FLIPPED CLASSROOM AND CONTINUOUS EVALUATION IN POSTGRADUATE STUDIES: AN EXPERIENCE IN THE SUBJECT WRITING OF SCIENTIFIC ARTICLES

2021 ◽  
Author(s):  
Norka Bedregal-Alpaca
Keyword(s):  
Flipped Classroom ◽  
Continuous Evaluation ◽  
Postgraduate Studies ◽  
The Subject

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.

scholarly journals Avaliação Social Construtivista de uma Experiência em EAD: o uso do COLLES enquanto instrumento de coleta de dados

EAD em FOCO ◽  
2016 ◽  
Vol 6 (2) ◽  
Author(s):  
Fernanda Roda Cassundé ◽  
Edson Gomes Silva ◽  
Laís da Silva Santos ◽  
Adler Henrique Santos Souza ◽  
Graça Suely Gomes Souza ◽  
...  
Keyword(s):  
Distance Education ◽  
Learning Environment ◽  
Public Management ◽  
Self Assessment ◽  
Before And After ◽  
Postgraduate Studies ◽  
On Line ◽  
The Subject ◽  
On Line Learning ◽  
Assessment Questionnaire

O presente trabalho tem como objetivo avaliar as expectativas e experiências dos estudantes em relação à disciplina O Estado e os problemas contemporâneos, do Curso de Especialização em Gestão Pública da Universidade Federal do Vale do São Francisco (Univasf). Para isso, foi realizada a aplicação do questionário de autoavaliação Colles (Constructivist Online Learning Environment Survey) verificando-se as possíveis mudanças na percepção e comparando-se os resultados do antes e do depois referente a seis dimensões: relevância, reflexão, interação, apoio dos tutores, apoio dos colegas e compreensão. Participaram da pesquisa 97 alunos, em dois momentos diferentes: no início das aulas, para conhecer as expectativas dos estudantes e no final delas, para se ter uma compreensão da realidade vivenciada. Os resultados revelaram que a análise da experiência sempre foi inferior quando comparada à análise da expectativa em todos os aspectos apresentados, evidenciando que alguns participantes sentenciaram não ter alcançado os objetivos pretendidos.Palavras-chave: Colles, Educação a distância, Avaliação, Pós-graduação, PNAP.  Social Constructivist Evaluation of an Experience in Distance Education: the use of Colles as Data Collection InstrumentAbstract This study aims to evaluate the students expectations and experiences regarding the subject "The State and the contemporary problems", in Public Management post-graduation from the Federal University of São Francisco Valley (UNIVASF). For this, the application carried out the self-assessment questionnaire COLLES (Constructivist On-line Learning Environment Survey) checking for possible changes in perception and comparing the results before and after referring to the six dimensions: relevance, reflection, interaction, support tutors, peer support and understanding. The participants were 97 students in two different times at the beginning of classes, to meet the expectations of students and at the end of these, to have an understanding of experienced reality. The results showed that the students' experience overcame the negative assessment in all aspects presented, showing that some participants sentenced not have achieved the intended objectives.Keywords: COLLES, Distance education, Evaluation, Postgraduate studies, PNAP. 

Assessing the Pilot Implementation of Flipped Classroom Methodology in the Concrete and Steel Structures Subject of Architecture Undergraduate Studies

2019 ◽  
pp. 55-76 ◽  
Author(s):  
Carles Campanyà ◽  
David Fonseca ◽  
Nuria Martí ◽  
Daniel Amo ◽  
David Simón
Keyword(s):  
Flipped Classroom ◽  
Steel Structures ◽  
Logical Reasoning ◽  
Building Structures ◽  
Deep Knowledge ◽  
Undergraduate Studies ◽  
Core Subject ◽  
The Subject ◽  
Pilot Implementation

This work is focused in implementing and assessing a flipped classroom model in the concrete and steel structures subject, a core subject within architecture undergraduate studies. Even though current legislation in Spain settle architects as the last responsible of building structures, most architects delegate these processes in professional studios specialized in structures. Being the most common way of proceeding in architectural studios, it is not uncommon among architects to think that a deep knowledge in structures is not necessary, especially regarding calculations development. In this framework, concrete and steel structures is a subject with high logical reasoning component using mathematics, and this knowledge is considered by most of the students as difficult to acquire. With the aim of increasing students' motivation in the subject contents and improving students' acquisition of competences a new teaching proposal using flipped classroom method has been designed, implemented, and analyzed.

Continuous Evaluation of the Learning Process of Algebra Through a Semi-Automated Tool

2019 ◽  
Vol 12 (3) ◽  
pp. 1-20
Author(s):  
Blanca Estela Pedroza-Méndez ◽  
Juan Manuel Gonzalez-Calleros ◽  
Josefina Guerrero-García ◽  
Cesar A. Collazos
Keyword(s):  
Public Schools ◽  
Learning Styles ◽  
Continuous Evaluation ◽  
Personalized Education ◽  
The Subject ◽  
Automated Tools ◽  
Skills Learning ◽  
Intelligent Tutorial Systems ◽  
Tutorial Systems ◽  
Automated Tool

Personalized education is an issue that is being considered in the development of automated tools. Personalized education refers to the fact that students' characteristics must be considered to determine the type of teaching or instructional design that must be provided to him/her. Within the area of intelligent tutorial systems (STI), student characteristics are handled within the student's module and usually refer to the student's skills, learning styles and prior knowledge of the subject of interest. The latter is closely related to the need to constantly assess the student, which is a process that is not easy to perform manually. However, several public schools in Mexico there is not the infrastructure necessary to be able to use automated tools, in each of the classrooms. This article is a proposal for a semi-automated tool for constant assessment.

scholarly journals Active Methodologies in Chemistry

Proceedings ◽  
2018 ◽  
Vol 2 (21) ◽  
pp. 1339
Author(s):  
María J. Ibáñez-González ◽  
Tania Mazzuca-Sobczuk
Keyword(s):  
Cooperative Learning ◽  
Flipped Classroom ◽  
Negative Effects ◽  
Daily Work ◽  
First Semester ◽  
Agricultural Engineering ◽  
Academic Courses ◽  
The Subject ◽  
Blackboard Learn ◽  
Laboratory Experiences

Cooperative learning is not easy to develop when we encounter large classes of approximately 70 students. This handicap is increased when the subject is taught in the first year and the first semester. This is the case of the subject of Chemistry 1 of the Degree in Agricultural Engineering, the student comes to the University without having worked in a group, with little knowledge of the subject and attending classes at random. To diminish these negative effects, the informal cooperative learning methodology has been used both in the classroom and through the Blackboard Learn platform. At the same time the student has self-evaluations on the Blackboard Learn platform, which must be done before going to class and before going to the laboratory. Summaring, in order to increase student participation and daily work, a series of methodologies that have been implemented throughout the academic courses are proposed: (1) in the classroom, participatory master class and informal cooperative learning, (2) in the laboratory, laboratory experiences, cooperative learning and (3) On the Blackboard platform, informal cooperative learning, self-evaluations and portfolios of laboratory experiences and self-evaluations of theoretical topics. The final purpose is flipped classroom, to work before, during and after the class.

The flipped classroom for teaching organic chemistry in small classes: is it effective?

2015 ◽  
Vol 16 (1) ◽  
pp. 179-186 ◽  
Author(s):  
Jessica M. Fautch
Keyword(s):  
Organic Chemistry ◽  
Problem Solving ◽  
Flipped Classroom ◽  
Pedagogical Approach ◽  
Course Content ◽  
Class Time ◽  
Small College ◽  
Summative Assessments ◽  
Video Lectures ◽  
The Subject

The flipped classroom is a pedagogical approach that moves course content from the classroom to homework, and uses class time for engaging activities and instructor-guided problem solving. The course content in a sophomore level Organic Chemistry I course was assigned as homework using video lectures, followed by a short online quiz. In class, students' misconceptions were addressed, the concepts from the video lectures were applied to problems, and students were challenged to think beyond given examples. Students showed increased comprehension of the material and appeared to improve their performance on summative assessments (exams). Students reported feeling more comfortable with the subject of organic chemistry, and became noticeably passionate about the subject. In addition to being an effective tool for teaching Organic Chemistry I at a small college, flipping the organic chemistry classroom may help students take more ownership of their learning.

scholarly journals Pengembangan Media Pembelajaran E-Learning Dengan Model Pembelajaran Flipped Classroom Berbasis Edmodo Pada Mata Pelajaran Informatika

2021 ◽  
Vol 10 (1) ◽  
pp. 13
Author(s):  
Dedi Rahman ◽  
P Wayan Arta Suyasa ◽  
Dessy Seri Wahyuni
Keyword(s):  
Data Collection ◽  
Research And Development ◽  
Flipped Classroom ◽  
Development Model ◽  
Average Score ◽  
Validity Test ◽  
E Learning ◽  
The Subject

The purpose of this study were (1) Produced a design and implemented the development of e-learning learning media with Edmodo-based Flipped Classroom model in Informatics subject of class VII in SMP Negeri 2 Mengwi, (2) Determined the subject teacher and students’ responses towards the development of e-learning learning media with Edmodo-based Flipped Classroom model in Informatics subject of class VII in SMP Negeri 2 Mengwi. The study was a Research and Development (R&D) research with ADDIE development model. This study involved students from VII A class and teacher of Informatics subject in SMP Negeri 2 Mengwi. The method of data collection was questionnaire. The result of the study showed that (1) The design and the implemented e-learning media were success implemented based on validity test from content experts, design experts, and learning media experts with Aiken's V coefficient average score  0,89 and very valid, (2) The teacher and students’ responses showed the average score were 40 for the teacher and 61,8 for the students, meaning that it was included in very positive category with very practical criteria. 

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 Persepsi Penggunaan Flipped Classroom di Sekolah Dasar selama Pandemi Covid 19

2021 ◽  
Vol 14 (2) ◽  
pp. 114-126
Author(s):  
Dodiet Enggar Wibowo ◽  
Ali Mahmudi ◽  
Pratiwi Pujiastuti ◽  
Meylani Astino Perdana
Keyword(s):  
Online Learning ◽  
Primary Schools ◽  
Flipped Classroom ◽  
Learning Model ◽  
Qualitative Approach ◽  
Traditional Learning ◽  
Interview Guide ◽  
Research Findings ◽  
The Subject ◽  
Perceptions Of Teachers

Model pembelajaran flipped classroom merupakan pembalikan prosedur pembelajaran tradisional, di mana yang biasanya dilakukan di kelas dalam pembelajaran tradisional menjadi dilaksanakan di rumah dalam flipped classroom. Selama pandemi Covid-19, banyak sekolah dasar menyelenggarakan pembelajaran menggunakan model tersebut. Namun demikian, persepsi guru, orang tua, dan siswa belum terungkap secara baik terkait model pembelajaran ini. Oleh sebab itu, penelitian ini bertujuan untuk mengetahui persepsi guru, orang tua, dan siswa terkait dengan pembelajaran daring menggunakan model flipped classroom selama masa pandemi Covid-19. Metode penelitian yang diterapkan dalam penelitian menggunakan pendekatan kualitatif. Instrumen yang digunakan dalam penelitian adalah pedoman wawancara yang telah divalidasi menggunakan prosedur expert judgement. Wawancara diajukan kepada subjek, yang meliputi: guru, orang tua dan siswa di SDN Margoyasan (3 guru, 3 orang tua, dan 2 siswa), SD Tukangan (2 guru, 2 orang tua, dan 2 siswa), SDN Puro Pakualaman (4 guru, 4 orang tua, dan 2 siswa), dan SD Islamiyah Pakualaman (3 guru, 3 orang tua, dan 2 siswa). Data yang terkumpul dianalisis secara kualitatif untuk menegaskan temuan-temuan penelitian. Hasil penelitian menunjukkan persepsi guru, orang tua, dan siswa terhadap pembelajaran daring menggunakan metode flipped classroom sangat menunjang proses pembelajaran siswa selama masa pandemi Covid-19. Meski begitu, selain ditemukannya persepsi positif subjek, ditemukan pula hambatan-hambatan teknis sehubungan dengan kurangnya fasilitas individual yang dimiliki siswa. Perceptions of Implementing Flipped Classroom in Primary Schools during the Covid-19 Pandemic The flipped classroom learning model is a reversal of traditional learning procedures, where what is usually done in class in traditional learning is carried out at home in a flipped classroom. During the current Covid-19 pandemic, many elementary schools are holding lessons using this model. However, the perceptions of teachers, parents, and students have not been well disclosed regarding this learning model. Therefore, this research aims to determine the perceptions of teachers, parents, and students regarding online learning using the flipped classroom model during the Covid-19 pandemic. The research method applied in this study uses a qualitative approach. The instrument used in this study was an interview guide that was validated using expert judgment procedures. Interviews were then submitted to the subjects, which included: teachers, parents, and students at SDN Margoyasan (3 teachers, 3 parents, and 2 students), Tukangan Elementary School (2 teachers, 2 parents, and 2 students), SDN Puro Pakualaman (4 teachers, 4 parents and 2 students), and SD Islamiyah Pakualaman (3 teachers, 3 parents, and 2 students). The collected data were analyzed qualitatively to confirm the research findings. The results showed that the perceptions of teachers, parents, and students towards online learning using the flipped classroom method greatly supported the student learning process during the Covid-19 pandemic. Even so, apart from finding positive perceptions of the subject, technical obstacles were also found due to the lack of individual facilities owned by students.

scholarly journals Flipping the classrrom in courses of statistics: analyzing the feedback from students

2018 ◽  
Author(s):  
Ana Maria Perez-Marin ◽  
Jordi Lopez-Tamayo ◽  
Manuela Alcañiz ◽  
Carme Riera ◽  
Miguel Santolino ◽  
...  
Keyword(s):  
Learning Process ◽  
Flipped Classroom ◽  
Study Time ◽  
New Strategy ◽  
The Subject ◽  
Learning Competence ◽  
Self Learning

We present the application of the flipped classroom strategy in two subjects of the degree in Statistics (University of Barcelona-Polytechnic University of Catalonia) and analyse the opinion of students about the experience. The objective is to improve the learning process of statistics by promoting a more active attitude of students in the classroom. The new strategy has been welcomed by students, as most of them are satisfied with the experience. Many of them would like that the stratgy would be applied to a significant number of lessons in the subject, or even in other subjects of the degree. Moreover, students think that it helped them to develop their capacity to organize their study time and their self-learning competence. They also think that with the flipped classroom strategy they learn more than with the traditional classes, but they remark the importance of imcluding a session where the teacher answers the questions and solves the doubts of students to ensure a sucessful implementation.

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