scholarly journals Flipping a classroom with a three-stage collaborative instructional model (3-CI) for graduate students

2021 ◽  
pp. 64-80
Author(s):  
Feng-Kuang Chiang ◽  
Zhenhua Wu
Keyword(s):  
Graduate Students ◽  
Flipped Classroom ◽  
Teaching Practice ◽  
Essential Elements ◽  
Instructional Model ◽  
Design Strategies ◽  
Case Study Approach ◽  
Study Approach ◽  
Class Time

The flipped classroom is an innovative and increasingly popular pedagogical approach in higher education. It emphasises student learning responsibility, deeper learning, differentiated instruction and more efficient use of class time. However, despite its increasing popularity across disciplines, few studies have elaborated on strategies for implementing a flipped classroom beyond its essential elements. The present study thus proposed a three-stage collaborative instructional model (3-CI), an extension of the classic flipped classroom model. A case study approach was adopted to investigate 3-CI’s effectiveness through students’ perceptions in Research Methods in Educational Technology, with 29 graduate students. Results show that 3-CI increases participants’ satisfaction, engagement and collaboration. Furthermore, 3-CI design strategies, which emphasise collaboration and student-centredness, can help college educators to incorporate the flipped approach into their teaching practice.

scholarly journals Building on Strategic eLearning Initiatives of Hybrid Graduate Education a Case Study Approach: MHEI-ME Erasmus+ Project

2021 ◽  
Vol 13 (14) ◽  
pp. 7675
Author(s):  
Radovan Madleňák ◽  
Stephen P. D’Alessandro ◽  
Agostino Marengo ◽  
Jenny Pange ◽  
György Iván Neszmélyi
Keyword(s):  
Collaborative Learning ◽  
Online Community ◽  
Flipped Classroom ◽  
Teaching Method ◽  
Teaching Methodology ◽  
Case Study Approach ◽  
Study Approach ◽  
Strategic Commitment ◽  
Self Learning

Online courses are gaining popularity because they provide extensive and varied course material, information, knowledge, and skills, whilst also creating an effective educational online community. This research adopts a case study approach to focus on the teaching method and the manner in which a strategic commitment to eLearning provides scope for the development and implementation of top quality educational online fully accredited programs. Entrepreneurship focuses on developing businesses that add value and create wealth and prosperity in our societies. Therefore, entrepreneurship is a key area of learning for graduate students seeking to set up and operate their own SME organizations. It can serve as a benchmark for the teaching of other graduate subjects that require a sound correlation for the correlation of concepts and theories to the challenging complexities of the real world. The program was developed on the basis of the implementation of a state-of-the-art eLearning platform that allowed for a combination of varied self-learning and collaborative learning elements and activities within a single platform. This enabled students to access the online content material efficiently and effectively. It allows for the development of a program based on the flipped classroom teaching methodology. The underlying concept of the flipped classroom methodology is that effective eLearning should comprise both synchronous and asynchronous learning activities. This combination of self-learning and collaborative learning calls for careful planning by the tutor to ensure that the learning objectives are clearly defined for each activity and that the relevant deliverables are monitored. The content material for each subject course module was designed, developed, produced, and presented by the different project partners in a holistic manner structured to motivate participants to learn. The results of our analysis have shown that students were able to learn, discuss their projects, and cooperate during an online course in an effective and participant-focused manner with their tutors. The feedback given highlights the importance of ongoing communications between students and the tutors who often need to act as mentors to retain student engagement.

scholarly journals Ecological consciousness and the limits of the Academy: a case study approach to ecohealth training and research

2021 ◽  
Author(s):  
Mathieu Feagan
Keyword(s):  
Graduate Students ◽  
Human Health ◽  
Graduate Training ◽  
Ecological Crisis ◽  
Case Study Approach ◽  
Ecological Consciousness ◽  
Study Approach ◽  
Academic Knowledge ◽  
Training And Research

This dissertation explores the concept of ecological consciousness through a case study approach examining recent attempts to use graduate training and research to better address issues of ecological sustainability and human health. Since the 1970s, there has been a growing number of graduate training programs designed to equip a new generation of graduates with the kind of awareness necessary to address the global ecological crisis. Despite these efforts, the crisis on the whole continues to worsen. Although scholars have pointed to the challenges that ecological consciousness poses for graduate training and research, few studies have examined these challenges from the point of view of graduate students themselves. To better understand the opportunities and constraints of graduate training and research, this dissertation uses the framework of ecological consciousness to analyze the experiences of an international group of twenty-six graduate students and professionals trained in ecosystem approaches to human health (ecohealth) in Canada, West and Central Africa, and Central America. Drawing on systems thinking, Indigenous knowledges, and historical materialism, I argue that ecological consciousness means using different ways of knowing to challenge the disciplining tendency of academic knowledge production and open space for a wider ecology of knowledge to develop and express itself. Methodologically, this project is informed by institutional ethnography, building on the diverse experiences and insights of interviewees to make sense of the layered contextual frames of the university, the state, and international development research projects. Despite an orientation toward transformative practices, interviewee experiences reveal strong pressures to fit within top-down, disciplinary processes already governing the administration of training and research, thereby limiting the possibilities for ecological consciousness. I conclude by offering certain theoretical possibilities for how ecological consciousness can support collective action upon the disciplinary employment structures, which graduate students and professionals have a key role in transforming.

scholarly journals Ecological consciousness and the limits of the Academy: a case study approach to ecohealth training and research

2021 ◽  
Author(s):  
Mathieu Feagan
Keyword(s):  
Graduate Students ◽  
Human Health ◽  
Graduate Training ◽  
Ecological Crisis ◽  
Case Study Approach ◽  
Ecological Consciousness ◽  
Study Approach ◽  
Academic Knowledge ◽  
Training And Research

This dissertation explores the concept of ecological consciousness through a case study approach examining recent attempts to use graduate training and research to better address issues of ecological sustainability and human health. Since the 1970s, there has been a growing number of graduate training programs designed to equip a new generation of graduates with the kind of awareness necessary to address the global ecological crisis. Despite these efforts, the crisis on the whole continues to worsen. Although scholars have pointed to the challenges that ecological consciousness poses for graduate training and research, few studies have examined these challenges from the point of view of graduate students themselves. To better understand the opportunities and constraints of graduate training and research, this dissertation uses the framework of ecological consciousness to analyze the experiences of an international group of twenty-six graduate students and professionals trained in ecosystem approaches to human health (ecohealth) in Canada, West and Central Africa, and Central America. Drawing on systems thinking, Indigenous knowledges, and historical materialism, I argue that ecological consciousness means using different ways of knowing to challenge the disciplining tendency of academic knowledge production and open space for a wider ecology of knowledge to develop and express itself. Methodologically, this project is informed by institutional ethnography, building on the diverse experiences and insights of interviewees to make sense of the layered contextual frames of the university, the state, and international development research projects. Despite an orientation toward transformative practices, interviewee experiences reveal strong pressures to fit within top-down, disciplinary processes already governing the administration of training and research, thereby limiting the possibilities for ecological consciousness. I conclude by offering certain theoretical possibilities for how ecological consciousness can support collective action upon the disciplinary employment structures, which graduate students and professionals have a key role in transforming.

scholarly journals [Ruling on Using Treated Wastewater in Islamic Jurisprundce] Hukmu Isti'mali Miyahi as-Sarfi al-Sahi al-Mua'ajalah fi al-Fiqhi al-Islami

2018 ◽  
Vol 16 (1) ◽  
pp. 127-150
Author(s):  
Ramadhan Hamdun Ali Ramualkiki ◽  
Rawaa' Mohamad Mahadi
Keyword(s):  
Human Life ◽  
Pure Water ◽  
Essential Elements ◽  
Treated Wastewater ◽  
Secondary Treatment ◽  
Case Study Approach ◽  
Large Area ◽  
Study Approach ◽  
The Third

It is undeniable that water is of utmost importance in all areas of life. It is one of the four essential elements in human life as a whole. From one perspective, the Muslim occupies a large area of exposure to the use of water. In another perspective, the water is exposed to scarcity and factors threatening to extinction in some cases. This study aims to avoid the problem of water scarcity as a serious attempt to prevent excessive hypocrisy of large amounts of it. Case study approach is used to determine the research scope. In addition, the study also used "explanatory approach" to reach some significant results. The findings shows that the water count is not suitable for drinking after the initial treatment but can be used to watering some plants after secondary treatment. It is also found that the water can be used without any restriction after the third treatment. Keywords: Wastewater, Treatment stages (primary, secondary, tertiary), Impure water, the Impossibility, Increasing, Pure water. ال يخفى ما للماء من ضرورة قصوى في شتى مجاالت الحياة، كيف ال، وهو أحد العناصر األربعة األساسية في حياة البشر كك ّل، ويحتلالمسلم من بين الناس مساحة كبيرة من التعرض الستعمال الماء، هذا من جهة ومن أخرى ما يتعرض له الماء من شحة وعوامل تهددهباالنقراض حينا، وأخرى بالندرة أحيانا. فجاء البحث ليحاول تالفي مشكلة ندرة الماء من باب أنه محاولة جادة للحيلولة دون اإلفراط فينفاق كميات كبيرة منه، وكان البداية على "منهج دراسة الحالة" حتى نحدد نقطة البحث، ثم عمدنا "المنهج االستداللي" لنصل إلى نتيجةمهمة وهي عد الماء غير صالح للشرب فيما بعد المعالجة األولية وبجواز سقي بعض المزروعات بعد المعالجة الثانوية، وجواز االستعمالالمطلق بعد المعالجة الثالثية.الكلمات المفتاحية: مياه الصرف الصحي، مراحل المعالجة )األولية، الثانوية، الثالثية(، المياه النجسة، االستحالة، المكاثرة، المياهالطاهرة.    

Developing and Applying a Critical and Transformative Model to Address ESD in Teacher Education

2010 ◽  
Vol 12 (2) ◽  
pp. 17-26 ◽  
Author(s):  
Nelly Kostoulas-Makrakis
Keyword(s):  
Teacher Education ◽  
Reflective Practice ◽  
Change Process ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
Case Study Approach ◽  
Study Approach ◽  
Constructivist Conceptions ◽  
Sustainable Futures

Developing and Applying a Critical and Transformative Model to Address ESD in Teacher EducationA reflective case study approach, including focus interviews, reflective/reflexive journals and analysis of project-based works of 30 pre-service teachers participating in an undergraduate course was employed to investigate the discrepancy between the teachers' constructivist conceptions and the actual practice. The identified discrepancy seemed to be an outcome of the difficulty translating constructivism into teaching practice, but also of the misleading conception of constructivism as a homogeneous philosophy. Through reflective practice, participants were able to deconstruct and reconstruct their theories and practices of teaching in more emancipatory ways addressing issues of education for sustainable development (ESD). This case study helped understand the nature of change process towards teaching and learning for more sustainable futures.

scholarly journals Tahlil al-Akhtha’ al-Shautiyyah li al-Kalimat al-Thayyibat fi Hayat al-Muslimin (Dirasah Tahliliyyah Shautiyyah)

ALSINATUNA ◽  
2018 ◽  
Vol 3 (2) ◽  
pp. 163
Author(s):  
Misbahul Munir
Keyword(s):  
Graduate Students ◽  
Data Collection ◽  
Vowel Sound ◽  
Case Study Approach ◽  
Post Graduate ◽  
Study Approach ◽  
Consonant Phoneme ◽  
Descriptive Qualitative

This research aims to explain the sound error al-kalimāh aṭ-ṭayyibah, vowels and consonants. The research conducted at UIN Yogyakarta. Sources of data obtained from Arabic Linguistic Studies of Post Graduate Students in UIN Yogyakarta. The method used is descriptive-qualitative with case study approach. Data collection of this research used interviewing, taking notes, and recordings. This research shows that the mistakes found in vowels; either short, long, and double vowel sound. Fatḥah(َ) sounds /a/ becomes /o./ Ḍammah(ُ) sounds /u/ becomes /o/, /ū/, dan sukūn/ْ./ Kasrah(ِ) sounds /i/ becomes /e./ Syaddah(ّ) which read double will be not double. Fatḥah(َ) which followed alif(ا), it sounds /ā/ and becomes /a./ Fatḥah(َ) which followed alif(ا) dan tilda(~) above it, it sounds /ā/ and becomes /a./ Fatḥah(َ) which followed wawu sukūn(وْ), sounds /au/ and becomes /ao./ Fatḥah(َ) which followed ya’ sukūn(يْ), sounds /ai/ and becomes /ei./ The error sound of the consonants, consonant phoneme sound ع/‘/ becomes ا/’/, ح/ḥ/ becomes ه/h/ and ك/k/, ظ/ẓ/ becomes ز/z/ and ج/j/, ش/sy/ becomes س/s/, ق/q/ becomes ك/k/, ذ/ż/ becomes ظ/ẓ/ and د/d/, ت/t/ becomes ط/ṭ./ The sound of the vowels and consonants errors occur due to there is link between language with speakers.

scholarly journals Analisis Keterampilan Menceritakan Kembali Teks Ulasang dengan Kolaborasi Metode Flipped Classroom dam Aplikasi Shoology

2020 ◽  
Vol 5 (2) ◽  
pp. 86-96
Author(s):  
Fathia Rosyida ◽  
Yayang Kristiana ◽  
Cahyo Hasanudin
Keyword(s):  
Learning Process ◽  
Flipped Classroom ◽  
Teaching And Learning ◽  
Analysis Method ◽  
Case Study Approach ◽  
Data Presentation ◽  
Study Approach ◽  
Content Analysis Method ◽  
Class Viii

This study aimed to investigate the structure of reviewed text that was retold by the students in class VIII C of SMP N 1 Cepu, Blora, Indonesia. The teaching and learning process used the flipped classroom method by using schoology apps. This study was qualitative research with case study approach and the total subjects were 28 students. From the total subjects, four students was chosen to be interviewed with a reason that the reviewed texts were in line with the indicators. Technique in collecting the data used observation, test, interview, and documentation. The data was validated by using triangulations of source and method. Technique in analysing the data used content analysis method that was started from 1) data reduction, 2) data presentation, 3) drawing conclusion and verification. The results of study showed that the structure of reviewed text that was retold by the students had been well referred to the Kosasih thery about the structure of reviewed text. The conclusion of the study was the flipped classroom method by using schoology aps was very appropriate to be implemented in the teaching and learning process. This method trained the students to think creatively and independently, they were able to understand the materials given by using schoology apps. 

scholarly journals Mentoring in Business and Professional Communication: Case Study of a Multiyear Dynamic

2019 ◽  
Vol 83 (1) ◽  
pp. 5-33
Author(s):  
Jeremy Rosselot-Merritt ◽  
Janel Bloch
Keyword(s):  
Graduate Students ◽  
Critical Reflection ◽  
Academic Programs ◽  
Professional Communication ◽  
Case Study Approach ◽  
Disciplinary Identity ◽  
Study Approach ◽  
Mentoring Relationship

Mentoring of graduate students is essential to the professional development of business and professional communication (BPC) scholars; it also helps advance the field of BPC and its disciplinary identity. In this article, a professor and graduate student use a case-study approach incorporating historical/archival data collection and grounded in critical reflection to describe and characterize their own long-term, cross-institutional mentoring relationship. They analyze artifacts from their mentoring experience; discuss benefits and challenges to mentoring in BPC; offer implications for mentees, mentors, and academic programs in creating formal mentoring plans; and suggest topics for further research.

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