scholarly journals STUDENT AND INSTRUCTOR EXPERIENCE USING COLLABORATIVE ANNOTATION VIA PERUSALL IN UPPER YEAR AND GRADUATE COURSES

2021 ◽  
Author(s):  
Agnes G. D’Entremont ◽  
Adrianna Eyking
Keyword(s):  
Online Teaching ◽  
Flipped Classroom ◽  
Background Information ◽  
Class Discussion ◽  
Research Writing ◽  
Graduate Courses ◽  
Student Surveys ◽  
Collaborative Annotation ◽  
Instructor Experience ◽  
Social Constructivist Learning

Perusall is a collaborative annotation platform designed for pre-readings in a flipped classroom, but can also be used for stand-alone, asynchronous reading discussion components of courses. We examine the use of Perusall as a social constructivist learning tool in two upper year/graduate courses in Mechanical Engineering. Perusall was used to replace in-class discussion of readings during the shift to online teaching.  Data was collected from student surveys and from the student and instructor annotations themselves.  Annotations were coded for content, and examined for factors such as upvoting.  We found substantial engagement from students, with collaborative annotation providing opportunities for: correction of misunderstanding; linking concepts from the course and between readings; discussing larger issues around research and research writing; sharing background information among peers; and critically analyzing the readings. Students reported deeper learning than in typical in-class discussions of readings; however, they also noted that annotation required much more time.  Overall, collaborative annotation appears to be an effective method for course reading discussion.

scholarly journals An Interdisciplinary Flipped Classroom Module on Postpartum Depression Using Telemedicine and Online Teaching

2021 ◽  
Author(s):  
Erika M. Monasch ◽  
Paula M. Wadell ◽  
Sara Baumann ◽  
Melissa Hopkins ◽  
Melody Y. Hou
Keyword(s):  
Postpartum Depression ◽  
Online Teaching ◽  
Flipped Classroom

Pandemic-Driven Online Teaching - the Natural Setting for a Flipped Classroom?

2021 ◽  
Author(s):  
Victor K. Lai
Keyword(s):  
Online Learning ◽  
Student Engagement ◽  
Online Teaching ◽  
Flipped Classroom ◽  
Teaching And Learning ◽  
Chemical Engineering ◽  
Natural Setting ◽  
Traditional Lectures ◽  
Online Setting ◽  
Method Of Instruction

Abstract As the COVID-19 pandemic forced a sudden shift to online teaching and learning in April 2020, one of the more significant challenges faced by instructors is encouraging and maintaining student engagement in their online classes. This paper describes my experience of flipping an online classroom for a core Chemical Engineering Fluid Mechanics class to promote student engagement and collaboration in an online setting. Comparing exam scores with prior semesters involving in-person, traditional lecture-style classes suggests students need a certain degree of adjustment to adapt to this new learning mode. A decrease in Student Rating of Teaching (SRT) scores indicates that students largely prefer in-person, traditional lectures over an online flipped class, even though written comments in the SRT contained several responses favorable to flipping the class in an online setting. Overall, SRT scores on a department level also showed a similar decrease, which suggests students were less satisfied with the quality of teaching overall throughout the department, with this flipped method of instruction neither improving nor worsening student sentiment towards online learning. In addition, whereas most students liked the pre-recorded lecture videos, they were less enthusiastic about using breakout rooms to encourage student collaboration and discussion. Further thought and discussion on best practices to facilitate online student interaction and collaboration are recommended, as online learning will likely continue to grow in popularity even when in-person instruction resumes after the pandemic.

scholarly journals Student Response Systems: A Multidisciplinary Analysis Using Visual Analytics

2020 ◽  
Vol 10 (12) ◽  
pp. 348
Author(s):  
Rosario I. Herrada ◽  
Raúl Baños ◽  
Alfredo Alcayde
Keyword(s):  
Visual Analytics ◽  
Online Teaching ◽  
Flipped Classroom ◽  
Student Response ◽  
Student Response Systems ◽  
Social Sciences And Humanities ◽  
Multidisciplinary Analysis ◽  
Word Clouds ◽  
Teachers And Students ◽  
Response Systems

In recent years, several innovations have emerged in the field of education, including Blended-Learning, Massive Open Online Courses, Flipped Classroom and Gamification. In particular, several investigations have highlighted the effectiveness of student response systems, or clickers, in different subjects and disciplines. Although some literature reviews have been published on this subject, none of them offer a review of a large volume of publications from a multidisciplinary approach. Similarly, in the literature there are no studies that have analyzed scientific collaborations on this subject. To respond to these concerns, we proposed the use of a bot to retrieve information from a large number of papers (1696 documents co-authored by a total of 4091 researchers) included in the Scopus database. The disciplines covered include natural sciences, engineering and technology, medical and health sciences, agricultural and veterinary sciences, social sciences and humanities, and the arts. The review of the literature reveals that student response systems are generally well-perceived by teachers and students in all the disciplines. Another interesting result achieved from visual data obtained using network visualization software and word clouds is that student response systems are mainly used in some disciplines, such as physics, chemistry, medicine, and nursing. It is clearly observed that the relationship between researchers from the same country is stronger than between researchers from different countries. Finally, some reflections are included on the role of student response systems in online teaching, especially regarding the changes experienced after the COVID-19 pandemic.

Prey: startup and public institution alliance while struggling to retain talent

2019 ◽  
Vol 9 (4) ◽  
pp. 1-23
Author(s):  
Katherina Kuschel ◽  
Francisco Cotapos ◽  
Miguel-Ángel González ◽  
Nestor U. Salcedo
Keyword(s):  
Public Institution ◽  
Class Discussion ◽  
Corporate Management ◽  
Venture Creation ◽  
Graduate Courses ◽  
Content Type ◽  
Management Framework ◽  
Academic Level ◽  
Management Concepts

Learning outcomes The purpose of this paper is to study and identify the four core management principles of the POLC management framework: planning, organizing, leading and controlling. In particular, students are expected to understand that the classical conceptual frameworks used in strategic management are useful and valid for the planning principle in tech startups. Case overview/synopsis This case study presents the story of Tomás Pollak, founder and CEO of Prey, a software company dedicated to tracking stolen mobile devices. It covers a period of six years beginning at the foundation of the company in 2009 and up to 2015, when the company faced the choice of entering into an alliance with a government agency: The Investigations Police of Chile (PDI or Policía de Investigaciones de Chile). Tomás faced the decision of either going through with the alliance, while dealing with the dire need of recruiting and retaining company talent. This case highlights several management challenges and common strategies faced by entrepreneurs and is intended to spark a class discussion about how the relevance of these management concepts in the context of startups. Complexity academic level Undergraduate, MBA or Post-Graduate courses: Entrepreneurship, Venture Creation, Tech Ventures / Startups / Scaleups, Management / Corporate Management / Business Administration, Strategy. Supplementary materials Teaching Notes are available for educators only. Please contact your library to gain login details or email [email protected] to request teaching notes. Subject code CSS 3: Entrepreneurship.

Flipped Classroom Teaching and Learning Pedagogy in the Program Planning, Implementation, and Evaluation Graduate Course: Students’ Experiences

2019 ◽  
Vol 6 (3) ◽  
pp. 222-228
Author(s):  
Bojana Berić-Stojšić ◽  
Naiya Patel ◽  
Janice Blake ◽  
Daryl Johnson
Keyword(s):  
Public Health ◽  
Flipped Classroom ◽  
Teaching And Learning ◽  
Program Planning ◽  
Learning Experiences ◽  
Class Discussion ◽  
Classroom Learning ◽  
Spearman's Rho ◽  
Spearman’S Rho ◽  
Planning Implementation

This article provides support to flipped classroom pedagogy in the preparation of graduate-level public health practitioners. We describe the participatory, interactive, collaborative, and liberating process of teaching and learning in the Program Planning, Implementation, and Evaluation course, and we provide the results of a cross-sectional study into students’ perceptions of this process. Our investigation found a significant positive correlation between students’ participation in class discussion and classroom learning experiences (Pearson r[49] = .40, p = .004). Study results confirm the students’ appreciation for the flipped classroom pedagogy. However, the results indicate no significant correlation between the students’ learning style preferences and participation in class discussion ( t[46] = −0.94, p = .34) or classroom learning experiences ( t[46] = 1.64, p = .11); likewise, there were no significant correlations between students’ academic achievement (i.e., GPA) and participation in class discussion (Spearman’s rho correlation: ρ sp[49] = .07, p = .60) or classroom learning experiences (Spearman’s rho correlation: ρ sp[49] = .17, p = .25). No significant association was found between both participation in class discussion and learning experiences, with demographic variables such as gender, age, semester in school, and type of employment. The current flipped classroom pedagogy allows for participation, growth, and development of all students enrolled in the course. We recommend more studies to further strengthen current evidence of the effectiveness of the flipped classroom pedagogical approach on both teaching and learning in public health courses.

scholarly journals Peruse this! Use of an educational social platform for a Global Entrepreneurship flipped clas

2020 ◽  
Author(s):  
Arturo Ortigosa-Blanch ◽  
Enrique Planells-Artigot
Keyword(s):  
Higher Education ◽  
International Students ◽  
Information Transfer ◽  
Online Teaching ◽  
Flipped Classroom ◽  
Classroom Teaching ◽  
Reading Behaviors ◽  
Different Types ◽  
Global Entrepreneurship ◽  
Exchange Programmes

The COVID-19 pandemic made all of our universities to move to a full-online teaching scheme this March. Online teaching presents different drawbacks compared to classroom teaching, but probably the main one is the difficulty to keep the interactivity with the students throughout the online sessions. This is why a flipped classroom scheme becomes even more relevant in the new normal.A key aspect for a flipped class is that the information transfer, traditionally performed through lectures, is moved out of the classroom to different types of pre-class assignments. Students are expected to fulfill those assignments before the class allowing the instructor to engage in more interactive activities with the students in the classroom. Nevertheless, getting students to read the proposed contents before the class is a very important problem in higher education. In this work, we show the results of the implementation of pre-class reading assignments in a Global Entrepreneurship course through an educational social platform that allows students to discuss the reading online with their classmates: PERUSALL. We use the platform to understand how students are reading and understanding the different materials, their reading behaviors and how the instructor can take advantage of all that information. Considering the type of group (50 students, 65% of them international students from exchange programmes we have also performed a survey to assess the platform and evaluate the perception of the students of their learning process.

The Continuous and Systematic Study of the College Algebra Flipped Classroom

2016 ◽  
pp. 41-71 ◽  
Author(s):  
Lori Ogden ◽  
Neal Shambaugh
Keyword(s):  
Online Teaching ◽  
Flipped Classroom ◽  
Teaching Strategy ◽  
Mathematics Learning ◽  
College Algebra ◽  
Teaching Approach ◽  
Classroom Teaching ◽  
Individual Student ◽  
Face To Face ◽  
Development Framework

A flipped classroom teaching approach was used in the teaching of college algebra within a broader initiative for mathematics learning. The flipped classroom approach was documented as an integrated teaching model acknowledging multiple teaching approaches, including in-class cooperative learning, mentored laboratory activities, and online teaching videos. A design and development framework was used to describe the design decisions, model implementation, and model evaluation across three deliveries (cases 1, 2, and 3a/3b) of a college algebra course from fall of 2012 through fall of 2013. Key findings included students perceiving video outside of class as resources and not instruction. What replaced the lecture during face-to-face class time was integral to the success of the flipped classroom teaching approach. The use of videos does not constitute a flipped classroom, but requires an overall teaching strategy with an involved teacher who pays attention to individual student needs.

scholarly journals Business Management Teaching-Learning Processes in Times of Pandemic: Flipped Classroom at A Distance

2020 ◽  
Vol 12 (23) ◽  
pp. 10137
Author(s):  
Julen Izagirre-Olaizola ◽  
Jon Morandeira-Arca
Keyword(s):  
Online Teaching ◽  
Flipped Classroom ◽  
Learning Experience ◽  
Basque Country ◽  
Business Management ◽  
Emergency Situation ◽  
Learning Processes ◽  
Teacher Skills ◽  
Before And After ◽  
Teaching Learning

The main objective of this study is to present a teaching-learning experience carried out before the appearance of the COVID-19 pandemic and to analyze its usefulness in times of social and academic restrictions, as well as its fit into an online teaching format. In recent years, much research has been done on the development and application of new teaching methodologies, but the current health emergency situation means that it is necessary to assess how these methodologies are useful in a context of social distancing. Managing teaching-learning processes following the closure of educational centers due to the pandemic caused by COVID-19 presents a significant challenge, not just in Business Management, but across all subjects. In the context of a pandemic, active methodologies take on greater importance as a way of adapting to new, socially distanced educational needs. This article presents a study carried out among students of Business Management at the University of the Basque Country (Spain). The study focuses on the context of the flipped classroom methodology, with students being asked to rate the effectiveness of this methodology, before and after the pandemic. Following the appearance of the pandemic, opinions have been strengthened in favor of the inverted classroom methodology, which is shown to be a powerful methodological alternative compatible with online teaching. Educational authorities must strengthen the technological tools as well as the teacher skills needed to develop capacities related to the rapid response to current and future teaching challenges.

scholarly journals Development of a Remote Online Collaborative Medical School Pathology Curriculum with Clinical Correlations, across Several International Sites, through the Covid-19 Pandemic

2021 ◽  
Author(s):  
Gerardo E. Guiter ◽  
Sandra Sapia ◽  
Alexander I. Wright ◽  
Gordon G. A. Hutchins ◽  
Thurayya Arayssi
Keyword(s):  
Medical Education ◽  
Online Teaching ◽  
Flipped Classroom ◽  
Virtual Microscopy ◽  
Clinical Instruction ◽  
Self Directed Learning ◽  
Group Discussions ◽  
Directed Learning ◽  
Clinical Correlations ◽  
The University

Abstract Introduction Due to the Covid-19 social distancing restrictions, in March 2020, Weill Cornell Medicine-Qatar decided to replace students’ clinical instruction with novel online electives. Hence, we implemented an innovative online and remote pathology curriculum, anchored on virtual microscopy and Zoom videoconferencing: ideal tools to support online teaching. Objective To assess a new curriculum implementation at Weill Cornell Medicine-Qatar. Materials and Methods This for-credit, 2-week elective included 6 synchronous Zoom sessions where complex clinicopathological cases were discussed in small groups. We used open access digital microscopy slides from the University of Leeds’ Virtual Pathology Library (http://www.virtualpathology.leeds.ac.uk/slides/library/). Students independently prepared for these sessions by reviewing cases, slides, readings, and questions in advance (asynchronous self-directed learning anchored on a flipped classroom model), and wrote a final review of a case. An assessment and feedback were given to each student. Results Four elective iterations were offered to a total of 29 students, with learners and faculty spread over 4 countries. During the Zoom sessions, students controlled the digital slides and offered their own diagnoses, followed by group discussions to strengthen autonomy and confidence. We surveyed learners about the elective’s performance (program evaluation). Students conveyed high levels of satisfaction about the elective’s overall quality, their pathology learning and online interactions, with minimal challenges related to the remote nature of the course. Discussion and Conclusions Technological innovations mitigate sudden disruptions in medical education. A remote curriculum allows instruction at any distance, at any time, from anywhere, enhancing educational exchanges, flexibility and globalization in medical education.

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