How Flipped Classrooms Activate the Learning Process?

2016 ◽  
Author(s):  
S. Kostadinova
Keyword(s):  
Learning Process ◽  
Flipped Classrooms

scholarly journals STUDENTS IN BLENDED LEARNING BY FLIPPED CLASSROOM APPROACH

2019 ◽  
Vol 72 (4) ◽  
pp. 204-213
Author(s):  
Veselina Nedeva ◽  
Snejana Dineva ◽  
Zlatoeli Ducheva
Keyword(s):  
Blended Learning ◽  
Learning Process ◽  
Flipped Classroom ◽  
Object Oriented ◽  
Object Oriented Programming ◽  
Food Contaminants ◽  
Master's Degrees ◽  
Fields Of Study ◽  
Flipped Classrooms ◽  
Subject Areas

The article presents the Flipped Classroom approach and its application at the Faculty of Techniques and Technologies (FTT) - Yambol, based on the training in the subjects "Programming and Use of Computers", "Food Contaminants", and "Object-Oriented Programming" in the 2016-2018 academic years. For the students, the problem is to filter some sources that are not reliable. In the new digital age, the lecturers expect them to be creative and to prepare their assignment using new approaches. When students follow their lecturers’ instructions concerning the literature and resources their projects tend to be more successful. This is one of the issues we encounter in preparing students for their classes. The second problem that we want to solve is the presentation of information using the "pouring in the bank" approach, where students are offered lectures and tutorials without being able actively to participate in the learning process. The students are trained to acquire knowledge without placing and solving problems and looking for new solutions. The article goals are to analyze the approach that we apply to the students' training to stimulate their activity in learning the material and filling the gaps in their knowledge. The first part of the article reviews the theory and the application of the Flipped Classroom approach by other authors in different subject areas. We present different taxonomic models and qualities that they build for the student’s learning process. The following part analyses the application of the approach in the mentioned fields of study for students of Bachelor's and Master’s degrees. In the article, we present steps for Flipped classrooms. We discuss also the key elements of The Flipped classroom and the benefits and limitations of using it. In conclusion, the article outlines the results achieved and the prospects for enhancing the engagement of the students in learning.

GAYA BICARA PADA STAF PENGAJAR JURUSAN AKUNTANSI POLITEKNIK NEGERI SEMARANG DI DALAM KEGIATAN PROSES BELAJAR MENGAJAR

2019 ◽  
Vol 2 (2) ◽  
pp. 165
Author(s):  
Pandiya Pandiya Pandiya ◽  
Nurul Hamida Hamida
Keyword(s):  
Data Analysis ◽  
Learning Process ◽  
Teaching And Learning ◽  
Sampling Technique ◽  
Body Language ◽  
Teaching Staff ◽  
Applied Method ◽  
Presentation Method ◽  
Study Support ◽  
Speaking Style

This study aims to determine the extent to which the teaching staff in the Semarang State Polytechnic Accounting Department applies a style of speech; i.e. either oratory, deliberative, consultative, relaxed, or intimate. The data collection is done by questionnaire and class observation. The population of this study consists of teaching staff at the Semarang State Polytechnic Accounting Department. The data is more qualitative, which is more in the form of a description of the characteristics of the respondents and not much related to the numbers. Sampling technique is done by population, namely all teaching staff of Semarang State Polytechnic Accounting Department. Data analysis is carried out by a Likert Scale of 5. The results indicate that Consultative Speech is the style most widely applied by the Teaching Staff of the Semarang State Polytechnic Accounting Department, while the oratoric speaking style is the least practiced style. Extemporan presentation method is the most widely applied method in the activities of the Teaching and Learning Process in the Semarang State Polytechnic Accounting Department, while the impromptu method is the least applied method. The most widely used body language is a smile, while eye flicker is the least applied body language. The distance between the Teaching Staff and Students in the Teaching and Learning Process activities that are most widely applied are groups (125-350 cm), while the least applied distance is intimate (50 cm). The results of this study support the previous research that the use of Body Language greatly affects the success of the Teaching and Learning process.

TO THE QUESTION OF THE SYSTEMATIC NATURE OF ELECTRONIC EDUCATIONAL MATERIALS FOR HIGHER EDUCATION

2019 ◽  
pp. 54-62
Author(s):  
K. R. Ovchinnikova
Keyword(s):  
Learning Process ◽  
Information Technologies ◽  
Electronic Materials ◽  
Subject Area ◽  
Design Activity ◽  
Learning Technology ◽  
Educational Materials ◽  
Scientific Publications ◽  
Structured Information ◽  
Single Complex

The relevance of the issue under consideration in the article is connected with the confusion in scientific publications of the concepts of “electronic educational materials” and “electronic educational resources”. The article discusses the concept of “electronic educational materials” from the perspective of general systems theory. And their system character is proved. This allows them to be represented as a single complex of structured information of a specific subject area and didactic materials. These didactic materials support the learning process at all stages of its didactic cycle in accordance with the chosen learning technology based on the didactic capabilities of information technologies. It is concluded that the system of high school electronic materials allows to expand the boundaries of the design activity of the teacher, provide management of the student’s thinking activity, to implement a competence approach to the learning process at university

The emotional component of teaching. A reflective training experience with teachers

2020 ◽  
pp. 254-267
Author(s):  
Alessandra Priore
Keyword(s):  
Professional Practice ◽  
Learning Process ◽  
Professional Experience ◽  
School Life ◽  
Training Experience ◽  
Emotional Component ◽  
Emotional Dimensions ◽  
Teaching Learning ◽  
The Relationship ◽  
Monitoring Phase

The system of relationships and emotions that develop in the teaching-learning process define the complexity of teachers' education and pose the challenge of bringing out the emotional and affective culture that guides school life. Several studies on teaching practices highlight the tendency to refer to technical aspectsas a key dimension of professionalism, rather than on relational and emotional dimensions that can promote the relationship with student. The creative and unprecedented reconfiguration of professional practice is configured as the outcome of a reflexive process of subjective construction and de-construction of the profession and its development.The paper proposes a reflective training experience, which involved 76 teachers, focused on emotional and relational dimensions on teaching and based on the use of the narrative-autobiographical instruments (diary, narrative, metaphor). The results achieved in the monitoring phase show that the training offered an opportunity to reflect on oneself and one's personal and professional experience, starting from the use of alternative perspectives and interpretations than those that are already in use

Corporeità, movimento e benessere: il potenziale educativo di itinerari motorio-sportivi inclusivi giovanili

2019 ◽  
pp. 3121-334
Author(s):  
Carmen Palumbo ◽  
Antinea Ambretti ◽  
Giovanna Ferraioli
Keyword(s):  
Young People ◽  
Learning Process ◽  
Personalized Learning ◽  
Barriers To Learning ◽  
Educational Value ◽  
School Activities ◽  
The Past ◽  
Full Participation ◽  
Inclusive Approach ◽  
Teaching Learning

Over the past few decades, the adoption of an inclusive approach to education has stimulated a reflection on the educational value of body and movement within teaching-learning process in order to break down all barriers to learning and promote the full participation of young people to school activities. Indeed,body and movement represent an important didactic "medium" for developing individualized and personalized learning paths that take into account the specific needs and characteristics of students thus contributing to their global and harmonious development.

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