scholarly journals Improving Students’ Writing Participation and Achievement in an Edpuzzle-Assisted Flipped Classroom

2021 ◽  
Vol 4 (1) ◽  
pp. 1-8
Author(s):  
Luki Emiliya Hidayat ◽  
Muhammad Dzulfiqar Praseno
Keyword(s):  
Flipped Classroom ◽  
Teaching Strategy ◽  
Learning Activities ◽  
Millennial Students ◽  
Use Of Technology ◽  
Conventional Methods

Writing is often considered as a dull but challenging skill to be learned. Hence, a learning innovation aside the conventional methods is needed to improve students’ participation and achievement. Flipped Classroom, a reverse teaching strategy was selected to overcome this problem because it involves the use of technology as a learning media that fits the characteristics of millennial students. This strategy was combined with Edpuzzle, a learning media which provides content from renowned education channels that can be customized and used freely by teachers. The combination of Flipped Classroom strategy and Edpuzzle has proven to be successful in improving students’ participation in learning activities (30.5%) as well as their achievement in writing (17%). Therefore, teachers are suggested to implement and adapt this practice in their class while considering the competence to be mastered, as well as students’ needs and characteristics.

FLIPPED CLASSROOM IN INDONESIAN ONLINE LEARNING: STUDENTS PRESPECTIVE

2021 ◽  
Vol 7 (2) ◽  
pp. 136-150
Author(s):  
Yati Suwartini ◽  
Uwes Anis Chaeruman ◽  
Ninuk Lustiyantie
Keyword(s):  
Online Learning ◽  
High School Students ◽  
Flipped Classroom ◽  
Teaching Method ◽  
Descriptive Study ◽  
Learning Technology ◽  
Self Directed Learning ◽  
School Students ◽  
Use Of Technology ◽  
Directed Learning

Abstract The Flipped Classroom is a teaching method that makes use of technology to provide a self-directed learning environment for students. The purpose of this article is to learn about high school students' perspectives on Flipped Classroom, the use of video and social media, time spent studying, mastery of learning materials, and completion of online learning. This study is a descriptive study. Questionnaires were presented to 95 Indonesian students who were chosen at random. In general, when students use Flipped Classroom in Indonesian lessons, they spend less time doing assignments or homework, they enjoy learning more, and they benefit from learning videos in Flipped Classroom to help them grasp the material. This article demonstrates how Flipped Classroom improves student participation, communication, and understanding.   Keywords: Flipped Classroom, online learning, technology

scholarly journals Embracing the flipped classroom: the planning and execution of a faculty workshop

2018 ◽  
Vol 42 (4) ◽  
pp. 648-654 ◽  
Author(s):  
Chaya Gopalan ◽  
Georgia Bracey ◽  
Megan Klann ◽  
Cynthia Schmidt
Keyword(s):  
Flipped Classroom ◽  
Teaching Method ◽  
Teaching Strategy ◽  
Faculty Members ◽  
Teaching Approach ◽  
Student Centered ◽  
Hands On ◽  
Survey Results ◽  
Faculty Workshop

A great deal of interest has emerged recently in the flipped classroom (FC), a student-centered teaching approach. After attending a presentation by the first author on the FC, a faculty member of a medical school in Mexico arranged for a 3-day workshop for 13 faculty members. The goal of the workshop was to train faculty to use the FC strategy in their classrooms to increase student engagement in learning. The workshop was in the FC style, where the participants would assume the role of students. Pre- and posttraining surveys were administered to examine participants’ current teaching practices and to evaluate their perceptions of the FC. The participants overwhelmingly reported the need to change their lecture-based teaching, as it was not engaging students. Their large class size, lack of technology, training, and uncertainty of the effectiveness of new teaching methods had hindered participants from changing their teaching technique. The on-site training not only allowed the entire department to work closely and discuss the new teaching approach, but also reinforced the idea of changing their teaching strategy and embracing FC teaching method. After the workshop, participants reported being determined to use the FC strategy in their classrooms and felt more prepared to do so. The post-survey results indicated that participants valued the FC training in the flipped style and wanted more of the hands-on activities. In conclusion, the 3-day faculty workshop on the FC was successful, since every participant was motivated to use this teaching method.

scholarly journals Student responses on the application of Hypnoteaching method to increase learning activities

2020 ◽  
Vol 53 (2) ◽  
pp. 184
Author(s):  
Ida Bagus Alit Arta Wiguna
Keyword(s):  
Data Collection ◽  
Religious Education ◽  
Qualitative Approach ◽  
Learning Activities ◽  
Education Students ◽  
Learning Materials ◽  
Student Responses ◽  
Religious Learning ◽  
Conventional Methods ◽  
Data Collection Technique

This research aims to identify and analyse students’ response on the application of the Hypnoteaching in learning Hindu religious education in class X of SMAN 7 Denpasar. This research follows a qualitative approach with observation as the main data collection technique. The sample of the study is X Mipa 6 class with 34 students from a total of 389. The application of hypnoteaching methods is fun for students compared to  conventional methods which tend to be uninteresting. When using Hypnoteaching method, students were very excited during learning activities. By using hypnoteaching methods in learning Hindu religious education students becomes very enthusiastic in listening to the teacher's explanation of Hindu religious learning materials. To improve learning activities students prepare themselves for the topic discussion. Students’ response to the application of Hypnoteaching method is positive. They think that the method is effective as it can increase students’ enthusiasm to learn.

scholarly journals Students’ perception of a flipped classroom approach to facilitating online project-based learning in marketing research courses

2016 ◽  
Author(s):  
Wen-Ling Shih ◽  
Chun-Yen Tsai
Keyword(s):  
Mixed Methods Research ◽  
Flipped Classroom ◽  
Teaching Strategy ◽  
Marketing Research ◽  
Teaching Quality ◽  
Project Based Learning ◽  
Online Discussions ◽  
Structured Interviews ◽  
Combined Strategy ◽  
Learning Interest

This study investigated students’ perception of a flipped classroom approach to facilitating online project-based learning (FC-OPBL) in a marketing research course at a technical university. This combined strategy was aimed at improving teaching quality and learning efficiency. Sixty-seven students taking a marketing research course were surveyed. Mixed methods research was adopted along with questionnaire, semi-structured interviews, online learning notes, and online discussions to understand the students’ perception of the teaching strategy used during the learning process. Results showed that FC-OPBL may enhance students’ learning effectiveness, learning motivation, and learning interest, as well as encourage diverse development and teamwork. Finally, suggestions are proposed related to flipped classroom research and instruction.

scholarly journals The Effectiveness of Blended Learning Implementation in Ecological Chapters Judging from the Understanding of Students' Concepts

2019 ◽  
Vol 8 (2) ◽  
pp. 156-162
Author(s):  
Elok Dyah Pitaloka ◽  
Slamet Suyanto
Keyword(s):  
Blended Learning ◽  
Sampling Technique ◽  
Mean Value ◽  
Learning Activities ◽  
Use Of Technology ◽  
Significant Difference ◽  
Scientific Approach ◽  
Biology Learning ◽  
The Mean ◽  
Cluster Random Sampling

The use of technology in the process of learning activities can create a new atmosphere in biology learning, namely direct learning and learning using quipper school online. Learning like this is known as blended learning. The class used for the study was taken through cluster random sampling technique namely X MIPA 2 (experimental class) which implements blended learning and X MIPA 3 (control class) which implements a scientific approach. The implementation of blended learning on the topic of ecology is expected to be effective towards understanding concepts. Blended learning is effective on understanding concepts in ecological discussion because they fulfill three indicators, namely: (1) the average posttest of the experimental class 74.95> the mean posttest of the control class is 64.98, (2) The value of understanding the concepts to the two classes shows a significant difference with the values significance of 0,000<0,05, (3) Mean value of N-Gain experimental class 0.52> N-Gain mean value of control class 0.32. Thus, the implementation of blended learning in the ecology chapter in terms of understanding the concept is said to be effective.

Constructing Technology Learning Activities to Enhance Elementary Students' Learning

2011 ◽  
pp. 83-98
Author(s):  
Diane L. Judd
Keyword(s):  
Elementary Teachers ◽  
Elementary Students ◽  
Learning Objectives ◽  
Learning Activities ◽  
Technology Learning ◽  
Use Of Technology ◽  
Integrate Technology

The purpose of this chapter of the section is to assist elementary teachers to integrate technology into their curriculum through instructions and models of activities and projects. The extension suggestions and supporting information for each activity are provided to assist teachers in designing activities for their students, their learning objectives, and their curricula. The goals of these activities are to encourage and support teachers in their use of technology and to promote students’ engagement in learning through productivity and creativity.

scholarly journals Evaluating Basic Grammar Projects, Using the SAMR Model (La evaluación de proyectos de Gramática Básica según el modelo SAMR)

LETRAS ◽  
2017 ◽  
Vol 1 (61) ◽  
pp. 123
Author(s):  
Alejandra Giangiulio Lobo ◽  
Rocío Lara Jiménez
Keyword(s):  
Costa Rica ◽  
Information And Communication Technologies ◽  
Communication Technologies ◽  
Learning Activities ◽  
English Teaching ◽  
Use Of Technology ◽  
Information And Communication ◽  
Grammatical Structures ◽  
Samr Model

AbstractThe research evaluates the projects assigned in two basic grammar courses of the English teaching majors, at Universidad Nacional in Costa Rica, using the SAMR framework for evaluating learning activities that implemented Information and Communication Technologies. First, the relevance of the use of these projects is presented. Second, the SAMR framework is explained. Third, the six different projects are discussed and evaluated according to the SAMR framework, taking into consideration the students’ perceptions. Recommendations are given regarding the use of technology to learn grammatical structures. Resumen Se analizan proyectos efectuados en dos cursos básicos de gramática para las carreras de enseñanza del inglés, en la Universidad Nacional de Costa Rica, mediante el modelo SAMR para la evaluación de actividades de aprendizaje que se valen de tecnologías de la información y la comunicación. En primer lugar, se refiere a la pertinencia del uso de este tipo de proyecto; en segundo lugar, se describe y explica tal modelo; y en tercer lugar se analizan los proyectos llevados a cabo con base en el modelo, teniendo en cuenta la percepción del estudiantado. Se dan recomendaciones en cuanto al uso de la tecnología para el aprendizaje de estructuras gramaticales. 

scholarly journals INTEGRASI REMEDIASI MISKONSEPSI DALAM PEMBELAJARAN FISIKA MENGGUNAKAN MODEL POE2WE DENGAN BERBANTUAN TEKNOLOGI PADA MATERI SUHU DAN KALOR.

2020 ◽  
Author(s):  
Rahma Nurul Putri ◽  
Nana
Keyword(s):  
Teaching And Learning ◽  
Educational Process ◽  
Learning Activities ◽  
Literature Study ◽  
Future Technology ◽  
Use Of Technology ◽  
Utilization Of Technology ◽  
The Times ◽  
Initial Knowledge ◽  
Material Temperature

The formation of initial knowledge on learning will greatly affect the educational process, especially in understanding students. Students in the process of learning physics are required to have the correct concepts and concepts in order to reduce fatal mistakes in the future. Technology today is also developing very rapidly. If the technology is misused, things will not appear. In order to reduce misconceptions in learning physics, especially in terms of temperature and heat, it is necessary to have appropriate models and methods and the use of technology is also needed so that the process of teaching and learning activities can be adjusted to the times. This journal aims to 1) explain misconceptions among students using the POE2WE model 2) reduce misconceptions that occur in students of temperature and heat material 3) Become a reference for educators in teaching and learning so that misconceptions can be minimized 4) Utilization of technology in the learning process so that the concept of material temperature and heat can be conveyed properly. The method used is the literature study method.

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