scholarly journals A flipped classroom method based on a small private online course in physiology

2019 ◽  
Vol 43 (3) ◽  
pp. 345-349 ◽  
Author(s):  
Xiao-Min Zhang ◽  
Jian-Yun Yu ◽  
Yuan Yang ◽  
Cui-Ping Feng ◽  
Jing Lyu ◽  
...  
Keyword(s):  
Undergraduate Students ◽  
Flipped Classroom ◽  
Learning Experience ◽  
Online Course ◽  
Small Scale ◽  
Control Group ◽  
Learning Needs ◽  
Significant Difference ◽  
Improved Learning ◽  
Medical University

A small private online course (SPOC) supports blended learning on a small scale, enabling students to have a more comprehensive and deeper learning experience. It also provides instructors with a flexible and feasible model to better understand the students’ learning needs and to supervise students’ learning behaviors. In this study, we adopted SPOC flipped classroom blended teaching in the physiology course for clinical undergraduate students of Kunming Medical University. Compared with the control group [lecture-based learning (LBL)], the SPOC flipped classroom method significantly increased the scores of students in the preclass test (65.13 ± 12.45 vs. 53.46 ± 8.09, SPOC vs. LBL) and postclass test (80.43 ± 14.29 vs. 69.01 ± 12.81, SPOC vs. LBL), which is induced by students’ increased interest in self-learning. More importantly, the significant difference between the preclass scores of the two groups suggested that the video lecture-based preview is more effective than the textbook-based preview. The study indicated that the SPOC flipped classroom was effective in enhancing the examination scores of students, reflecting an improved learning efficiency and a deeper understanding of the knowledge. In summary, the flipped classroom based on SPOC improves learning outcomes compared with LBL and has a wide application in the learning of basic medical courses.

Effects of Audience Response Systems on Student Achievement and Long-Term Retention

2011 ◽  
Vol 39 (10) ◽  
pp. 1431-1439 ◽  
Author(s):  
Selcuk Karaman
Keyword(s):  
Academic Success ◽  
Treatment Group ◽  
Undergraduate Students ◽  
Course Design ◽  
Control Group ◽  
Audience Response ◽  
Multiple Choice Questions ◽  
Audience Response Systems ◽  
Significant Difference ◽  
Response Systems

The effects of audience response systems (ARS) on students' academic success and their perceptions of ARS were examined in this study. Participants, comprising 44 undergraduate students, were randomly assigned to a control or treatment group. The course design was the same for both groups and the instructor prepared the multiple-choice questions in advance; students in the control group responded to these questions verbally whereas the treatment group used ARS. Two paper-based examinations were used to measure the learning of concepts and skills that were taught. Students' perceptions of ARS were collected via a questionnaire. Results showed that ARS usage has a significant learning achievement effect in the first 4 weeks but not at the end of the second 4 weeks. There was no significant difference in retention between either group. Students perceived the ARS tool positively, finding it very enjoyable and useful.

Thai Students' Experiences of Online Learning at Indonesian Universities in the Time of the COVID-19 Pandemic

2020 ◽  
Vol 10 (S3) ◽  
pp. 58-74
Author(s):  
Sandi Ferdiansyah ◽  
Supiastutik ◽  
Ria Angin
Keyword(s):  
Online Learning ◽  
International Students ◽  
Undergraduate Students ◽  
Emotional Support ◽  
Learning Experience ◽  
Learning Motivation ◽  
Learning Needs ◽  
Important Data ◽  
Thematic Content Analysis ◽  
Thai Students

The present interview study reports on eight Thai undergraduate students’ experiences of online learning at three different Indonesian universities based in East Java, Indonesia. Semi-structured interviewing was designed based on the sociocultural framework proposed by Ma (2017) to elucidate the students’ voices of online learning experience. The data garnered from online interviewing were transcribed and interpreted using thematic content analysis. The study elicits three important data themes: the agility of the student participants to adapt online learning to suit their learning needs, the participants’ strategies to build learning autonomy, and the participants’ ability to sustain their learning motivation. This study stresses the important roles of such other agents as teachers, parents, and friends in providing international students with mental and emotional support to help them get through COVID-19 affected online learning.

scholarly journals Mathematical Critical Thinking and Curiosity Attitude in Problem Based Learning and Cognitive Conflict Strategy: A Study in Number Theory course

2017 ◽  
Vol 10 (7) ◽  
pp. 65 ◽  
Author(s):  
Zetriuslita Zetriuslita ◽  
Wahyudin Wahyudin ◽  
Jarnawi Jarnawi
Keyword(s):  
Number Theory ◽  
Critical Thinking ◽  
Undergraduate Students ◽  
Problem Based Learning ◽  
Cognitive Conflict ◽  
Thinking Skills ◽  
Control Group ◽  
Control Group Design ◽  
Significant Difference ◽  
Conflict Strategy

This research aims to describe and analyze result of applying Problem-Based Learning and Cognitive Conflict Strategy (PBLCCS) in increasing students’ Mathematical Critical Thinking (MCT) ability and Mathematical Curiosity Attitude (MCA). Adopting a quasi-experimental method with pretest-posttest control group design and using mixed method with sequential explanatory strategy, the study involves undergraduate students of Mathematics Education Program at a private university in Riau, Indonesia, academic year 2015/2016 enrolled in Number Theory course. Quantitative data were obtained from essay test and questionnaire whereas qualitative data were from interview and observation. The findings show that; (1) there is a difference between MCT ability taught by PBLCCS and Explicit Direct Instruction (EDI), (2) there is no significant difference between MCA taught by PBLCCS and EDI, (3) students still face obstacles in developing their critical thinking skills when solving matematical problems.

scholarly journals The Effect of the Flipped Classroom Strategy on Motivation towards Learning English by the First Intermediate School Girls in Riyadh: فاعلية استراتيجية الفصول المقلوبة في تنمية الدافعية نحو تعلم اللغة الإنجليزية لدى طالبات أول متوسط في الرياض

2020 ◽  
Vol 4 (7) ◽  
Author(s):  
Ohud Suliman Al- Henaki
Keyword(s):  
Classroom Environment ◽  
Flipped Classroom ◽  
First Grade ◽  
Female Students ◽  
Experimental Methodology ◽  
Control Group ◽  
Intermediate School ◽  
Significant Difference ◽  
School Girls ◽  
Learning English

The research aimed to investigate the Effect of the Flipped Classroom Strategy on Motivation towards Learning English by the First Intermediate School Girls in Riyadh. The research used a semi- experimental methodology to measure the independent variable (teaching technique) on the dependent variable (motivation toward learning). The population included all the students of the first grade in the public schools attending the second term, school year (1439- 1440 AH.). The sample consisted of (82) students, divided into two groups, one experimental consisted of (41) female students, while the other one is a control group consisted of (41) female students. The research tool was the motivated strategies for learning questionnaire (MSLQ). After analyzing the collected data with suitable statistical techniques, the following result was reached: -  There is a statistically significant difference at (α ≥ 0.05) between the means of the students of the two groups (control and experimental) in favor of the experimental group. Therefore, the research proved that the positive effect of teaching using flipped classes in improving the motivation towards learning by middle level female students in English language. Accordingly, various recommendations were presented. Most importantly, develop units for designing school curricula by using flipped classes in the educational administrations. In order to be ready to supply the schools with various subjects (English, Mathematics, Science… etc.) for various levels. Besides, offering incentives for applying, cultivating the specialists, teachers and others who are interested in education by using the flipped classroom strategy, basics and applications. Expand the applications of the flipped classroom strategy in various school levels to improve the motivations of students towards classroom environment and improve the skills of students' using computers and internet, as well as train them on the various technological skills.

scholarly journals Tongue Twister, Students’ Pronunciation Ability, and Learning Styles

2017 ◽  
Author(s):  
Arab World English Journal ◽  
Fatchul Mu’in ◽  
Rosyi Amrina ◽  
Rizky Amelia
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Learning Experience ◽  
Reflective Learning ◽  
Control Group ◽  
First Year ◽  
Significant Difference ◽  
English Major ◽  
Tongue Twister ◽  
Teaching Pronunciation

In EFL context, considering appropriate technique in teaching pronunciation is a pivotal issue since it could help students to learn how to pronounce English sounds easy. This study aimed to investigate the effect of tongue twister technique on pronunciation ability of students across different learning styles. This study involved 34 first-year English major students taking Intensive English course at Universitas Lambung Mangkurat, one of leading universities in Indonesia. The students in the experimental group were taught by using tongue twister, while those in the control group were taught by using repetition technique. The students were also grouped based on two types of learning styles, namely active and reflective learning styles referring to Felder and Silverman’s (1988) learning style model. The findings of the study showed that there was no significant difference in pronunciation ability between the groups. No significant difference was either found in pronunciation ability between students with active learning style and those with reflective learning style. In spite of the insignificant results, tongue twister is considered beneficial by the students as they perceived that practicing tongue twisters cultivated joyful learning and it helped them to improve their pronunciation, fluency, and motivation in learning English pronunciation. Tongue twister practice could complement the use of repetition technique to enhance students’ learning experience and learning outcome.

scholarly journals LECTURE METHOD;

2019 ◽  
Vol 26 (04) ◽  
Author(s):  
Muhammad Humza Bin Saeed ◽  
Anum Zehra Khan ◽  
Rehmatullah Khan ◽  
Saqlain Bin Syed Gilani ◽  
Faisal Shafiq Malik ◽  
...  
Keyword(s):  
Dental Students ◽  
Permanent Teeth ◽  
Small Scale ◽  
Chi Square ◽  
Numbering System ◽  
Lecture Method ◽  
Significant Difference ◽  
Improved Learning ◽  
Power Point ◽  
Universal Numbering

Background: Universal tooth numbering system is an old topic of oral anatomy course. MICAP is a new tooth notation but it is not yet in dental curriculum. Aim: To compare the learning of MICAP (new) vs Universal (old) tooth notations using lecture method. Method: Designs: A pre-test and post-test design. Settings: Islamic International Dental College – Islamabad. Period: October 2016 to February 2017. Participants: Novice undergraduate first year dental students (N=45) participated in the study. They were randomly divided into two groups. Interventions: MICAP and Universal tooth notations were taught to group A and B respectively by a 30 minute lecture prepared on power point slides in similar sequence. The study participants, before any intervention, completed fourteen randomly selected permanent teeth using Universal and MICAP notation method as pretest data and after eight weeks, posttest data were collected. Chi square test was applied for analysis. Results: The posttest showed an improved learning of two notations by both groups. Over all, no significant difference was found in correct write up of given set of fourteen teeth for two notations except ‘Maxillary right central incisor, Mandibular left canine’ and Mandibular Right 2nd Premolar (p< 0.05). Conclusion: Learning of new (MICAP) notation was as easy as the old (Universal) numbering system. However, this was a small scale study and multiple teaching centers with larger number of participants are recommended.

scholarly journals Testing the Effectiveness of Transfer Interventions Using Solomon Four-Group Designs

2020 ◽  
Vol 10 (4) ◽  
pp. 92
Author(s):  
Nu Nu Mai ◽  
Yoshi Takahashi ◽  
Mon Mon Oo
Keyword(s):  
Undergraduate Students ◽  
Time Management ◽  
Transfer Of Training ◽  
Training Transfer ◽  
Control Group ◽  
Training Interventions ◽  
Significant Difference ◽  
Research Designs ◽  
Group A ◽  
Management Workshop

How to enhance the transfer of training remains an important question, and to some extent, post-training interventions can provide an answer. The purpose of this study was to validate inconclusive findings on the effectiveness of two post-training transfer interventions. This study used Solomon four-group design to filter out the effects of pretest sensitization and history, which are threats to the internal and external validity but have rarely been checked in previous transfer studies. Management study undergraduate students were randomly divided into two groups: pretested and unpretested groups. After a time management workshop, the students were randomly subdivided into three additional groups based on the following conditions: full relapse prevention (RP); proximal plus distal goal setting (GS); and the control group. Although results from both intervention groups were not significantly different from those of the control group, a significant difference was found between full RP and proximal plus distal GS in terms of self-reported time-management behavioral change. It is difficult to conclude whether post-training interventions enhance the transfer of training. Further ideas for improving research designs were explored, such as increasing the time intervals between training and interventions so that trainees have opportunities to attempt transfers before the interventions.

scholarly journals The Application of Cultural Model for Literacy through Legends to Enhance Speaking Ability of Second Semester English Students of Sriwijaya University

2014 ◽  
Vol 5 (2) ◽  
pp. 710-716
Author(s):  
Fitri Suci Puspita Sari Sari ◽  
Rita Inderawati ◽  
Zuraida Blani
Keyword(s):  
Undergraduate Students ◽  
T Test ◽  
Control Group ◽  
Cultural Model ◽  
Significant Difference ◽  
Post Test ◽  
Quasi Experimental ◽  
Equivalent Control ◽  
And Control ◽  
English Students

This study aimed to find out whether or not there was any significant difference in speaking ability of the students who were taught by implementing CML (Cultural Model for Literacy) through legends and those who were not. The sample was 41 undergraduate students enrolled in English course at FKIP of Sriwijaya University which were taken by purposive sampling method from 85 total of population. This study used one of the quasi-experimental designs that were pretest posttest non equivalent control group or comparison group design. The students were divided into two groups the experimental and control groups. The experimental group was required to do some phases in treatment of 16 meetings including pre-test and posttest in accordance with introducing new model of teaching speaking that was CML through legends. The data were obtained through speaking test by measuring their oral interpretations to know the students speaking ability. The test was administered twice as pre-test and post-test in both groups. The results indicated that there were any significant differences at level 0.05 level found in the data which were analyzed by using paired sample t-test (t=12.156>t-table=2.080) and independent sample t-test (t=3.252, p<0.05). The results also showed that CML through legends could enhance students speaking ability of the second semester English students of Sriwijaya University.

scholarly journals Peculiarities of the chest’s size in female volleyball players of different constitutional types

2018 ◽  
pp. 47-52
Author(s):  
L. A. Sarafyniuk ◽  
V. I. Pivtorak ◽  
V. O. Khavtur ◽  
L. Ia. Fedoniuk ◽  
O. P. Khapitska
Keyword(s):  
Young Women ◽  
Great Influence ◽  
Control Group ◽  
Constitutional Type ◽  
Significant Difference ◽  
Volleyball Players ◽  
High Level ◽  
Medical University ◽  
Different Levels ◽  
Anterior Posterior

During qualified sport selection special attention should be paid to those features and abilities that have a great influence on the effectiveness, and those, that are mainly under the influence of genetic factor. Such morphogenetic markers of sports selection include, firstly, the constitutional features of athletes, in particular the shape of the chest. The purpose of work is to determine the differences between the anthropometric dimensions of the chest between female volleyball players of high level of athletic skill and non-sportsmen, who belonged to different constitutional types. On the base of the Scientific-Research Center of the Vinnytsya National Pirogov Memorial Medical University an anthropo-somatotypological investigation of 113 female volleyball players of high level athletic skill (from 16 to 20 years old) was done. The control group included 204 practically healthy young women, who were not engaged in sports of the corresponding age. Anthropometric research was performed according to the V. V. Bunak (1941) method, somatotypological study was based on the estimated modification of the Heath-Carter method (1990). In young women, who were not engaged in sports, more than in half of the cases were indicated constitutional types, which were characterized by good development of fatty body composition. Between female volleyball players were dominated individuals with mesomorphic somatotype (26.66%), ectomorphic somatotype (23.01%), ecto-mesomorphic somatotype (23.89%), and representatives of the intermediate somatotype (23.01%) were almost uniformly represented in the sample. The analysis of the results was carried out in the licensing program "Statistica 5.5" using nonparametric methods of estimating the parameters. We have found that the female volleyball players of the ectomorphic somatotype have the smallest anthropometric dimensions of the chest, as compared with athletes of other constitutional groups. In the mesomorphs female volleyball players all transverse and the most of overall sizes of the chest were the largest. Parameters of the athletes with the ecto-mesomorphic somatotype were slightly small to the size of the somatometric parameters of the mesomorphs, but they had the highest values of the anterior-posterior size of the chest. Female volleyball players with intermediate somatotype had larger values of the chest size than volleyball players with ectomorphic somatotype, although no significant difference was found when comparing them. It was found, that the most of the overall, transverse, and anterior-posterior dimensions of the chest in female volleyball players are statistically significantly higher than that of girls, who were not engaged in sports, and belonged to the same constitutional type as athletes. We have made a conclusion that belonging to one of the constitutional type does not provide similarity of morphometric parameters of the chest in persons with different levels of physical activity.

scholarly journals A comparative study of Blended learning versus Conventional learning in higher education on the academic achievement of undergraduate students in the general chemistry course

2021 ◽  
Vol 58 (1) ◽  
pp. 2770-2785
Author(s):  
Najeh Rajeh Alsalhi Et al.
Keyword(s):  
Academic Achievement ◽  
General Chemistry ◽  
Blended Learning ◽  
Undergraduate Students ◽  
Study Groups ◽  
Achievement Test ◽  
Control Group ◽  
Validity And Reliability ◽  
Significant Difference ◽  
The Impact

The main goal of this study was to examine the impact of blended learning on the academic achievement of undergraduate students in the general chemistry (CHE101) course. The participants' learners of the study were (326) learners, who were randomly split into two groups, one of which taught by using blended learning (empirical group A, n = 163) and the other which with taught by using the conventional method (control group B, n = 163). To accomplish the objectives of the study, the researchers prepared the study tool, which is an achievement test, after confirming its validity and reliability. Data analyses showed that there is a statistically significant difference among the mean scores of learners in the two study groups on the achievement test, for the benefit of empirical group learners, who taught through blended learning. Moreover, the results revealed that achievement varied according to the College of the learners in the empirical group (in favor of those students of Pharmacy and Health Sciences College). However, there is no statistically significant difference in students according to the students’ gender variable and, according to the Academic year variable. The study recommended that blended learning be used more widely to cover different sectors of education.

Sign in / Sign up

Export Citation Format

Share Document