scholarly journals EDUCATIONAL TECHNOLOGIES TO EMPOWER HIGHER EDUCATION

2014 ◽  
Vol 13 ◽  
pp. 13
Author(s):  
J. C.V. Garzón ◽  
M. L. Magrini ◽  
E. Galembeck
Keyword(s):  
Higher Education ◽  
Augmented Reality ◽  
Student Performance ◽  
Learning Strategies ◽  
Metabolic Pathways ◽  
Flipped Classroom ◽  
Data Bank ◽  
Mobile App ◽  
Bring Your Own Device ◽  
Pedagogical Tools

Introduction and objectives: The New Media Consortium (NMC) Horizon Project defines educational technology in a broad sense as tools and resources that are used to improve teaching, learning, and creative inquiry. Each technology has been carefully researched and framed in the context of its potential impact on higher education. Within the Horizon Project there are currently seven categories of technologies, tools, and strategies for their use that the NMC monitors continuously. All they have the potential to foster real changes in education, particularly in the development of progressive pedagogies and learning strategies; the organization of teachers’ work; and the arrangement and delivery of content. Following the recommendations of NMC experts panel, we design an application named Augmented Reality Metabolic Pathways (ARMET) in order to improve motivation and to promote student interactivity to the development of skills needed to learn the metabolic pathways. Materials and methods: The ARMET app was developed using Unity, 3D molecules obtained from Protein Data Bank and ChemSpider-chemical structure database, the usage data are stored into a database (MySQL) and are analyzed using the statistical software R. Results and conclusions: ARMET mixes several technologies out of seven categories recommend in the NMC Horizon Report: Mobile app, Bring Your Own Device, Flipped Classroom, Learning Analytics and Augmented Reality. The principal criterion for the inclusion of those technologies into the app was its potential relevance to teaching and learning biochemistry. ARMET is available for iOS and Android platforms, and includes PDF files with a set of cards, the game board and classroom worksheet’s. The students and teachers can register for free. Teachers can create classes and track student performance. ARMET collects data for personalizing learning experiences addressing the challenge to build better pedagogical tools to establish effective formative assessment for metabolism teaching.

scholarly journals Evaluation of a Flipped Classroom Model: A Case Study from Oman

2020 ◽  
Vol 9 (1) ◽  
pp. 15-22
Author(s):  
Bilal Ahmad Pandow ◽  
Nihan Kutahnecioglu Inan ◽  
Ananda S.
Keyword(s):  
Higher Education ◽  
Student Performance ◽  
Extracurricular Activities ◽  
Flipped Classroom ◽  
Education Institution ◽  
Pilot Project ◽  
Successful Implementation ◽  
Learning Approach ◽  
Flipped Learning ◽  
The Impact

The flipped learning approach over the years has gained importance, especially in higher educational establishments that primarily focus on more personalized learning for the students. In this context, the current study evaluates a flipped learning approach which was implemented by a higher education institution from the Middle East region as a pilot project and analyses the impact of the flipped approach on the student performance from the educators’ perspective. The study focuses on different aspects like the impact of the flipped approach on student performance in a different type of assessments, the impact of the flipped approach on academic performance, learning and development, and academic support activities. Also, this article analyses whether flipped learning reduces the plagiarism cases, impact on student attendance, student participation in extracurricular activities, impact on student’s knowledge, influence on student collaboration, effect on improvement in the ability to solve problems and impact of this approach on helping students to take the responsibility of their learning and become self-learners. This study empirically identified the learning outcomes from a flipped class and provides recommendations for the educators and higher education institutions for successful implementation of the flipped learning approach.

scholarly journals Redesigning first year anatomy and physiology subjects for allied health students: Impact of active learning strategies

2019 ◽  
Vol 27 (8) ◽  
Author(s):  
Monika Andrea Zimanyi ◽  
Nicholas F. Emtage ◽  
Pamela Lee Megaw
Keyword(s):  
Active Learning ◽  
Occupational Therapy ◽  
Student Performance ◽  
Learning Strategies ◽  
Flipped Classroom ◽  
First Year ◽  
Science Students ◽  
Sport Science ◽  
Anatomy And Physiology ◽  
Active Learning Strategies

To combat high failure rates in an Anatomy and Physiology for first year Occupational Therapy, Physiotherapy and Sport Science students, a flipped classroom was introduced in 2015. It became apparent that students did not engage with materials prior to classes, but they did engage with in-class active learning strategies. In subsequent years of this study, our focus changed to delivery with student active learning in mind. The active learning approaches introduced resulted in improvements in academic performance for all three student cohorts. Occupational Therapy students’ marks improved by 12.9% when comparing pre-intervention (2014) results to the end of the post-intervention period (2017), Physiotherapy students’ marks increased by 6.9%, while the greatest gains of 14.8% were seen in Sport Science students. When investigating the relationship between student performance and university entrance scores, students with high entrance scores demonstrated modest gains in performance, while those students with lower entrance scores benefited the most. Our results suggest that the introduction of active learning may result in the transition of the learning style of students under-prepared for university studies, to be more like those of more successful students; that is, to a deeper level of learning.

Student perceptions of a flipped classroom management course

2016 ◽  
Vol 8 (3) ◽  
pp. 316-328 ◽  
Author(s):  
Brian J Beatty ◽  
Michael Albert
Keyword(s):  
Higher Education ◽  
Classroom Management ◽  
Student Performance ◽  
Student Perceptions ◽  
Flipped Classroom ◽  
Future Research ◽  
Classroom Experience ◽  
Content Type ◽  
Student Grades ◽  
The Impact

Purpose – The purpose of this paper is twofold: first, to assess student perceptions of a flipped classroom model used in an introduction to management course; and second, to determine the relationship between student perceptions and student grades. Design/methodology/approach – A quantitative approach was used, and a survey was created to assess student perceptions of their flipped classroom experience. Correlation analysis was used to explore the possible association between student performance (measured by test scores) and perceptions of the flipped classroom experience. Findings – Results indicate several significant differences in student perceptions of a flipped classroom model between successful (grades A-C) and unsuccessful (grades D-F) students. Originality/value – During the past several years, an active learning approach called the “flipped classroom model” has begun to be applied to higher education. Research on the effectiveness of the flipped classroom model in higher education has focussed on either grade outcomes or student perceptions, and is recent and limited. Findings can contribute to educators using a flipped classroom model, as well as to researchers investigating the impact of key factors related to student perceptions of their flipped classroom experience. Implications for applying the flipped classroom model are discussed along with implications for much-needed future research.

Flipping a Programing Class to Improve Student Performance and Student Satisfaction

2019 ◽  
Vol 10 (1) ◽  
pp. 27-39 ◽  
Author(s):  
David Chen ◽  
Jolon Faichney
Keyword(s):  
Higher Education ◽  
Student Satisfaction ◽  
Student Performance ◽  
Instructional Strategy ◽  
Flipped Classroom ◽  
Computer Programming ◽  
Improve Student Performance ◽  
Traditional Mode ◽  
Flipped Classrooms

Flipped classrooms are an instructional strategy that is becoming popular in educational contexts, particularly higher education. The principle of Flipped Classroom is that events that have traditionally taken place inside the classroom now take place outside the classroom and vice versa. Various studies have reported increased student performance and satisfaction after switching to a flipped classroom. However, most of these studies are based on students' perceptions of their own learning, not based on teachers' assessment of students' achievements. This article presents the results of flipping a computer programming course. It first describes how this course was flipped, then it presents the results of comparing the average marks awarded to students between those that took the course offering in flipped mode and those that took the course in the traditional mode. The comparison showed an increase in student performance in a flipped mode. Furthermore, the increase in student performance was sustained for 3 years, which is the full duration of this study. The comparison of student satisfaction showed an increase in student satisfaction in one campus, while the student satisfaction remained steady in another campus.

scholarly journals Teaching workload in 21st century higher education learning setting

2020 ◽  
Vol 9 (1) ◽  
pp. 221
Author(s):  
Hamimah Ujir ◽  
Shanti Faridah Salleh ◽  
Ade Syaheda Wani Marzuki ◽  
Hashimatul Fatma Hashim ◽  
Aidil Azli Alias
Keyword(s):  
Higher Education ◽  
Learning Strategies ◽  
Flipped Classroom ◽  
Teaching And Learning ◽  
Quality Teaching ◽  
Teaching And Learning Strategies ◽  
Contact Hours ◽  
Type Of Delivery ◽  
Delivery Type ◽  
Teaching Workload

A standard equation on teaching workload calculation in the previous academic setting only includes the contact hours with students through lecture, tutorial, laboratory and in-person consultation (i.e. one-to-one final year project consultation). This paper discusses teaching workload factors according to the current higher-education setting. Devising a teaching workload equation that includes all teaching and learning strategies in the 21<sup>st</sup> century higher education learning setting is needed. This is indeed a challenging task for the academic administrators to scrutinize every single parameter that accounted for teaching and learning. In this work, we have discussed the parameters which are significant in teaching workload calculation. For instance, the conventional in-person contact with the students, type of delivery, type of assessment, the preparation of materials for flipped classroom as well as MOOC, to name a few. Teaching workload also affects quality teaching and from the academic perception, the higher workload means lower-quality teaching.

Academics Mining for Information Analytics as a Method in Improving Student Performance Through Effective Learning Strategies

2017 ◽  
pp. 73-89
Author(s):  
Froilan De Guzman ◽  
Sheila Abaya ◽  
Vince Benito ◽  
Irish Mae Chua
Keyword(s):  
Higher Education ◽  
Knowledge Discovery ◽  
Student Performance ◽  
Learning Strategies ◽  
Clustering Algorithm ◽  
Digital Data ◽  
Effective Learning ◽  
Silhouette Coefficient ◽  
Teaching Learning ◽  
Improving Student Performance

Academic analytics in Higher Education Institutions (HEIs) through the promising technology of Data Mining (DM) is considered as the fastest method of generating knowledge discovery in the voluminous student digital data. Applying DM in the area of education will improve the performance of student and with the mined results; it can help educators to devise better teaching strategies for effective student learning. Knowledge discovery in student data can generate possible model for academic planners and educators for the institutional systemic change by improving the teaching, learning, and decision making strategy. Insights and predictive models can also be derived in identifying student performance and success rate. Several DM techniques can be listed and used in higher education such as clustering, classification, visualization, and association analysis. However, the research has emphasis on the technique of clustering using the modified K-Means Algorithm. The silhouette coefficient was incorporated in the K-Means algorithm for automatic direct cluster determination. The result showed that modification of the simple K-Means clustering algorithm through the use of silhouette coefficient achieved the same result in identifying the number of cluster with fewer burdens in the user subjective determination of cluster.

scholarly journals Flipping the Introductory American Politics Class: Student Perceptions of the Flipped Classroom

2015 ◽  
Vol 48 (04) ◽  
pp. 607-611 ◽  
Author(s):  
Shannon Jenkins
Keyword(s):  
Higher Education ◽  
Student Performance ◽  
Student Perceptions ◽  
American Politics ◽  
Flipped Classroom ◽  
Emerging Technologies ◽  
Assessment And Evaluation ◽  
Better Than

ABSTRACTMuch attention has been centered on the use of emerging technologies in higher education, including flipped classes. However, widespread admiration for and adoption of these innovations seems to be occurring at a much faster pace than the assessment and evaluation of them. Questions about student performance in and perception of flipped classes remain unanswered, so more research is needed. This study examines student perceptions of a partially flipped Introduction to American Politics course. In general, the results indicate that students preferred the partially flipped format, although (1) it is not clear that students would prefer a fully flipped course, and (2) some aspects of the flipped format worked better than others.

A conceptual model of flipped classroom adoption in medical higher education

2020 ◽  
Vol 17 (4) ◽  
pp. 393-401
Author(s):  
Mohammadhiwa Abdekhoda ◽  
Elham Maserat ◽  
Fatemeh Ranjbaran
Keyword(s):  
Higher Education ◽  
Technology Acceptance ◽  
Conceptual Model ◽  
Student Performance ◽  
Flipped Classroom ◽  
Ease Of Use ◽  
Perceived Usefulness ◽  
Sample Population ◽  
Successful Implementation ◽  
Content Type

Purpose Flipped classroom (FC) is a potential approach that encourages active learning and enhances student performance while reducing the failure rate in education. This study was carried out to present the conceptual model of FC adoption by students in higher education. Design/methodology/approach This was a cross-sectional study in which 110 medical students from Tabriz University of Medical Sciences, Tabriz, Iran, were selected by convenience sampling methods as the sample population. An extended technology acceptance model (TAM) was applied to determine the students’ intention concerning the FC adoption. A research-based questionnaire, the validity and reliability of which have been approved, was used as the data collection instrument. The data was analyzed by SPSS v16, IBM. Correlation and regression methods have been used in the empirical study. Finally, the authorized model was presented. Findings The data show that subjective norms and perceived enjoyment have a direct and significant effect on perceived usefulness of the FC approach (ß = 0.32, P-value < 0.05), (ß = 0.7, P-value < 0.01). Also, we found that perceived usefulness (ß = 0.67, P-value < 0.01), perceived ease of use (ß = 0.51, P-value < 0.01) and self-efficacy (ß = 0.43, P-value < 0.01) have a direct and significant effect on FC adoption. Practical implications This study extended TAM and presented a validity model to elucidate student’s behavior concerning FC acceptance. Also, in this study, five determinant factors that affect successful adoption of FC have been clearly identified. The authors found that the new approach of learning such as FC should be an effective, attractive and enjoyable method. Originality/value The findings of this study should be considered when successful implementation of FC is in progress.

scholarly journals Blended Learning Strategies for Engaging Diverse Student Cohorts in Higher Education

2018 ◽  
Vol 1 (2) ◽  
pp. 29-45
Author(s):  
Josh McCarthy
Keyword(s):  
Higher Education ◽  
Blended Learning ◽  
Case Studies ◽  
Learning Strategies ◽  
Flipped Classroom ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Advantages And Disadvantages ◽  
Learning Techniques ◽  
Student Cohorts

This article explores blended learning strategies within teaching and learning higher education as a channel of addressing learner diversity. Three case studies were critically examined to highlight the efficacy of various blended learning techniques to improve students' learning experience. These blended learning techniques include online peer and staff feedback for formative assessment; online video and audio feedback for summative assessment; and a flipped classroom teaching model. Culturally, educationally, and socially diverse first year student cohorts participated in this study to provide insight into the advantages and disadvantages of each blended learning technique. Data on the effectiveness of these pedagogical and technological innovations were gathered through online surveys to address students' reflection of learning experience. Findings of these case studies are significant in light of the growing diversity found within student cohorts in higher education; as well as an increase in technology-driven teaching innovation and student-centred learning techniques.

Promoting active learning in introductory financial accounting through the flipped classroom design

2016 ◽  
Vol 8 (1) ◽  
pp. 72-87 ◽  
Author(s):  
Camillo Lento
Keyword(s):  
Active Learning ◽  
Student Performance ◽  
Learning Strategies ◽  
Flipped Classroom ◽  
Financial Accounting ◽  
Control Group ◽  
Classroom Design ◽  
Grade Point ◽  
Content Type ◽  
Active Learning Strategies

Purpose – The purpose of this paper is to describe a classroom design for introductory financial accounting that promotes active learning through a flipped classroom approach. A course learning management system, white-board voice-over video applications, an online homework manager and online tutorials pre-packaged with the course textbook were all adopted to facilitate the flipped classroom. The in-class sessions were refocussed around active learning strategies, including case analysis, concept mapping, solving comprehensive problems, mini lectures with bookends, and small group discussions. Design/methodology/approach – A quasi-experimental design, combined with student surveys, are utilized. A Wilcoxon rank-sum test is used to assess the significance of any difference in student performance between a lecture-based course (control group, n=92) and the flipped classroom course (experimental group, n=97). Student performance is measured based on final exams and overall course grades. Findings – The results suggest that the flipped classroom improved student grade point averages, final exam performance, and pass rates. Both the stronger and weaker students benefited from the technologies and active learning strategies adopted in the flipped classroom. Originality/value – This is the first known study to investigate the efficacy of promoting active learning in introductory financial accounting through a flipped classroom design. This study is valuable for accounting educators, and educators in other similarly technical disciplines, who seek to combat the high failure rates that typically plague complex, technical introductory courses.

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