Design-Based Research on the Development of Instructional Strategies for Effective Preparation on Pre-class Video Instruction in Flipped Learning

2017 ◽  
Vol 23 (04) ◽  
pp. 789-814
Author(s):  
Minjeong Kim
Keyword(s):  
Instructional Strategies ◽  
Flipped Learning ◽  
Video Instruction ◽  
Design Based Research

Towards Flipped Learning in Upper Secondary Mathematics Education

2020 ◽  
Vol 5 (1) ◽  
pp. 1-15
Author(s):  
Robert Weinhandl ◽  
Zsolt Lavicza ◽  
Stefanie Schallert
Keyword(s):  
Secondary Education ◽  
Mathematics Education ◽  
Mathematics Learning ◽  
Flipped Learning ◽  
Educational Innovations ◽  
Design Based Research ◽  
Secondary Mathematics Education ◽  
Upper Secondary Education ◽  
Mathematics Classrooms ◽  
Upper Secondary

Challenges for students in the 21st century, such as acquiring technology, problem-solving and cooperation skills, also necessitates changes in mathematics education to be able to respond to changing educational needs. One way to respond to these challenges is utilising recent educational innovations in schools, for instance, among others are flipped learning (FL) approaches. In this paper, we outline our explorative educational experiment that aims to investigate key elements of mathematics learning in FL approaches in upper secondary education. We describe the methodologies and findings of our qualitative study based on design-based research to discover key elements of FL approaches in upper secondary education. Analysing the data collected over ten months suggested categories (a) confidence when learning; (b) learning by working; and (c) flexibility when learning could be essential to understand FL approaches practices in mathematics classrooms.

scholarly journals Innovative Pedagogy and Design-Based Research on Flipped Learning in Higher Education

2021 ◽  
Vol 12 ◽  
Author(s):  
Li Zhao ◽  
Wei He ◽  
Yu-Sheng Su
Keyword(s):  
Higher Education ◽  
Flipped Classroom ◽  
Learning Performance ◽  
Control Group ◽  
Flipped Learning ◽  
Information And Communications Technologies ◽  
Educational Models ◽  
Design Based Research ◽  
Innovative Pedagogy ◽  
Continued Learning

In order for higher education to provide students with up-to-date knowledge and relevant skillsets for their continued learning, it needs to keep pace with innovative pedagogy and cognitive sciences to ensure inclusive and equitable quality education for all. An adequate implementation of flipped learning, which can offer undergraduates education that is appropriate in a knowledge-based society, requires moving from traditional educational models to innovative pedagogy integrated with a playful learning environment (PLE) supported by information and communications technologies (ICTs). In this paper, based on the design-based research, a task-driven instructional approach in the flipped classroom (TDIAFC) was designed and implemented for two groups of participants in an undergraduate hands-on making course in a PLE. One group consisting of 81 students as the experimental group (EG) received flipped learning instruction, and another group of 79 students as the control group (CG) received lecture-centered instruction. The EG students experienced a three-round study, with results from the first round informing the customized design of the second round and the second round informing the third round. The experimental results demonstrated that students in the EG got higher scores of summative tests and final scores than those in the CG. In particular, students’ learning performance in three domains (i.e., cognitive, affective, and psychomotor) differ significantly between the two groups.

Design Thinking and Immersive Professional Learning in Teacher Education

2016 ◽  
pp. 25-47 ◽  
Author(s):  
Susan E. Crichton ◽  
Deb Carter
Keyword(s):  
Instructional Strategies ◽  
Professional Learning ◽  
Teaching And Learning ◽  
Design Thinking ◽  
New Technologies ◽  
Research Approach ◽  
Human Centered Design ◽  
Design Based Research ◽  
Design Challenge ◽  
Novice Educators

Through their personalized practices, experienced educators develop two professional acts: knowing-in-action and reflecting-in-action. Novice educators grapple to understand these actions when witnessing experienced educators choose to adopt/adapt new technologies, differentiate instructional strategies, or promote new educational reforms into their classrooms. Using a design-based research approach, the authors' work suggests novice educators may require immersive professional learning opportunities to develop pedagogical empathy. Pedagogical empathy means fostering a receptiveness of other educators' professional choices (empathy) based on known theories, methods and practices of teaching and learning (pedagogy). The authors discuss their findings when introducing a human-centered design thinking process using a design challenge, collaborative prototyping, and multiple levels of reflection with experienced and novice educators. This chapter shares two years of research informed experience with educators at various stages of their careers in both western Canada and Tanzania.

scholarly journals Meningkatkan Keterampilan Berbahasa Anak Melalui Flipped Learning

2021 ◽  
Vol 6 (1) ◽  
pp. 141-147
Author(s):  
Irfan Fajrul Falah
Keyword(s):  
Flipped Learning ◽  
Design Based Research

Pandemi Covid-19 memberikan dampak yang sangat besar terutama bagi pendidikan. Pendidikan anak usia dini tidak terlepas dari hal tersebut, dimana mayoritas guru tidak bisa berinteraksi secara intens di dalam kelas seperti sebelumnya. Ditengah keterbatasan tersebut, guru dituntut untuk mengkesplorasi kreatifitas mereka agar proses pembelajaran senantiasa bisa berjalan. Salah satu pendekatan pembelajaran yang dapat digunakan adalah model flipped learning dimana model ini mengkombinasikan antara pembelajaran daring dan juga tatap muka. Tujuan dari penelitian ini adalah untuk melihat sejauh mana efektifitas flipped learning dalam meningkatkan keterampilan berbahasa siswa khususnya berbicara. Metode yang digunakan dalam penelitian ini adalah design based research dimana guru mendesain pembelajaran yang akan dilakukan serta melakukan intervensi atau tindakan tertentu agar mendapatkan hasil yang maksimal dari sebuah proses pembelajaran. Adapun hasil dari penelitian ini adalah terjadi peningkatan keterampilan berbahasa anak setelah menggunakan pendekatan flipped learning.

Sign in / Sign up

Export Citation Format

Share Document