scholarly journals The role of audiovisual resources in active learning methodologies

2021 ◽  
Vol 1 (1) ◽  
pp. 3
Author(s):  
Vasiliki Anagnostopoulou ◽  
Verónica Izquierdo Becerro
Keyword(s):  
Active Learning ◽  
Flipped Classroom ◽  
Problem Based Learning ◽  
Project Learning

Η εκπαίδευση αλλάζει και οι ενεργητικές μεθοδολογίες μάθησης είναι ολοένα και πιο ουσιαστικές στη σύγχρονη διδακτική διαδικασία. Ως εκ τούτου, υπάρχει μια μεγάλη ποικιλία ενεργών μεθοδολογιών, όπως η Ανεστραμμένη Τάξη (Flipped Classroom), η μάθηση βασισμένη σε πρότζεκτ (Project-Learning) και η μάθηση βασισμένη στην επίλυση προβλημάτων (Problem-Based Learning), που μπορούν να εφαρμοστούν στην τάξη, συμπεριλαμβανομένου του βίντεο ως εμπλουτιστικού υλικού για τη συμβολή στη βελτίωση της διδασκαλίας και της μαθησιακής διαδικασίας αφήνοντας στην άκρη την παραδοσιακή μεθοδολογία. Η εφαρμογή ενεργών μεθοδολογιών μαζί με τη χρήση του διδακτικού βίντεο στο σχολείο προσφέρει πολλά οφέλη, όπως η προώθηση της συνεργασίας, η ανάληψη πρωτοβουλιών, οι δεξιότητες διαπραγμάτευσης, η επίλυση προβλημάτων, η δημιουργικότητα, η φαντασία και η κριτική σκέψη. Ωστόσο, είναι απαραίτητο να επισημανθεί ότι τα σχολεία θα πρέπει να διευκολύνουν τη χρήση οπτικοακουστικών πόρων, παρέχοντας κατάλληλες εγκαταστάσεις και προγράμματα για τη χρήση και τη δημιουργία τέτοιου υλικού. Από την άλλη πλευρά, οι ψηφιακές τεχνολογίες παρουσιάζουν έναν διευκολυντικό ρόλο με συμπληρωματικό τρόπο στις ενεργές μεθοδολογίες και όχι έναν υποχρεωτικό χαρακτήρα για την ανάπτυξή τους. Τέλος, θα ήταν ενδιαφέρον να διερευνηθεί ο αντίκτυπος της συμπερίληψης οπτικοακουστικών πόρων στις μικρότερες βαθμίδες εκπαίδευσης προκειμένου να γίνουν γνωστές οι αντιλήψεις και των μαθητών σχετικά με τη δημιουργία περιεχομένου με εκπαιδευτικά βίντεο και όχι μόνο οι αντιλήψεις των εκπαιδευτικών.

scholarly journals Improvements from a Flipped Classroom May Simply Be the Fruits of Active Learning

2015 ◽  
Vol 14 (1) ◽  
pp. ar5 ◽  
Author(s):  
Jamie L. Jensen ◽  
Tyler A. Kummer ◽  
Patricia D. d. M. Godoy
Keyword(s):  
Active Learning ◽  
Student Satisfaction ◽  
Learning Style ◽  
Flipped Classroom ◽  
Higher Learning ◽  
Learning Gains ◽  
Quasi Experimental ◽  
E Learning ◽  
And Control

The “flipped classroom” is a learning model in which content attainment is shifted forward to outside of class, then followed by instructor-facilitated concept application activities in class. Current studies on the flipped model are limited. Our goal was to provide quantitative and controlled data about the effectiveness of this model. Using a quasi-experimental design, we compared an active nonflipped classroom with an active flipped classroom, both using the 5-E learning cycle, in an effort to vary only the role of the instructor and control for as many of the other potentially influential variables as possible. Results showed that both low-level and deep conceptual learning were equivalent between the conditions. Attitudinal data revealed equal student satisfaction with the course. Interestingly, both treatments ranked their contact time with the instructor as more influential to their learning than what they did at home. We conclude that the flipped classroom does not result in higher learning gains or better attitudes compared with the nonflipped classroom when both utilize an active-learning, constructivist approach and propose that learning gains in either condition are most likely a result of the active-learning style of instruction rather than the order in which the instructor participated in the learning process.

scholarly journals STRATEGI PEMBELAJARAN AKTIF UNTUK ANAK USIA DINI

2019 ◽  
Vol 23 (2) ◽  
pp. 204-222
Author(s):  
Uswatun Hasanah
Keyword(s):  
Early Childhood ◽  
Active Learning ◽  
Problem Based Learning ◽  
Point Of View ◽  
Circle Time ◽  
Role Of Teachers ◽  
Almost All ◽  
Tracking Strategy

Abstract: The role of teachers basically directs children as excellent generation, because the potential of children will not grow by itself without the help of teachers. Children need an environment that enables their potential to grow optimally. Children have their own unique world with children's point of view. Almost all of its activities are playing, exploring the objects that are around them is a fun activity. Thus, to face them requires active learning. The types of integrated active strategies for early childhood, namely: (1) BCCT strategy or (Beyond Center and Circle Time); (2) Throwing Ball Strategy; (3) Simple Brainstorming Strategy; (4) Drill strategy of Active Stories; (5) Record tracking strategy; (6) Problem-based learning.   Keywords: strategi, pembelajaran aktif, anak usia dini.

scholarly journals Flipped Classroom in Programming Course: A Systematic Literature Review

2021 ◽  
Vol 16 (02) ◽  
pp. 220
Author(s):  
Hendrik Hendrik ◽  
Almed Hamzah
Keyword(s):  
Active Learning ◽  
Literature Review ◽  
Computer Science ◽  
Systematic Literature Review ◽  
Digital Library ◽  
Flipped Classroom ◽  
Learning Methods ◽  
Class A ◽  
Learning Programming

The emerging trend technologies imply the increase in the new role of the future of jobs. Most of them required Computer Science-related skills a lot, especially programming. However, there is a skill gap for it. Some previous studies showed that many students feel difficulties in learning programming. In the last decades, there are many approaches to improve student’s learning achievement through active learning methods. One of those approaches is the Flipped Classroom (FC) method. This study presents a systematic literature review of the FC approach in the programming course. The aim of this study is to explore the strategy of FC implementation in the programming class. A total of 32 papers from ACM Digital Library and IEEE Xplore Digital Library are selected for this review. We found four types of implementation of FC in programming, with the variations of the in-class or out-class activities.

A Problem Based Learning Exercise on Food Security: Understanding the Role of Genomic Variation and Plant Breeding

2018 ◽  
Author(s):  
Jolie WAX ◽  
Zhu Zhuo ◽  
Anna Bower ◽  
Jessica Cooper ◽  
Susan Gachara ◽  
...  
Keyword(s):  
Food Security ◽  
Plant Breeding ◽  
Problem Based Learning ◽  
Genomic Variation

Teaching Poetry through Classroom Flipping among Prospective Teachers in a College of Education ? Action Research Report

2017 ◽  
Vol 3 (10) ◽  
Author(s):  
Dr. A. Joycilin Shermila
Keyword(s):  
Active Learning ◽  
Learning Community ◽  
Prospective Teachers ◽  
Flipped Classroom ◽  
New Technologies ◽  
Thinking Skills ◽  
College Of Education ◽  
Learning Technologies ◽  
Research Report ◽  
Digital Era

Times have changed and teachers have evolved. New technologies have opened up the classroom to the outside world. Teachers who were seen with textbooks and blackboard are now using varied technological tools to empower learners to publish works and engage learners with live audience in real contexts. In this digital era an ever-expanding array of powerful software has been made available. The flipped classroom is a shift from passive to active learning to focus on higher order thinking skills such as analysis, synthesis and evaluation. This model of teaching combines pedagogy and learning technologies. Significant learning happens through facilitating active learning through engaged learners. In this approach learning materials are provided through text, video, audio and multimedia. Students take responsibility of their learning. They work together applying course concepts with guidance from the instructor. This increased interaction helps to create a learning community that encourages them to build knowledge inside and outside the classroom.

Auditing the Systems Understanding Aid Project: An Integrative Assignment for Accounting Students

2012 ◽  
Vol 7 (1) ◽  
pp. 27-51 ◽  
Author(s):  
Susan L. Swanger ◽  
Beth H. Jones
Keyword(s):  
Active Learning ◽  
Teaching Methods ◽  
Work Environments ◽  
Accounting Students ◽  
External Work ◽  
Learning Tasks ◽  
Independent Auditors ◽  
Course Integration

ABSTRACT Accounting educators strive to prepare graduates for work in their chosen field. Various teaching methods can be employed to best accomplish this goal. One valuable tool is the use of active learning tasks that simulate external work environments. This paper describes the collaboration between an AIS and an Auditing professor who used an integrative task that spanned their two classes over two semesters. The authors had their AIS students complete Arens and Ward's Systems Understanding Aid (SUA) project (Arens & Ward, 2008). The following semester, students in the auditing class audited the records and financials that had been generated by students the previous semester. The project was designed to facilitate course integration and teamwork by having groups of students play the role of corporate accountants, then act as independent auditors.

scholarly journals Enhancing generic capabilities and metacognitive awareness of first-year nursing students using active learning strategy

BMC Nursing ◽  
2021 ◽  
Vol 20 (1) ◽  
Author(s):  
Carmen Wing Han Chan ◽  
Fiona Wing Ki Tang ◽  
Ka Ming Chow ◽  
Cho Lee Wong
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Active Learning ◽  
Flipped Classroom ◽  
Learning Strategy ◽  
Interactive Learning ◽  
Metacognitive Awareness ◽  
University Education ◽  
Strong Impact ◽  
Active Learning Strategy

Abstract Background Developing students’ generic capabilities is a major goal of university education as it can help to equip students with life-long learning skills and promote holistic personal development. However, traditional didactic teaching has not been very successful in achieving this aim. Kember and Leung’s Teaching and Learning Model suggests an interactive learning environment has a strong impact on developing students’ generic capabilities. Metacognitive awareness is also known to be related to generic capability development. This study aimed to assess changes on the development of generic capabilities and metacognitive awareness after the introduction of active learning strategy among nursing students. Methods This study adopted a quasi-experimental single group, matched pre- and posttest design. It was conducted in a school of nursing at a university in Hong Kong. Active learning approaches included the flipped classroom (an emphasis on pre-reading) and enhanced lectures (the breaking down of a long lecture into several mini-lectures and supplemented by interactive learning activities) were introduced in a foundational nursing course. The Capabilities Subscale of the Student Engagement Questionnaire and the Metacognitive Awareness Inventory were administered to two hundred students at the start (T0) and at the end of the course (T1). A paired t-test was performed to examine the changes in general capabilities and metacognitive awareness between T0 and T1. Results A total of 139 paired pre- and post-study responses (69.5 %) were received. Significant improvements were observed in the critical thinking (p < 0.001), creative thinking (p = 0.03), problem-solving (p < 0.001) and communication skills (p = 0.04) with the implementation of active learning. Significant changes were also observed in knowledge of cognition (p < 0.001) and regulation of cognition (p < 0.001) in the metacognitive awareness scales. Conclusions Active learning is a novel and effective teaching approach that can be applied in the nursing education field. It has great potential to enhance students’ development of generic capabilities and metacognitive awareness.

Using a Flipped Classroom Approach to Support Problem-Based Learning

2015 ◽  
Vol 20 (3) ◽  
pp. 299-315 ◽  
Author(s):  
Andrew A Tawfik ◽  
Christopher Lilly
Keyword(s):  
Flipped Classroom ◽  
Problem Based Learning

scholarly journals From STEM to STEAM: Strategies for Enhancing Engineering & Technology Education

2015 ◽  
Vol 5 (2) ◽  
pp. 37 ◽  
Author(s):  
Andy M. Connor ◽  
Sangeeta Karmokar ◽  
Chris Whittington
Keyword(s):  
Active Learning ◽  
Liberal Arts ◽  
Learning Approaches ◽  
Delivery Methods ◽  
Engineering Technology ◽  
Inquiry Based Learning ◽  
Engineering And Technology ◽  
And Mathematics ◽  
Engineering Pedagogy

This paper sets out to challenge the common pedagogies found in STEM (Science, Technology, Engineering and Mathematics) education with a particular focus on engineering. The dominant engineering pedagogy remains “chalk and talk”; despite research evidence that demonstrates its ineffectiveness. Such pedagogical approaches do not embrace the possibilities provided by more student-centric approaches and more active learning. The paper argues that there is a potential confusion in engineering education around the role of active learning approaches, and that the adoption of these approaches may be limited as a result of this confusion, combined with a degree of disciplinary egocentrism. The paper presents examples of design, engineering and technology projects that demonstrate the effectiveness of adopting pedagogies and delivery methods more usually attributed to the liberal arts such as studio based learning. The paper concludes with some suggestions about how best to create a fertile environment from which inquiry based learning can emerge as well as a reflection on whether the only real limitation on cultivating such approaches is the disciplinary egocentrism of traditional engineering educators.

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.

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