assessment of Learning

2019 ◽  
Author(s):  
L Mardanian Dehkordi ◽  
Sh Ghiyasvandian
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Active Learning ◽  
Learning Strategies ◽  
Clinical Education ◽  
Learning Improvement ◽  
Training And Performance Improvement ◽  
Postgraduate Studies ◽  
Active Learning Strategies ◽  
And Performance

Introduction: Portfolio is one of the active learning strategies for clinical education. By making portfolio, students present their own projects including clinical learning activities at or near the end of a clinical course. The purpose of this study was to investigate the application of this tool in nursing education in order to know the advantage and limitation of the tool. Methods: This study reviews the literature published in Farsi and English with the possibility of accessing the full text of the article over the past five years related to the use of portfolio in nursing education. A literature review was done by searching the keywords portfolio and nursing in the databases including; Web of Science, and ProQuest and scientific search engine such as Google Scholar. After removing repetitive and non-related items, 17 articles were selected accordingly. Result: The review of literature suggests that the portfolio is used in different schools and courses of nursing students with different goals such as assessment, evaluation, training; and performance improvement. Using portfolios has some advantages and limitations that need to be determinate for designing and implementing portfolios. Some benefits of portfolios were development of skills, fostering active learning, improvement of clinical competencies, and satisfaction of students from assessment and academic achievement. Its limitations include the lack of clarity and time constraints for completing it. Conclusion: The portfolio facilitates the monitoring of nurses' professional development and facilitates knowledge management. Therefore, designing and using this tool is recommended to improve the clinical competence of nursing students in undergraduate, graduate and postgraduate studies in Iran. However, the scope and purpose of using the portfolio should be specified and potential  users should be well aware of the issue and its importance, and to learn the skills necessary to use it.

Preparing University Students for Flipped Learning

2016 ◽  
pp. 1510-1531
Author(s):  
Linda Cresap
Keyword(s):  
University Students ◽  
Learning Strategies ◽  
Learning Experience ◽  
Flipped Learning ◽  
Initial Experience ◽  
Information Discovery ◽  
Review Of The Literature ◽  
Student Preparation ◽  
Active Learning Strategies ◽  
Collaborative Activities

Flipped learning is a pedagogy that emphasizes higher levels of learning by inverting the traditional in-class faculty lecture and information-discovery phase with the typical out-of-class student practice phase through homework activities. In this chapter, the author shares experiences in creating and implementing flipped learning using traditional textbook reading out of class and active learning strategies in class. The initial experience of flipped learning led the author to determine that university students require preparation for flipped learning, especially when students are required to read the textbook as out-of-class preparation and to engage in collaborative activities in class. The purpose of this chapter is to provide strategies for preparing university students for flipped learning. A brief review of the literature related to flipped learning and a look at the author's initial flipped learning experience are reviewed to provide support for the need for student preparation.

scholarly journals Evaluating the impact of COVID-19 pandemic lockdown on education in Nigeria: Insights from teachers and students on virtual/online learning

2021 ◽  
Vol 45 (1) ◽  
Author(s):  
Osamudiamen Ebohon ◽  
Anayochukwu Chukwunonso Obienu ◽  
Francis Irabor ◽  
Frank Iwebuke Amadin ◽  
Ehimwenma Sheena Omoregie
Keyword(s):  
Online Teaching ◽  
Teaching Method ◽  
Educational Institutions ◽  
Virtual Classrooms ◽  
Face To Face ◽  
Teachers And Students ◽  
And Performance ◽  
Method Of Assessment ◽  
Higher Institutions ◽  
The Impact

Abstract Background As in many countries worldwide, due to the COVID-19 pandemic lockdown, higher institutions in Nigeria closed in March 2020 and only began reopening in October of the same year. As a result of the lockdown, some higher institutions had to quickly move from the traditional face-to-face teaching method to virtual learning. This study aimed to investigate the impact of COVID-19 lockdown on education in Nigeria and also provide recommendations that may be useful in developing remote teaching contingency strategies. Five-point Likert-scale questionnaire targeting students and teachers separately was designed to get feedbacks from both students and teachers on their experiences, issues and successes. The questionnaires were divided into five categories: virtual classrooms, course learning outcomes, alternative method of assessment, impact of online teaching and satisfaction. Results A total of 703 students and 60 teachers from five different local universities participated in this study. All participants (> 50%) had difficulties with Internet connection. Students (67%) as well as teachers (59%) agree that they had limited interactions with one another and this negatively influence student’s satisfaction (p < 0.01). While students were split on the most appropriate method of assessment, teachers (63%) believe assignments and oral examinations are more suitable for online teaching. Many teachers (66%) admitted that it was difficult assessing students’ abilities and performance. Some students (> 40%) were concerned about the number of assignments given. Most teachers (84%) believe there is an increase in tendency for examination malpractice when assessment was conducted virtually. Students had significantly (p < 0.05) higher marks in all courses during online assessment compared to previous session involving face-to-face teaching. About 83% of teachers admitted it was difficult explaining complex scientific concepts. Conclusion Based on the results of this study, we provided recommendations to help educational institutions in Nigeria develop remote teaching contingency strategies.

scholarly journals Use of Virtual Reality Technology in Animation Course Teaching

2021 ◽  
Vol 16 (17) ◽  
pp. 191
Author(s):  
Yuanyuan Ji
Keyword(s):  
Virtual Reality ◽  
Learning Strategies ◽  
Online Teaching ◽  
Teaching Practice ◽  
Teaching Method ◽  
Rapid Development ◽  
Colleges And Universities ◽  
Internet Technology ◽  
Virtual Reality Technology ◽  
Teaching Mode

With the rapid development of Internet technology, in consequence of the outbreak of COVID-19, colleges and universities have postponed the start of term, in order to protect the life safety of teachers and students. However, to avoid affecting students’ academic studies, colleges and universities have taken various virtual reality technologies to implement personalized online teaching on students. However, there are still some problems in actual teaching, such as the monotonous teaching mode of animation course, which results in students’ lack of practical animation operation ability; the lectures lay too much emphasis on the textbook content and the pedagogical knowledge in animation is not updated, etc. In our study, we will combine Animation Teaching mode with the educational concept of STEAM, and designs a teaching mode oriented to students’ needs. This teaching mode include five parts: analysis of students’ needs, analysis of learning goals, selection of learning strategies, design of learning activities and design of learning evaluation. At the same time, based on the American Customer Satisfaction Index (ACSI) Model, our study will also investigate student satisfaction from four dimensions: student expectations, students’ perceived quality, students’ perceived value and student loyalty, with a view to measure the effectiveness of this teaching model. Through the teaching practice, it is found that this teaching mode can significantly promote students’ grades and motivate their enthusiasm for learning. The students’ autonomic learning and mastery of professional knowledge are significantly superior to those of traditional multimedia teaching method. The proposed teaching mode offers an objective reference for the application of virtual reality technology in teaching.

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