scholarly journals Non-Scientific University Students Training in General Science Using an Active-Learning Merged Pedagogy: Gamification in a Flipped Classroom

2019 ◽  
Author(s):  
Francisco Zamora-Polo ◽  
Mario Corrales-Serrano ◽  
Jesús Sánchez-Martín ◽  
Luis Espejo-Antúnez
Keyword(s):  
Flipped Classroom ◽  
Positive Emotions ◽  
Teaching Practice ◽  
Good Teaching ◽  
Structured Interviews ◽  
Innovative Teaching ◽  
Class Time ◽  
University Level ◽  
Good Teaching Practice ◽  
Scientific Environment

Innovative teaching strategies are designing a new and promising landscape in education. They fill up the lessons with creativity and imagination either for the students and teachers. This article addresses an attempt to make easier the approach to science in a non-scientific environment: primary education at university level. Gamification methodologies were combined with flipped classroom in order to free up in-class time and engage the students with the taught courses. A qualitative study was merged with quantitative measures of emotional and motivational parameters. These results were improved with four semi-structured interviews. The results clearly showed a raise in the students' motivational level, an acknowledgment of good teaching practice and an evident enhancement of felt positive emotions toward science teaching and scientific issues.

scholarly journals Nonscientific University Students Training in General Science Using an Active-Learning Merged Pedagogy: Gamification in a Flipped Classroom

2019 ◽  
Vol 9 (4) ◽  
pp. 297 ◽  
Author(s):  
Francisco Zamora-Polo ◽  
Mario Corrales-Serrano ◽  
Jesús Sánchez-Martín ◽  
Luis Espejo-Antúnez
Keyword(s):  
Qualitative Study ◽  
Primary Education ◽  
Flipped Classroom ◽  
Positive Emotions ◽  
Good Teaching ◽  
General Science ◽  
Innovative Teaching ◽  
Class Time ◽  
Semistructured Interviews ◽  
University Level

Innovative teaching strategies are designing a new and promising landscape in education. They fill lessons with creativity and imagination for either the students or teachers. This article addresses an attempt to make the approach to science easier in a nonscientific environment: primary education at university level. Gamification methodologies were combined with a flipped classroom in order to free up in-class time and engage the students with the taught courses. A qualitative study was merged with quantitative measures of emotional and motivational parameters. These results were improved with four semistructured interviews. The results clearly showed a rise in the students’ motivational levels, an acknowledgment of good teaching practices, and an evident enhancement of felt positive emotions toward science teaching and scientific issues.

scholarly journals The effect of flipped teaching combined with modified team-based learning on student performance in physiology

2017 ◽  
Vol 41 (3) ◽  
pp. 363-367 ◽  
Author(s):  
Chaya Gopalan ◽  
Megan C. Klann
Keyword(s):  
Student Performance ◽  
Student Attitudes ◽  
Flipped Classroom ◽  
Student Centered ◽  
Student Centered Learning ◽  
Innovative Teaching ◽  
Class Time ◽  
Teaching Format ◽  
Team Based Learning ◽  
Traditional Lectures

Flipped classroom is a hybrid educational format that shifts guided teaching out of class, thus allowing class time for student-centered learning. Although this innovative teaching format is gaining attention, there is limited evidence on the effectiveness of flipped teaching on student performance. We compared student performance and student attitudes toward flipped teaching with that of traditional lectures using a partial flipped study design. Flipped teaching expected students to have completed preclass material, such as assigned reading, instructor-prepared lecture video(s), and PowerPoint slides. In-class activities included the review of difficult topics, a modified team-based learning (TBL) session, and an individual assessment. In the unflipped teaching format, students were given PowerPoint slides and reading assignment before their scheduled lectures. The class time consisted of podium-style lecture, which was captured in real time and was made available for students to use as needed. Comparison of student performance between flipped and unflipped teaching showed that flipped teaching improved student performance by 17.5%. This was true of students in both the upper and lower half of the class. A survey conducted during this study indicated that 65% of the students changed the way they normally studied, and 69% of the students believed that they were more prepared for class with flipped learning than in the unflipped class. These findings suggest that flipped teaching, combined with TBL, is more effective than the traditional lecture.

ERPP provision in the UK

2020 ◽  
Vol 1 (2) ◽  
pp. 143-169
Author(s):  
Milada Walková
Keyword(s):  
United Kingdom ◽  
Teaching Practice ◽  
Good Teaching ◽  
Practical Application ◽  
Research Publication ◽  
The United Kingdom ◽  
Research Outcomes ◽  
International Audience ◽  
Good Teaching Practice ◽  
The Uk

Abstract This paper attempts to map the territory of ERPP, both in terms of pedagogical theory and its practical application, in the United Kingdom. The aim of the paper is threefold. First, the paper reviews specific challenges of researchers writing in English as their additional language and working in ‘periphery’ countries. Second, based on the review and working within the framework of critical pragmatic EAP (Harwood & Hadley, 2004), the paper proposes five ingredients of a comprehensive ERPP curriculum, namely (a) publication process, (b) language and rhetorical conventions of ERPP genres, (c) writing for an international audience, (d) collaboration, and (e) sharing research outcomes. Taken together, these develop not only Kwan’s (2010) four competences for research publication, but also three additional competences for ERPP proposed here – collaborative competence, outreach competence and competence in building resilience. Finally, the paper discusses ERPP provision available at the Russell Group universities in the UK and evaluates it against the proposed curriculum, highlighting examples of good teaching practice and areas for further pedagogical development.

Teacher educators’ visions of pedagogical training within instrumental higher music education. A case in Finland

2014 ◽  
Vol 31 (2) ◽  
pp. 157-177 ◽  
Author(s):  
Marja-Leena Juntunen
Keyword(s):  
Music Education ◽  
Student Teachers ◽  
Teacher Development ◽  
Teacher Educators ◽  
Teaching Practice ◽  
Qualitative Content Analysis ◽  
Vocal Music ◽  
Good Teaching ◽  
Structured Interviews ◽  
Pedagogical Training

The purpose of this study was to examine the visions of teacher educators of instrumental pedagogy (n = 12) in higher music education regarding ‘good’ teaching and instrumental student teacher preparation. The theoretical basis for the study was research on teachers’ visions (Hammerness, 2006): teachers’ own conceptions of ideal teaching practices. The data were gathered through semi-structured interviews and analysed by qualitative content analysis. The interviewed teachers’ visions of good teaching of instrumental pedagogy were closely related to their visions of good teaching of instrumental or vocal music, which they attempted to communicate to their student teachers. The process of teacher development was primarily understood as acquiring a package of skills and knowledge that are partly instrument specific, partly generic, and strongly influenced by the labour market. Teaching practice was considered essential, and was perceived as building connections between theory and practical application. The findings support prior research within Nordic teacher education (Hammerness, 2012), in that faculty members’ visions related to teaching are individual and only partly negotiated with their colleagues.

scholarly journals Professional Development for Ethical Teaching

2008 ◽  
Author(s):  
Roseanna Bourke ◽  
John O'Neill
Keyword(s):  
Professional Development ◽  
New Zealand ◽  
Teaching Practice ◽  
Code Of Ethics ◽  
Real Life ◽  
Development Programme ◽  
Good Teaching ◽  
Values And Beliefs ◽  
Professional Development Programme ◽  
Good Teaching Practice

The routine dilemmas faced by teachers sometimes provoke heated reactions from colleagues, government and sections of wider civil society as to their practical resolution. Everyday tensions of teaching can produce polarised views about the ethics of decisions and actions that are taken in workplace contexts. How do teachers reach solutions and determine their own “right” or “best” answers to these dilemmas? Using the case of a professional development programme to raise awareness of the New Zealand Teachers Council Code of Ethics for Registered Teachers, this article illustrates how working through a range of carefully constructed, authentic, polarising real-life scenarios allows teachers to safely learn to challenge their assumptions, values and beliefs rationally. The learning process also helps teachers to articulate their tacit theories of “good” teaching practice (including curriculum and assessment), and permits them to justify their decisions and actions based on sound reasoning according to shared ethical principles and commitments.

Good Teaching Practice and Quality Indicators for Virtual and Blended Learning

2011 ◽  
Vol 2 (1) ◽  
pp. 37-51
Author(s):  
M. Esther del Moral Pérez ◽  
Lourdes Villalustre Martínez
Keyword(s):  
Blended Learning ◽  
Teaching Methods ◽  
Teaching Practice ◽  
Good Practice ◽  
Learning Design ◽  
Good Teaching ◽  
Spanish Universities ◽  
Good Teaching Practice ◽  
Effective Contribution

The M.A.T.R.I.X (Modalities of Telematic Learning and Inter-university Results that can be Extrapolated to Blended Learning)1 project identified and described the diverse teaching methods and practices applied in a representative sample of virtual and blended learning degree courses taught at different Spanish Universities using the G92 Shared Virtual Campus. The purpose was to extrapolate the experiences considered as “good practice” in the new blended learning contexts and methodologies proposed by the EHEA, using as indicators the quality of the learning design as assessed by experts, the satisfaction level of the students taking the courses, their effective contribution to attaining specific and generic competence in different subjects.

scholarly journals Students’ Perceived Challenges of Attending a Flipped EFL Classroom in Viet Nam

2018 ◽  
Vol 8 (11) ◽  
pp. 1504 ◽  
Author(s):  
Nguyen Huu Anh Vuong ◽  
Choon Keong Tan ◽  
Kean Wah Lee
Keyword(s):  
Flipped Classroom ◽  
English Language ◽  
Research Question ◽  
Small Scale ◽  
Successful Implementation ◽  
Viet Nam ◽  
Structured Interviews ◽  
Innovative Teaching ◽  
Self Regulated Learning ◽  
English Grammar

Flipped classroom is gaining more and more popularity among educators and researchers all over the world; however, its implementation in Viet Nam is still in infancy. This small-scale research project attempts to investigate students’ perceived challenges when attending a flipped English grammar class. Qualitative research design was adopted to address the research question. The participants include 34 second-year students majoring in the English language at a state university in Viet Nam. The instruments consist of an open-ended questionnaire and semi-structured interviews. Thematic analysis was employed to address the qualitative data. The findings highlight that Vietnamese students encounter several challenges when attending the flipped classroom including difficulty in self-regulated learning, heavy learning workload, lack of immediate support and lack of ICT resources. Accordingly, the present research has some pedagogical implications to help address those obstacles for successful implementation of this innovative teaching mode in the Vietnamese EFL context.

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