scholarly journals Timing is flipping everything: Is student engagement through the flipped classroom dependent on the year of study it is introduced? A case study in Law

2017 ◽  
Vol 10 (1) ◽  
Author(s):  
Louise Hewitt
Keyword(s):  
Personal Experience ◽  
Flipped Classroom ◽  
Flipped Learning ◽  
Interactive Learning Environment ◽  
Home Study ◽  
Learning Network ◽  
The Subject ◽  
Exciting Development ◽  
Pedagogic Theory

The use of the Flipped Classroom (Bergmann & Sams, 2012, Upchurch, 2013, Flipped Learning Network, 2014) in Higher Education is an exciting development for teaching.  The opportunity offered by the flipped classroom, to adapt the traditional large group lecture and home study elements of a course, can lead to a more effective interactive learning environment. First -hand personal experience has confirmed the pedagogic theory: students engage in the subject matter through actively applying their understanding of the knowledge they have constructed. In the process they often surprise themselves with how much they actually know. Whilst the benefits and challenges posed by this pedagogic approach have been highlighted previously (Simmons and Swan, 2015, Stripe and Carrier, 2015), there remains an unanswered question, could engagement with the flipped classroom be dependent on the year of study it was introduced? It is possible to suggest that it does.    

scholarly journals It is not enough to flip your classroom. A case study in the course of Pavements in Civil Engineering

2019 ◽  
Vol 39 (3) ◽  
pp. 62-69
Author(s):  
Yasmany García-Ramírez
Keyword(s):  
Flipped Classroom ◽  
Civil Engineering ◽  
Learning Experience ◽  
University Teaching ◽  
Traditional Model ◽  
Group A ◽  
The Subject ◽  
Group B ◽  
The University

The flipped classroom, as an active learning model, has given remarkable results in several areas in the university teaching; however, its execution is still able to improve. This research shows the implementation and improvement of the flipped classroom model in the course of Pavements. It evaluates their influence on the students’ final grades and their learning experience. Three groups of students participated in this study, who enrolled in the course of Pavements in the Civil Engineering. Group A took the course with the traditional model, while Group B took it with a flipped classroom, and Group C experienced it with a reinforced flipped model. Groups did the course the subject in 2017, 2018 and 2019, respectively. Results show that even though with the flipped classroom models, the finals grades did not increase compared to the scores of the traditional model; however, it improved their learning experience. The students were more satisfied with the method; they even asked for fewer modifications than they did in the traditional model. This research shows that adding little academic things to the course, it would greatly influence their students' opinion.

The Impact of the Flipped Classroom on Students' Academic Achievements in Secondary Schools

2020 ◽  
pp. 175-192
Author(s):  
Meruyert Koshegulova ◽  
Yerkhan Mindetbay
Keyword(s):  
Flipped Classroom ◽  
Placement Test ◽  
Control Group ◽  
Flipped Learning ◽  
Academic Achievements ◽  
Significant Difference ◽  
Before And After ◽  
The Subject ◽  
The Impact ◽  
Experimental Group

The purpose of this study is to analyze the effects of flipped learning on students' academic achievements in the subject of science at Bilim Innovation Lyceums (BIL) in Kazakhstan. For this purpose, pre and post surveys were conducted on 168 students who were divided into two groups; the experimental group consisting of 84 students who took part in flipped learning classes for seven weeks and the control group consisting of 84 students who experienced the traditional method of classroom instruction at the same period. To achieve the objectives of the study, a final placement test score was used before and after the introduction of the flipped classroom model. The results of the study are summarized as follows. There were a significant difference between the two groups in terms of academic achievement when it measured by test scores before and after the concerned semester. On the basis of these findings, several suggestions were made for the schools to utilize innovative instructional methods including flipped learning for sustainable education in the future.

FIRST EXPERIENCE WITH LAPAROSCOPIC RESECTION OF SPLEEN CYST (CASE STUDY AND BRIEF REVIEW OF THE LITERATURE)

2021 ◽  
Vol 19 (4) ◽  
pp. 468-473
Author(s):  
Y. Y. Lahun ◽  
◽  
E. V. Mahiliavets ◽  
A. M. Khombak ◽  
K. H. Lahun ◽  
...  
Keyword(s):  
Personal Experience ◽  
Preliminary Analysis ◽  
Medical Literature ◽  
Laparoscopic Resection ◽  
Review Of The Literature ◽  
Surgical Interventions ◽  
The Subject ◽  
Subject Material ◽  
Current Stage

Background. Cystic lesions of the spleen are not an uncommon pathology, however, until now clear criteria for the scope of surgical interventions are not clearly defined and depend on a number of anatomical and clinical features of this pathology, and laparoscopic resection is still a surgical challenge. Purpose. Preliminary analysis of the results of laparoscopic resection of spleen cysts, as well as the study of the current literature on the subject. Material and methods. This article presents a clinical case from the authors' personal experience with the diagnosis and treatment of a patient with a spleen cyst. Laparoscopic method was used in surgical treatment. In selecting it, a number of relevant medical literature was studied and analyzed. Results. As a result of a successful laparoscopic resection the patient managed to save such an important organ for homeostasis maintenance as the spleen. Postoperative complications were also avoided. Conclusions. Organ-preserving and minimally invasive interventions should remain the priority at the current stage of surgery development. In the treatment of such pathology as spleen cysts, planned approach is preferable, which allows for maximum preoperative diagnosis. It should take into account the etiology and localization of the cyst, as well as the peculiarities of blood supply to the spleen in a particular patient.

scholarly journals Assessing the effects of flipped classroom at the Tunisian university

2021 ◽  
Vol 12 (5) ◽  
pp. 1413-1435
Author(s):  
Karim Ben Kahla ◽  
Hanen Khanchel
Keyword(s):  
Flipped Classroom ◽  
Flipped Learning ◽  
Health Crisis ◽  
Face To Face ◽  
The World ◽  
Original Contribution ◽  
E Learning ◽  
Precautionary Measures ◽  
Made In

At the beginning of 2020, e-learning was not yet valued in the culture of Tunisian university. However, the COVID-19 Pandemic was the cause of the accelerated deployment of e-learning-related devices. Moreover, it seems that the context of health crisis experienced in the world and particularly in Tunisia represents a factor pushing Tunisian university to reduce, or even eliminate, face-to-face courses for precautionary measures. This is likely to allow students to improve their knowledge, especially for those who require great concentration and time for reflection. The paper shows a very different approach with an analysis of the students’ difficulties by focusing on the mistakes made in solving the problems in the case study. The study makes an original contribution to knowledge. It breaks new intellectual ground. Indeed, flipped learning in particular seems to affect students on a psychological level, making them more engaged, more motivated, and better able to self-regulate. This is the intuition of many flipped learning instructors, but intuition is just a hypothesis. Nevertheless, the results indicate that there is a gap as regards the flipped classroom approach.

scholarly journals Flipping Wounds

2016 ◽  
Vol 8 (12) ◽  
Author(s):  
Adele Atkinson
Keyword(s):  
Digital Media ◽  
Healthcare Workers ◽  
Flipped Classroom ◽  
Nurse Educators ◽  
Approaches To Learning ◽  
Lessons Learned ◽  
Flipped Learning ◽  
Student Interactions ◽  
Theory To Practice

Nurse educators need to develop more flexible approaches to learning in order to meet the needs of future healthcare workers (HEE, 2014). Using a ‘Flipped Classroom’ is one such strategy. This case study explores flipped learning in this context and reflects over both the student and facilitator experiences, using a ‘Wound Healing & Tissue Repair Module” for post-registration (qualified) healthcare professionals. A Problem-based/Enquiry-based learning approach was also used to aid in linking theory to practice.Evaluations from the module showed that, on the whole, students enjoyed this approach and commented positively on the online activities and EBL sessions, working and discussing practice with students from other disciplines; lecturer-student interactions; and using fictional patients to apply theory to practice. There were some areas that students felt hindered their learning. These were: the format of the module was initially seen as confusing and the amount of work that students were required to do in their own time.Reflecting over the evaluations the lessons learned from this are that facilitators need time in rethinking old models, a working knowledge of digital media, a confidence to let go of being the ‘sage on the stage’ and exploring ways of encouraging students to be active learners.

scholarly journals Science Teachers’ Argument Types and Supporting Reasons on Socioscientific Issues: COVID-19 Pandemic

2021 ◽  
Vol 8 (2) ◽  
pp. 214-231
Author(s):  
Nejla ATABEY
Keyword(s):  
Content Analysis ◽  
Science Teachers ◽  
Personal Experience ◽  
Socioscientific Issues ◽  
Study Results ◽  
Pros And Cons ◽  
Subject Areas ◽  
The Subject

This study examines the types of arguments and supporting reasons of science teachers on socioscientific issues. The case study was used in this study conducted with seven science teachers. Data were collected through three scenarios developed about vaccination, curfew and distance education in the context of COVID-19. Within the context of the data obtained, the argument types of the teachers were evaluated through the deductive content analysis, and the supporting reasons they presented for their arguments were evaluated through the inductive content analysis. Study results showed that the science teachers offered more arguments, including a claim and the reasons supporting this claim and that the arguments where the pros and cons analysis was performed and the reasons for the different aspects of an issue are presented in detail could be presented less. In addition, although there were differences in the supporting reasons of the teachers according to the content of the scenario, these reasons were concentrated on the subject areas of health, social, value and personal experience. The findings can contribute to improving the science teachers’ argumentation qualifications and increasing the quality of in-class argumentation practices.

scholarly journals Active and Emerging Methodologies for Ubiquitous Education: Potentials of Flipped Learning and Gamification

2020 ◽  
Vol 12 (2) ◽  
pp. 602 ◽  
Author(s):  
María Elena Parra-González ◽  
Jesús López Belmonte ◽  
Adrián Segura-Robles ◽  
Arturo Fuentes Cabrera
Keyword(s):  
Secondary School ◽  
Teaching And Learning ◽  
New Technologies ◽  
Learning Processes ◽  
Flipped Learning ◽  
Learning Effects ◽  
Learning Anxiety ◽  
School Subjects ◽  
The Subject

Introduction: Nowadays, education is immersed in a process of constant renewal due to the inference of two fundamental facts: The emergence of new technologies and the development of new active methodologies that lead the teaching and learning processes. Methods: A case study was developed to analyze the effects caused in these processes by the implementation of “flipped learning” and “gamification” as teaching models; after the implementation of each one, variables such as learning achievement, learning anxiety, motivation, and autonomy were compared. This work was carried out with secondary school subjects (n = 60) of an educational center of the Autonomous City of Ceuta. A descriptive experimental study was carried out. Gamification and flipped learning effects were compared to analyze both their potentials as educational methodologies. Results: The results show the benefits of both methodologies. All measured dimensions increased positively, in accordance with previous studies on the subject. Conclusion: The implementation of both methodologies in the classroom causes an improvement in the students’ learning processes, in their achievements, and in their enthusiasm.

scholarly journals Students' perception of flipped classroom: A case study for private universities in Jordan

2019 ◽  
Vol 9 (3) ◽  
pp. 368
Author(s):  
Yousef Aljaraideh
Keyword(s):  
Flipped Classroom ◽  
Private Universities ◽  
Female Students ◽  
Learning System ◽  
Flipped Learning ◽  
Problem Solving Skills ◽  
Innovative Strategy ◽  
Learning Technique ◽  
University Level

This study examined the male and female students' perceptions of flipped learning system, taking four private universities in the Northern Province in Jordan as the sample of study. Flipped classroom, as an innovative strategy used in higher education, suits the demands of students at a university level, developing their critical thinking and problem solving skills. The current study showed that the students' perceptions of flipped classroom in the Jordanian private universities were high. This study recommended the necessity of using flipped learning technique at universities in Jordan due to its efficiency in developing students' understanding of the curriculum and in motivating them to be become active rather than passive participants in the classroom.

scholarly journals Implementing the flipped classroom model in teaching a translation module in Vietnam

2021 ◽  
Vol 13 (2) ◽  
Author(s):  
Nhat Quang Nguyen ◽  
Kean Wah Lee ◽  
Csaba Zoltan Szabo ◽  
Dung Ngoc Phuong Nguyen
Keyword(s):  
Flipped Classroom ◽  
Relevant Literature ◽  
Flipped Learning ◽  
Mixed Method Design ◽  
Teaching Learning ◽  
Academic Year ◽  
Insight Into ◽  
Specific Scenario ◽  
Careful Design

This study provided a novel flipped classroom model with a detailed combination of in-class and out-of-class activities to teach a Vietnamese-English Translation module. The study aimed to (1) provide an in-depth insight into how the model was actually implemented in a specific scenario to make the teaching-learning process more interesting and meaningful, and (2) investigate the effectiveness of the flipped classroom model towards learners’ translation performance through various assessments. 39 English-majored juniors at Banking University of Ho Chi Minh City, Vietnam participated in the study during the second semester of the 2018-2019 academic year. The study implemented a case-study mixed method design, applying assessment analysis and content analysis of one specific learning scenario to clarify how the flipped learning model contributed to the training process. Results show that a careful design of the flipped model contributed to the relevant literature on how to implement flipped learning in actual classroom settings, but also effectively improved learners’ performance in translation studies.

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