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 A CASE STUDY ON BLENDED LEARNING IN ENGINEERING EDUCATION

2017 ◽  
Author(s):  
Jeffrey Harris ◽  
Charles Park
Keyword(s):  
Blended Learning ◽  
Flipped Classroom ◽  
Lessons Learned ◽  
Learning Problem ◽  
Thermal Energy Conversion ◽  
Classroom Space ◽  
Online Lectures ◽  
Hands On ◽  
Hands On Learning

This paper explores a case study of implementing blended learning in a third-year engineering course. In “Mechanical and Thermal Energy Conversion Processes”, blended learning was implemented by flipping the classroom (i.e. reversing the roles of lectures and homework) for selected units of the course. While flipping an entire course can be a significant undertaking, it can be much easier to take a blended approach and only flip lectures on selected topics. Many studies on flipped classroom learning have focused on the production of online lectures and active learning methods; often these case studies have overlooked the mechanisms to bring homework into the classroom. In this case study, homework was adapted into a variety of in-class activities, composed of hands-on learning, problem solving, and classroom discussions. In addition, a variety of classroom space types were used to conduct these activities. In this paper, the successes, challenges, and lessons learned for each type of activity and classroom space are discussed. Strategies for student engagement and acceptance of blended learning are also discussed.

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 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 Learning from film to theatre and from theatre to film

2021 ◽  
Vol 4 (2) ◽  
Author(s):  
Maria Leonida
Keyword(s):  
Teacher Training ◽  
Digital Media ◽  
Media Literacy ◽  
Approaches To Learning ◽  
Detailed Case ◽  
Training Event ◽  
Literacy Resources ◽  
Short Time ◽  
Film Making

This article explores the possibility of combining educational approaches to film and theatrical drama to enhance teachers’ confidence in creative, transmedia and multidisciplinary approaches to learning. A detailed case study is explored – a short teacher training event which utilised certain media literacy resources to inspire and familiarise teachers with the language of images, while seeking to demonstrate how simple media devices can be used to connect film- and theatre-based pedagogies. Overall, the article considers ways in which teachers can obtain the confidence within a short time to integrate approaches inspired by film-making into their teaching in connection with their students’ enthusiasm for, and expertise in, digital media.

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.

A Qualitative Case Study of Flipped Learning Class on College Students

2016 ◽  
Vol 22 (4) ◽  
pp. 777-803
Author(s):  
Sanghoon Im ◽  
Sumin Kang ◽  
Sinwoo Lee ◽  
Yeong-Mahn You
Keyword(s):  
College Students ◽  
Qualitative Case Study ◽  
Flipped Learning

Faculty Development: A Stage Model Matched to Blended Learning Maturation

2011 ◽  
Vol 15 (1) ◽  
Author(s):  
Michael L. Fetters ◽  
Tova Garcia Duby
Keyword(s):  
Faculty Development ◽  
Blended Learning ◽  
Lessons Learned ◽  
Technology Enhanced Learning ◽  
Stage Model ◽  
Years Of Experience ◽  
Development Programs ◽  
Curriculum Innovation ◽  
Enhanced Learning

Faculty development programs are critical to the implementation and support of curriculum innovation. In this case study, the authors present lessons learned from ten years of experience in faculty development programs created to support innovation in technology enhanced learning. Stages of curriculum innovation are matched to stages of faculty development, and important lessons for success as well as current challenges are delineated and discussed.

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