scholarly journals Students’ perception of a flipped classroom approach to facilitating online project-based learning in marketing research courses

2016 ◽  
Author(s):  
Wen-Ling Shih ◽  
Chun-Yen Tsai
Keyword(s):  
Mixed Methods Research ◽  
Flipped Classroom ◽  
Teaching Strategy ◽  
Marketing Research ◽  
Teaching Quality ◽  
Project Based Learning ◽  
Online Discussions ◽  
Structured Interviews ◽  
Combined Strategy ◽  
Learning Interest

This study investigated students’ perception of a flipped classroom approach to facilitating online project-based learning (FC-OPBL) in a marketing research course at a technical university. This combined strategy was aimed at improving teaching quality and learning efficiency. Sixty-seven students taking a marketing research course were surveyed. Mixed methods research was adopted along with questionnaire, semi-structured interviews, online learning notes, and online discussions to understand the students’ perception of the teaching strategy used during the learning process. Results showed that FC-OPBL may enhance students’ learning effectiveness, learning motivation, and learning interest, as well as encourage diverse development and teamwork. Finally, suggestions are proposed related to flipped classroom research and instruction.

Synchronous online flip learning with formative gamification quiz: instruction during COVID-19

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Zamzami Zainuddin ◽  
Ratna Farida ◽  
Cut Muftia Keumala ◽  
Rudi Kurniawan ◽  
Hadi Iskandar
Keyword(s):  
Mixed Methods Research ◽  
Flipped Classroom ◽  
Prima Facie ◽  
Formative Assessments ◽  
Structured Interviews ◽  
Learner Engagement ◽  
Content Type ◽  
Online Class ◽  
Gamified Learning ◽  
Synchronous Online

Purpose This study aims to present research evidence on the relevance of online gamification flip learning as a pedagogical instruction in promoting learning engagement when college students are impacted by the coronavirus pandemic. In this study, a gamified formative assessment was used to examine learner engagement and to evaluate the effectiveness of gamification within a synchronous online flipped instruction. Design/methodology/approach A multiphase mixed methods research design was used for this study. The evaluation relied on triangulated evidence gathered through questionnaire surveys and semi-structured interviews administered at an Indonesian college setting. Findings Based on the findings, gamified learning and formative assessments that adopt online flipped approaches have shown a positive bearing on learner engagement, despite the challenges learners face while harrowing through times of calamity. The results of this study provide prima facie support for the claim that the use of interactive gamified e-quizzes proves to be an innovative means of stimulating student engagement during the online class. Originality/value The results further suggest that a learning framework that incorporates both online flipped and gamification techniques provide the stimulus that is likely to forge an emotional connection that can inspire learner engagement, much needed when learners rally through calamitous events. This study has established evidential links between gamification and flipped classroom instructional delivery, particularly for online class settings. It is well-anticipated that gamification flip learning can continue to be implemented either in online, blended or face-to-face class instruction and particularly after the time of the pandemic.

Mobile Device- and Video-Aided Flipped English Classrooms

2019 ◽  
Vol 11 (2) ◽  
pp. 19-32 ◽  
Author(s):  
Zhonggen Yu
Keyword(s):  
Intrinsic Motivation ◽  
Mobile Device ◽  
Flipped Classroom ◽  
Future Research ◽  
Structured Interviews ◽  
English Classrooms ◽  
English Class ◽  
Learning Attitude ◽  
Learning Attitudes ◽  
Learning Interest

The last two decades have witnessed a large number of studies on the flipped classroom. Learning attitudes, interest and intrinsic motivation in mobile device-aided flipped English class (MFC) has, however, seldom been studied in comparison with the traditional video-aided flipped English class (VFC). Randomly selecting 375 participants and using reliable scales, this study identified the differences in and correlations of learning attitudes, interest and intrinsic motivation between MFC and VFC. After an experiment for one academic year and semi-structured interviews, it was concluded that: (1) The learning attitude in MFC was significantly more positive than that in VFC; (2) The learning interest in MFC was significantly more positive than that in VFC; (3) The intrinsic learning motivation in MFC was significantly more positive than that in VFC; (4) The learning attitude, interest and intrinsic motivation were significantly and mutually correlated in both MFC and VFC. Reasons for the findings are also discussed, coupled with future research directions.

scholarly journals MOTIVATION FOR LEARNING SPEAKING SKILLS USING VIDEO BLOG (VLOGGING) BASED ON PROJECT LEARNING STUDENTS OF THE INDONESIAN LANGUAGE AND LITERATURE EDUCATION DEPARTMENT AT NUSA CENDANA UNIVERSITY: A PHENOMENOLOGY APPROACH

2020 ◽  
Vol 6 (2) ◽  
pp. 168-183
Author(s):  
Yakobus M. Langkelang Niron
Keyword(s):  
Learning Strategy ◽  
Teaching Strategy ◽  
Project Based Learning ◽  
Research Subjects ◽  
Motivation For Learning ◽  
Language And Literature ◽  
Innovative Learning ◽  
Main Instrument ◽  
Learning Interest ◽  
Speaking Skills

This study aims to identified students motivation in learning project-based learning (PBL) Indonesian language skills using vlogging media based on meanings and themes seen from the "because motives" and "in order to motives" related to the phenomenon of learning in the classroom. In identifying objectives, this study uses a qualitative research method with the approach of phenomenology from Albert Schutz's perspective. Researcher becomes the main instrument in an effort to obtain and find data. The research subjects were 38 second semester students of the Department of Language and Literature at Nusa Cendana University. Data collection techniques used include observation, questionnaires, and interviews. Data analysis through three stages of the flow model namely reduction, presentation and verification of data and triangulation. The results of the study prove that the teaching strategy associated with vlogs can attract students' learning interest because of their interest in other fields such as multimedia technology and social media. The application of learning PBL-based speaking skills using vlogs can improve speaking competence and gradually improve the mental aspects of students to become more confident to speak and communicate in public. So it can be said that learning PBL-based speaking skills using vlogs is a good and innovative learning strategy in an effort to increase learning motivation and mastery of students' speaking skills.

Investigating preservice classroom teachers’ practices and views about teaching physical education lessons: An exploratory case study

2021 ◽  
pp. 1356336X2110509
Author(s):  
Niki Tsangaridou ◽  
Ermis Kyriakides ◽  
Charalambos Y. Charalambous
Keyword(s):  
Physical Education ◽  
Time Management ◽  
Teaching Quality ◽  
Classroom Teachers ◽  
Structured Interviews ◽  
Field Placement ◽  
Exploratory Case Study ◽  
National University ◽  
Student Practice

Focusing on preservice classroom teachers (PCTs) with a physical education (PE) specialization, this exploratory case study aimed at investigating the teaching quality in the lessons offered by these teachers during their field placement, as well as examining their views about teaching PE. Toward this end, seven volunteer female PCTs studying at a national university in Cyprus were recruited; all had attended three PE specialization courses before their field placement. Data were gathered through systematic observations, semi-structured interviews, and document analysis. The quantitative data were analysed using SPSS and the qualitative data using case and cross-case analysis. These analyses suggested that the PCTs could effectively employ classroom and time management as well as skill demonstration; they could also provide quality student practice. In contrast, task progression, accountability of student practice, and task explicitness appeared to be more challenging for them to successfully enact. Interestingly, their lesson plans foreshadowed how effectively most of the examined practices would be employed by the PCTs. This study contributes a new understanding of PCTs’ PE teaching during field placement and their views thereof. The implications of the findings for PCTs’ education are discussed.

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.

scholarly journals Students’ Perceptions of Life Skill Development in Project-Based Learning Schools

2016 ◽  
Vol 2 (1) ◽  
pp. 91 ◽  
Author(s):  
Kimberly Meyer ◽  
Scott Wurdinger
Keyword(s):  
Problem Solving ◽  
Time Management ◽  
Life Skills ◽  
Skill Development ◽  
Positive Influence ◽  
Project Based Learning ◽  
Life Skill ◽  
Structured Interviews ◽  
Life Skill Development ◽  
Learning Schools

<p>This research aimed to examine students’ perceptions of their life skills while attending project-based learning (PBL) schools. The study focused on three questions including: 1) What are students’ perceptions of their development of life skills in project-based learning schools? 2) In what ways, if any, do students perceive an increase in their life skill development over a one-year period of time? 3) What relationship, if any, is there between grade level and students’ perceptions of their life skills? The subjects were 275 6-12 students from two project-based learning charter schools in Minnesota. One school was located in a rural location; the other in an urban location. The triangulating data collection methods included a Likert-scale survey, semi-structured interviews, and focus groups. Quantitative analysis using SPSS were used to analyze the survey data. Qualitative analysis methods used were coding and identification of emergent themes. Qualitative results showed perceptions of most improved skills as time management, collaboration, communication, and self-directedness. Quantitative data results showed most improved skills within an academic year as responsibility, problem-solving, self-directedness, and work ethic. Self-directedness was the single skill that was evident in all data results. The results showed students’ perceptions of their life skills were positive and that project-based learning helped them develop multiple life skills including, but not limited to communication, collaboration, problem-solving, responsibility, and time management. Implications of this research suggest that project-based learning has a positive influence on students’ life skills development across 6-12 grade levels and helps prepare them to be successful in the 21<sup>st</sup> century global community and economy.</p>

scholarly journals Is it Worth Flipping? The Impact of Flipped Classroom on EFL Students’ Grammar

2020 ◽  
Vol 13 (6) ◽  
pp. 144 ◽  
Author(s):  
Ishaq Salim Al-Naabi
Keyword(s):  
Flipped Classroom ◽  
Positive Impact ◽  
Future Research ◽  
Flipped Learning ◽  
Structured Interviews ◽  
Intact Group ◽  
English Grammar ◽  
Post Test ◽  
Quasi Experimental ◽  
The Impact

In light of contemporary pedagogical methods, the flipped classroom has been recognised as an effective pedagogy in English as a Foreign Language (EFL). This study employed a quasi-experimental one-group research design to investigate the impact of flipped learning on Omani EFL learners&rsquo; grammar and to examine students&rsquo; perceptions on the flipped classroom. An intact group of students (n=28) enrolled at the foundation programme in Arab Open University-Oman was randomly selected. Seven videos on English grammar were developed and shared with the students prior to the class. A varaiety of activities were conducted in the class following task-based language teaching. Students met for 8 lessons over the period of 8 weeks. Pre-test, post-test and semi-structured interviews were used in the study. The findings indicated that flipped learning had a positive impact on students&rsquo; understanding and usage of English grammar. Students&rsquo; perceptions on the flipped approach were positive. The study also provided pedagogical insights for the flipped classroom and recommendations for future research.&nbsp;

scholarly journals Convolutional Neural Network-Assisted Strategies for Improving Teaching Quality of College English Flipped Class

2021 ◽  
Vol 2021 ◽  
pp. 1-8
Author(s):  
Tiankun Liu
Keyword(s):  
Neural Network ◽  
Convolutional Neural Network ◽  
Student Behavior ◽  
Flipped Classroom ◽  
Classroom Behavior ◽  
Procedural Knowledge ◽  
Teaching Style ◽  
Teaching Quality ◽  
Classroom Teaching ◽  
College English

The “flipped classroom” teaching paradigm not only follows the cognitive rules of the learners, but it also subverts and reverses the standard classroom teaching process. Problem-oriented, teacher-led, student-centered, and mixed teaching approaches are the key teaching methods in the flipped classroom teaching model, which focuses on students’ procedural knowledge acquisition and critical thinking training. There are a lot of studies on the specific practice path of the “flipped classroom” teaching style right now, but there are not many on the learning involvement of college English students in this approach. According to studies, the level of student participation in classroom learning is the most important factor limiting the efficiency of teaching. The lack of research in this subject greatly limits the “flipped classroom” teaching model’s ability to improve college English classroom teaching quality. The degree of engagement between teachers and students, the enthusiasm of students in class, and the competence of teachers to educate are all reflected in student conduct in the classroom. Understanding and evaluating the behaviors and activities of students in the classroom are helpful in determining the state of students in the classroom, as well as improving the flipped classroom teaching technique and quality. As a result, the convolutional neural network is used to recognize student behavior in the classroom. The loss function of VGG-16 has been enhanced, the distance inside the class has been lowered, the distance between classes has been increased, and the recognition accuracy has improved. Accurate recognition of classroom behavior is beneficial in developing methods to improve teaching quality.

scholarly journals The Application of Situational Education Method in Art Appreciation Course in Primary School

2020 ◽  
Vol 9 (7) ◽  
pp. 103
Author(s):  
Ning Zhu
Keyword(s):  
Primary School ◽  
Primary Education ◽  
Teaching Method ◽  
Teaching Quality ◽  
Education Sector ◽  
Art Appreciation ◽  
Teaching Purpose ◽  
Learning Interest

With the increasingly improvement of teaching quality, primary education has aroused widespread attention in the education sector. Situational teaching method has become a popular and useful teaching method. In primary school it enables students to appreciate the beauty, feel the beauty, enjoy the charm of art, stimulate learning interest, cultivate basic aesthetic ability. In that case can we better achieve the teaching purpose.

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