INTEGRATION OF TEACHING INNOVATION METHODOLOGIES: FLIPPED CLASSROOM AND ROLE PLAY IN UNIVERSITY TEACHING

2021 ◽  
Author(s):  
Jaime de Pablo Valenciano ◽  
Juan Milán García ◽  
Juan Uribe Toril ◽  
Anselmo Carretero Gómez ◽  
Nuria Rueda López ◽  
...  
Keyword(s):  
Flipped Classroom ◽  
Role Play ◽  
University Teaching ◽  
Teaching Innovation

Project-Oriented Learning as an Optimal Methodology for the Incorporation of the SDGs in University Teaching: A Systematic Review

2021 ◽  
Author(s):  
Antonio Miñán-Espigares ◽  
Claudia-Amanda Juárez-Romero
Keyword(s):  
Systematic Review ◽  
Sustainable Development ◽  
Situated Learning ◽  
Sustainable Development Goals ◽  
University Teaching ◽  
Teaching Innovation ◽  
The Sustainable Development ◽  
Development Goals ◽  
The University ◽  
Quality Learning

The use of active methodologies in the university is a priority to achieve higher quality learning. One of these methodologies with the greatest potential for training in competencies is Project-Oriented Learning (PLA), using it in an innovative way. Associating the use of this methodology with the objectives of sustainable development, which have become even more important since the Pandemic by COVID-19, can be a good idea to achieve a more sustained and situated learning. The aim of this study is to find out to what extent research on teaching innovation with Project-Oriented Learning is associated with the Sustainable Development Goals. A systematic review was carried out as indicated by PRISMA through the following databases: WOS and Scopus. WOS found 15 articles on AoP and 6 on Project-Oriented Learning and sustainability. In Scopus 2 were found in 2019. The main results show that in the University, especially in the branches of engineering, AoP is widely used, however, it is rarely related to SDGs. Among the conclusions, we highlight the need for research on project-oriented learning and sustainable development goals.

scholarly journals 9th International Conference on University Teaching and Innovation (CIDUI): Learning and teaching innovation impacts

2017 ◽  
Vol 7 (2) ◽  
pp. 115
Author(s):  
CIDUI Organising Comittee ◽  
Beatriz Amante ◽  
María Martínez
Keyword(s):  
Science Education ◽  
University Teaching ◽  
Teaching Innovation ◽  
Learning And Teaching ◽  
International Conference ◽  
Points Of View ◽  
Teaching Learning ◽  
Year 2000 ◽  
The Impact

The Organising Committee of the 9th International Conference on University Teaching and Innovation (CIDUI) wishes to thank the Editorial Board of the Journal of Technology and Science Education (JOTSE) for publishing this special issue.Since the year 2000, a new CIDUI conference has been held every two years. Today, it is a well-established event that provides an opportunity to share advances and innovation in the field of higher education.Like the previous editions, this one was also committed to fostering an especially participatory working dynamic and to promoting different points of view. The programmed debates were complemented by contributions from recognised specialists regarding the main topic of the conference: Learning and teaching innovation impacts. In relation to this general subject, papers were specifically focused on one of the four thematic axes proposed for this edition:Analysis of the impact on university teaching and learningNew training scenesProfessional DevelopmentInnovative methodologies in teaching – learning processesThe present special issue of the Journal of Technology and Science Education - JOTSE consists of eleven papers. 

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 ENGAGING STUDENTS IN A FLIPPED CLASSROOM INSTRUCTION: JUNIOR HIGH SCHOOL GRAMMAR PROGRAM

2020 ◽  
Vol 3 (2) ◽  
pp. 123
Author(s):  
Elih Sutisna Yanto ◽  
Ghyarlina Triyani ◽  
Hikmah Pravitasari
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Junior High School ◽  
Flipped Classroom ◽  
Teaching Method ◽  
Photo Elicitation ◽  
Teaching Innovation ◽  
Learning And Teaching ◽  
Grammar Teaching ◽  
English Grammar

The importance of grammar pedagogy in learning and teaching of foreign language has been the focus of discussion for many years which has resulted in a variety of views on grammar and grammar teaching and different teaching approach as well depend on  various perspectives and contexts of language learning. The present study reports students’ perception on flipped classroom mode in learning English grammar. Drawing on classroom action research through reflective journal, photo elicitation and interviews data. Qualitative findings show that:  All of the students enjoyed watching the video materials and had an interest in using them for learning grammar; (2) the use of the flipped classroom mode in learning grammar made students’ independent and active in learning grammar; (3) flipped classroom engaged them in learning grammar in different discourse contexts; (4) flipped classroom mode motivated students in learning grammar. The findings of this study may  be useful to other researchers who are interested in EFL teaching innovation or teachers who seek effective grammar teaching method.

scholarly journals Editorial: JUTLP Issue 16.5

2019 ◽  
Vol 16 (5) ◽  
pp. 2-3
Author(s):  
Alisa Percy ◽  
◽  
Jo-Anne Kelder ◽  
Keyword(s):  
Flipped Classroom ◽  
Teaching And Learning ◽  
Phenomenological Study ◽  
Positive Impact ◽  
Peer Assessment ◽  
Deep Understanding ◽  
University Teaching ◽  
First Year ◽  
The Us ◽  
Heated Debate

Welcome to the final issue of the Journal of University Teaching and Learning Practice for 2019. In this issue we have papers from Finland, the US, Ecuador, Thailand and Australia covering a range of topics and approaches exploring university teaching and learning practice. Evaluating an intervention into students’ wellbeing and organising strategies in Finland, Asikanen, Kaipainen and Katajavouri provides evidence that pharmacy students undertaking a 7 week online course designed to promote psychological flexibility had a positive impact on their study behaviors during the intervention. Addressing issues of engagement in first year, Kearney makes the case for his Authentic Self and Peer Assessment for Learning (ASPAL) Model as a particular kind of transition pedagogy that engages students in the development of a deep understanding of assessment expectations and standards of performance. Also focused on student transition, Pattanaphanchai reports on students’ learning achievement and their positive perceptions of the flipped classroom in an introductory computing class in Thailand. Dealing with contentious content in first year, Ford, Bennett and Kilmister report on a study they conducted into pedagogical models in a large first year history subject that services teacher education students and had its own history of heated debate and conflict when exploring the ANZAC mythologies. Considering how content transforms perceptions and values, Njoku reports on a longitudinal evaluation of the use of learner-centred teaching and its impact on learning outcomes in an undergraduate rural public health course in the US. And finally, Freyn introduces the pedagogical strategies used in a LGBTQ literature course in Ecuador, and reports on the results of a phenomenological study of its impact on the participants’ agency in terms of advocacy and support for the LGBTQ community.

scholarly journals Motivations of the University Teacher and Performance of Transversal Competences in the Classroom

Proceedings ◽  
2018 ◽  
Vol 2 (21) ◽  
pp. 1323
Author(s):  
Mario Corrales Serrano ◽  
Luis Espejo Antúnez ◽  
José Moreno Losada ◽  
Francisco Zamora Polo
Keyword(s):  
University Teaching ◽  
Professional Commitment ◽  
Teaching Staff ◽  
University Professors ◽  
Teaching Innovation ◽  
And Performance ◽  
The One ◽  
The University

The development of transversal ethical competences is one of the aspects on which the efforts of the teaching innovation group “Ethics of University Teaching Staff” are focused. In this sense, the studies that have been carried out to date focus their interest on the results achieved among the students, being limited those that have been developed on the teacher. In an attempt to deepen this line of research, we present this work on the analysis of the motivations and professional commitment of university professors. The analysis resulting from this report will allow us to have a first approach to this vision from a different point to the one we had previously addressed in other works. In this way we can complete other investigations about this same profile carried out previously with students.

Flipped University Classrooms

2017 ◽  
pp. 233-246
Author(s):  
Michael Sankey ◽  
Lynne Hunt
Keyword(s):  
Case Studies ◽  
Flipped Classroom ◽  
Teaching And Learning ◽  
Learning Technologies ◽  
University Teaching ◽  
Instructional Designers ◽  
Support Teams ◽  
University Teachers ◽  
Teachers And Students ◽  
University Classrooms

The three case studies in this paper show how flipped classroom approaches can facilitate the renewal of university teaching. The case studies form part of a scholarship of teaching and learning that provides opportunities for educators to learn from the experiences of others. Descriptions of course preparation illuminate the application of constructivist pedagogy, the affordances of a range of learning technologies, and a role for university teachers that facilitates their students' engagement with learning. The cases outline the application of flipped classroom approaches at early and later stages of students' learning journeys and show how they introduce parity of learning experiences for on-campus and off-campus students. The case studies show how flipped classroom approaches can be an instrument of change, forming part of institution-wide planning for coherent and effective student learning journeys. They reveal the importance of an infrastructure of learning technologies to facilitate active and interactive learning and the significance of professional development and organized support teams, including technology experts, librarians and instructional designers, in preparing the groundwork for teachers and students using flipped classroom methodologies.

Blended solution and Higher Education. The case of the Catholic University: e-tutoring for personalization

2019 ◽  
Author(s):  
Serena Triacca ◽  
Domenico Bodega ◽  
Pier Cesare Rivoltella
Keyword(s):  
Higher Education ◽  
Flipped Classroom ◽  
Drop Out ◽  
Organizational Level ◽  
Teaching Innovation ◽  
Catholic University ◽  
Monitoring Tools ◽  
Starting Point ◽  
Motivational Support ◽  
Set Up

This article aims to focus on the experience of the blended courses that the Catholic University started since the academic year 2016/17. Specifically, it focuses on the figure of the e-tutor and its function in relation to the personalization of students' learning. The starting point is a brief reconstruction of the history of the Catholic University about teaching innovation. Doing this it is possible to point out the meaning and challenges of the blended solution in higher education, showing how this solution is nowadays really present and how it is changing the idea of the classroom: an extended, spread, intensive, flipped classroom These characteristics involve changes both at an educational and organizational level, among which a key element is the e-tutor who, thanks to the planning and updating of specific monitoring tools, acts in a technological, organizational and relational role, reiterating an orientation and motivational support aimed at contributing to the student's chances of success. The e-tutor is set up as a new figure, which requires specific training and acts a precise role in the teaching teams of the courses. In particular, the article refers to the research data about drop-out prevention which were collected in the Master's Degree Program in Business Management and Consulting.

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