scholarly journals Effectiveness of Gamification in Flipped Learning

SAGE Open ◽  
2020 ◽  
Vol 10 (4) ◽  
pp. 215824402097983
Author(s):  
Abdullah Yasin Gündüz ◽  
Buket Akkoyunlu
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Qualitative Data ◽  
Control Group ◽  
Online Learning Environment ◽  
Learning Approach ◽  
Interaction Data ◽  
Flipped Learning ◽  
Online Environment ◽  
Experimental Group

The success of the flipped learning approach is directly related to the preparation process through the online learning environment. It is clear that the desired level of academic achievement cannot be reached if the students come to class without completing their assignments. In this study, we investigated the effect of the use of gamification in the online environment of flipped learning to determine whether it will increase interaction data, participation, and achievement. We used a mixed-methods sequential explanatory design, which implies collecting and analyzing quantitative and then qualitative data. In the online learning environment of the experimental group, we used the gamification. However, participants in the control group could not access the game components. According to the findings, the experimental group had higher scores in terms of interaction data, participation, and achievement compared with the control group. Students with low participation can be encouraged to do online activities with gamification techniques.

Effects of metacognitive guidance on critical thinking disposition

2015 ◽  
Vol 5 (2) ◽  
pp. 133-148 ◽  
Author(s):  
Halil İbrahim Akyüz ◽  
Serap Samsa Yetik ◽  
Hafize Keser
Keyword(s):  
Preservice Teachers ◽  
Online Learning ◽  
Critical Thinking ◽  
Learning Environment ◽  
Average Score ◽  
Control Group ◽  
Online Learning Environment ◽  
Critical Thinking Disposition ◽  
Thinking Disposition ◽  
Metacognitive Guidance

The present study investigated the effect of metacognitive guidance in an online learning environment on the students' critical thinking competency. The research was carried out using experimental design with pretest-posttest control groups. The research group of the study consisted of 60 students studying at Computer and Educational Teaching Department of Educational Sciences Faculty at Ankara University during the fall semester of 2011-2012. The 51 point California Critical Thinking Disposition Inventory was used to collect pretest-posttest data. In terms of total score of critical thinking tendency, the average score of the group that received critical guidance was found to be higher than the score of the control group. The metacognitive guidance offered to the students in the online learning environment has affected their critical thinking tendency in a positive way. Findings indicate that metacognitive guidance in online learning environments can be an effective tool in developing critical thinking among preservice teachers.

scholarly journals The Efficiency of Online Learning Environment for Implementing Project-Based Learning: Students' Perceptions

2020 ◽  
Vol 9 (5) ◽  
pp. 76
Author(s):  
Atef Mohammad Abuhmaid
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Teaching And Learning ◽  
Teaching Method ◽  
Project Based Learning ◽  
Control Group ◽  
Online Learning Environment ◽  
Positive Attitudes ◽  
Strongly Agree ◽  
The Impact

Project-based learning is gaining increasing popularity supported by research studies regarding its effectiveness for teaching and learning. In addition, the widespread of digital technologies and sudden disruptions to traditional in-person teaching have accelerated the adoption of online learning. The current study examined students' perceptions of the impact of online learning environment on project-based teaching method. Most universities worldwide have considered online learning encouraging their faculty to use online learning tools, and Hashemite University in Jordan is no exeption. 154 students studying Computers in Education course were selected during the first semester of the academic year 2019/2020 and were devided into two groups. The experimental group consisted of 75 students who studied the course online and 79 students in the control group who studied the course in a face-to-face mode. For the purpose of gathering data, a questionnaire was developed which consisted of 17 items and students' answers were on a four-point Likert scale: 4= strongly agree, 3= agree, 2= disagree, and 1= strongly disagree. Means, standard deviations, and One-Way ANOVA were used to analyze the data. The results of the study showed positive attitudes among students (both online and in-class) toward project-based learning. In addition, the results showed that in-class students had a stronger views of project based-learning than online learning students.

Communication in Online Learning

2017 ◽  
pp. 20-41 ◽  
Author(s):  
Barry Chametzky
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Online Learning Environment ◽  
Online Environment ◽  
Visual Clues

An online learning environment is a rather lonely, isolated place. Because of this seemingly dismal venue, learners suffer in invisible ways such as attrition and disempowerment. While great educational things can and do happen online, it is vital to remember that because of the reduced visual clues, a number of things that need to be accomplished if learners are to succeed in this environment. In order to understand more clearly what is required in an online environment for learners to be successful, under the umbrella of communication, this author will discuss a number of ways to help course members break down feelings of isolation, increase meaningfulness, and increase empowerment.

Strategies for Engaging Students in the Online Environment

2020 ◽  
pp. 305-326
Author(s):  
Kimberly A. Whiter
Keyword(s):  
Online Learning ◽  
Student Engagement ◽  
Learning Environment ◽  
Teaching Methods ◽  
Course Design ◽  
Student Interaction ◽  
Online Learning Environment ◽  
Online Environment ◽  
Instructional Technologies ◽  
Course Content

Creating an engaging course environment requires a conscious effort from faculty to utilize course design, teaching methods, and instructional technologies that foster high levels of student interaction. Instructional technologies paired with effective pedagogies are making student engagement in online environments rich and meaningful. The use of instructional technologies is linked to student engagement in the online learning environment. Utilization of instructional technologies should address three major types of interaction: student interaction with course content, the faculty, and their learning peers. The use of instructional technologies to engage students can also increase students' motivation for their learning by increasing student value for course content. This chapter addresses specific strategies for utilization of course design, pedagogies, and instructional technologies to incorporate student interaction and develop and maintain students' motivation in their learning.

scholarly journals Peer feedback to facilitate project-based learning in an online environment

2013 ◽  
Vol 14 (5) ◽  
Author(s):  
Yu-Hui Ching ◽  
Yu-Chang Hsu
Keyword(s):  
Online Learning ◽  
Graduate Students ◽  
Learning Environment ◽  
Mixed Method ◽  
Peer Feedback ◽  
Project Based Learning ◽  
Online Learning Environment ◽  
Online Environment ◽  
Online Instructional Design ◽  
Method Approach

<p>There has been limited research examining the pedagogical benefits of peer feedback for facilitating project-based learning in an online environment. Using a mixed method approach, this paper examines graduate students’ participation and perceptions of peer feedback activity that supports project-based learning in an online instructional design course. Our findings indicate that peer feedback can be implemented in an online learning environment to effectively support project-based learning. Students actively participated in the peer feedback activity and responded positively about how the peer feedback activity facilitated their project-based learning experiences. The results of content analysis exploring the peer feedback reveal that learners were mostly supportive of peers’ work and they frequently asked questions to help advance their peers’ thinking. The implications and challenges of implementing peer feedback activity in an online learning environment are discussed.</p>

scholarly journals Effects of the Online Learning Environment Designed with Instruction Activities Model on Academic Achievements, Attitudes, and Retention of Learning

2021 ◽  
Vol 9 (4) ◽  
pp. 59-77
Author(s):  
Vildan Donmuş Kaya ◽  
Burhan Akpinar
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Undergraduate Students ◽  
Rating Scale ◽  
Structured Interview ◽  
Training System ◽  
Control Group ◽  
Online Learning Environment ◽  
Academic Achievements ◽  
Instructional Activities

The effect of the online learning environment designed with Gagné’s Instructional Activities Model on students’ academic achievements, attitudes, and retention of their learning was investigated using a mixed-method design. Purposive sampling was used to select 61 undergraduate students as participants. The participants were divided into two groups: one experimental group with the online learning environment designed with Gagné’s Instructional Activities Model and one control group with an online learning environment where the researcher does not intervene. The groups attended the same course content sessions that are suitable for their learning model over six weeks. Data were collected from undergraduates using three instruments which were academic achievement tests, course attitude scales, semi-structured interview form, and from experts using one instrument, which was rating scale. For analysis, descriptive statistics, independent group t-test, ANCOVA tests, and content analyses were performed. According to the findings of the study, students’ academic achievements and course attitude levels significantly increased in the online learning environment designed with Gagné’s Instructional Activities Model compared with an online learning environment where the researcher does not intervene. The qualitative findings of the study, Gagné’s online learning environment, a gradual model that allows learners to learn retention and that allows the learners to transform their learning into life, is a model that students often find useful and will also prefer to apply it in their professional lives. In this respect, the qualitative findings generally support quantitative findings because the experimental research results show that students learning online learning environments with Gagné’s principles are more successful, learnings are more permanent, and students’ attitudes toward the course are more positive. The results of this study show that various models, such as Gagné’s Instruction Activities Model in the online learning environment, have the potential to provide an alternative perspective to the teacher training system.

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