Classroom Activities Design of Chinese Teaching to Foreigners Based on the Flipped Classroom Model

2016 ◽  
Vol 5 (0) ◽  
pp. 39
Author(s):  
Yanlan Shi ◽  
Juan Xu
Keyword(s):  
Flipped Classroom ◽  
Classroom Activities ◽  
Chinese Teaching

The Flipped K-12 Classroom

2016 ◽  
pp. 38-51 ◽  
Author(s):  
Vanessa P. Dennen ◽  
Jonathan Michael Spector
Keyword(s):  
Professional Development ◽  
Flipped Classroom ◽  
New Technologies ◽  
The Internet ◽  
Classroom Activities ◽  
Internet Resources ◽  
The Usa ◽  
Flipped Classrooms ◽  
The Many ◽  
K 12

New technologies are changing how best to support and facilitate learning in primary and secondary education. Many of these new technologies are available through the Internet, which is an important resource for learning and instruction at all levels and in nearly all contexts. Among the changes that are occurring is the possibility of integrating Internet resources into curricula, which are often linked to mandated standards in schools in the USA and other countries. Among the many possibilities of leveraging these classrooms is the concept of flipping the classroom so that primary presentations of content take place outside the classroom, with classroom activities focused on practice, interaction and feedback. To make a flipped classroom successful requires training teachers about technology integration, providing ongoing professional development, and developing supportive school and home environments with strong educational leadership. The focus of this chapter is on the needs and requirements involved in making flipped classrooms successful learning experiences for students.

A Method Based on Self-Study Log Information for Improving Effectiveness of Classroom Component in Flipped Classroom Approach

2016 ◽  
pp. 1818-1834
Author(s):  
Katsuyuki Umezawa ◽  
Takashi Ishida ◽  
Michitaka Aramoto ◽  
Manabu Kobayashi ◽  
Makoto Nakazawa ◽  
...  
Keyword(s):  
Active Learning ◽  
Test Scores ◽  
Flipped Classroom ◽  
Statistical Difference ◽  
Group Learning ◽  
Learning Model ◽  
Achievement Test ◽  
Classroom Activities ◽  
Self Study ◽  
E Learning

The flipped classroom approach has recently begun to attract attention. In a flipped classroom, the conventional roles of classroom and homework are reversed: students study on their own using digital teaching materials or e-learning prior to class and then apply their learning in classroom activities. The authors have developed a method for improving the effectiveness of the classroom component: the students in a class are grouped on the basis of the time they spent studying (as recorded in their self-study logs) and their degree of understanding (as revealed by a self-study achievement test), and a different learning model is used for each group to improve their degree of understanding. Although they were unable to find a meaningful statistical difference in the test scores obtained in an experiment using one class of 34 students, there was a notable difference in the way questions were answered. The results of a free-description questionnaire indicate that the group learning encourages active learning.

On Why the Flipped Classroom Model May Be the Optimum for Heat Transfer Education

2013 ◽  
Author(s):  
Chris J. Kobus
Keyword(s):  
Heat Transfer ◽  
Flipped Classroom ◽  
Content Delivery ◽  
Class Model ◽  
Optimal Method ◽  
Educational Tools ◽  
Online Delivery ◽  
Classroom Activities ◽  
Graphical Visualization ◽  
Online Format

Much has been made of recent news that the field of heat transfer has fewer teaching professors now than in years past. It remains a challenging field for many college students who then tend to go into other engineering applications. But this trend can be reversed by utilizing modern educational tools in a flipped class model that takes advantage of and optimizes both online delivery in concert with classroom activities. Specifically, the flipped classroom model allows for the use of graphical visualization of heat transfer (a phenomena that for the most part is outside our visual spectrum) in an online format and active learning exercises that engage students in the classroom. This paper will explain how both sides of this educational equation may be the optimal method for heat transfer content delivery.

scholarly journals The Flipped Classroom: Two Learning Modes that Foster Two Learning Outcomes

10.28945/3463 ◽  
2016 ◽  
Author(s):  
Eugenia M. W. Ng
Keyword(s):  
Student Teachers ◽  
Flipped Classroom ◽  
Real Life ◽  
Group Project ◽  
Online Questionnaire ◽  
Filter Function ◽  
Generic Skills ◽  
First Semester ◽  
Classroom Activities ◽  
Real Life Situation

[The final form of this paper was published in the journal Issues in Informing Science and Information Technology.] The study involved student teachers enrolled in early childhood teaching at a teacher training institute in Hong Kong Special Administrative Region. Seventy-four students participated in flipped classroom activities during their first semester of study. Students were told to learn from online videos related to using image editing software in their own time and pace prior to the next class. When they met in class, they were asked to apply their recently acquired editing knowledge to edit an image of their own choice related to the theme of their group project. At the end of the activity, students were asked to complete an online questionnaire. It was found that students had rated all five questions relating to generic skills highly, with self-study skills rated the highest. They particularly enjoyed the flexibility of learning on their own time and pace as a benefit of the flipped classroom. Data collected from students’ project pages show they had used average of 3.22 editing features for the theme images for their project. Most groups had inserted text fol-lowed by using the filter function. It is possible that these two functions are more noticeable than other editing functions. In conclusion, students were able to apply their self-learnt knowledge in a real-life situation and they had also developed their generic skills via the flipped classroom pedagogy.

scholarly journals The use of a «flipped classroom» approach in teaching foreign languages to technical university students

2021 ◽  
pp. 197
Author(s):  
N. Saienko
Keyword(s):  
University Students ◽  
Flipped Classroom ◽  
Teaching And Learning ◽  
Foreign Languages ◽  
The Internet ◽  
Technology Learning ◽  
Classroom Activities ◽  
Advance Student ◽  
E Learning ◽  
Unlimited Access

With the development of modern technologies, a flipped classroom approach is gaining popularity. The idea of «flipped classroom» approach is that the main stages of the teaching and learning process, such as classroom activities and homework, change places. It means that the theoretical material is studied by students on their own by watching videos and listening to audio lectures recorded by the teacher, or preformed materials downloaded from websites on the Internet, while in the classroom the students are involved in fulfilling practical tasks and discussion of problematic issues. Goal. The purpose of the article is to determine the potential of the flipped classroom approach in teaching foreign languages to university students. Methodology. The flipped classroom approach assumes that students have an unlimited access to electronic resources. There are the following advantages of the technology: learning at one’s own pace, advance student preparation, overcoming the limitations of class time, increasing the participation in the classroom activities. Among the disadvantages are students’ being lack of equipment and unlimited access to the Internet resources. Another disadvantage of the technology is an extra workload on teachers who have to develop, record and upload lectures, which take time and skill, as well as carefully integrate them into the classroom work. Results. The data of the university students’ interview on the benefits and disadvantages of the approach are given which reveal conflicting points of view though the majority mentioned the availability of the e-learning materials always at hand as the key benefit of the approach. Originality of the study is the revealing of the potential of the flipped classroom approach in teaching foreign languages to university students, emphasizing its pros and cons, exploring the ways of its further development. Practical value. Despite some of its disadvantages the technology can be widely used in teaching foreign languages, especially in the frames of distance learning as it gives the students an opportunity of learning languages on their own with the teacher’ role of being the facilitator.

Implementation of Flipped Classroom at Malaysia's Teacher Education Institute

2019 ◽  
pp. 105-122
Author(s):  
Malar Muthiah ◽  
Raamani Thannimalai
Keyword(s):  
Teacher Education ◽  
Blended Learning ◽  
Student Teachers ◽  
Flipped Classroom ◽  
Student Centered ◽  
Classroom Activities ◽  
Learning Instruction ◽  
Teacher Education Institutions ◽  
Definition Of ◽  
History Test

In a teacher education institute in Malaysia, blended learning is considered as a strategic and effective learning instruction with unique features to help improve student-teacher's discussion skills, improve their communities of practice, and achieve their course purposes. One of the tools of blended learning is flipped classroom. Flipped classroom should be implemented especially among student teachers. The definition of flipped classroom was explained in detail, and furthermore, flipped classroom activities are based on social and cognitive constructivist theory that is suitable to be implemented in teacher education institutions in Malaysia because it is student-centered and involved students actively during the learning process. A research done in one of the teacher education institutions was discussed to find out the effect of flipped classroom in achievement history test and motivation among the 20 student teachers who enrolled for Early European History until 21st Century as one of their major papers.

scholarly journals INITIATING FLIPPED CLASSROOM IN FORMING THE 4C SKILLS AMONG ENGLISH EDUCATION STUDENTS

2020 ◽  
Vol 6 (1) ◽  
pp. 76-86
Author(s):  
NIA KURNIAWATI
Keyword(s):  
Student Teachers ◽  
Lesson Study ◽  
Flipped Classroom ◽  
English Education ◽  
Document Analysis ◽  
Education Students ◽  
English Teaching ◽  
Classroom Activities ◽  
Video Lectures ◽  
On Line

Flipped classroom enables students to learn new content online by watching video lectures outside the classroom independently with teachers offering more personalized guidance and interaction with students. This study tried to depict an effort of initiating flipped classroom to form the 4Cs among the English Student-Teachers. The aims of this study were to portray the process of initiating flipped classroom, the obstacles, and the students’ 4Cs reflection in the flipped classroom. The study involved four lecturers as collaborators in lesson study of an English Teaching Media subject. The instruments used were observation, interview, and document analysis. In conducting the flipped class, Schoology was utilized. The results showed that, in initiating a flipped class, the lecturers should be really creative in creating the video lectures and other classroom activities as a preclusion to boredom. Besides, the results also denoted emerging capacity of the students’ 4Cs during on line and offline class. Moreover, the lecturers considered flipped classroom as a breakthrough that enables them to have a closer look on the students individually.  Nonetheless, the newness of flipped classroom brings about intricacy, since the lecturers should be able to manage online and offline class simultaneously.  

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