The Interplay Between the Collaboration pattern (Individual-group) and the Cognitive Approach in the Flipped Classroom on the Promotion of the 9th Graders' Academic Achievement in IT in the Sultanate of Oman: أثر التفاعل بين نمط التشارك (فردي-جماعي) والأسلوب المعرفي بالصف المقلوب  في تحصيل طلاب التاسع لتقنية المعلومات بمحافظة جنوب الباطنة

2020 ◽  
Vol 4 (47) ◽  
Author(s):  
Sami khatar Almazroai, Ali Sharaf Almosawi, Zainab Mohammed
Keyword(s):  
Academic Achievement ◽  
Cognitive Style ◽  
Flipped Classroom ◽  
Basic Education ◽  
Achievement Test ◽  
Sultanate Of Oman ◽  
Cognitive Approach ◽  
Individual Group ◽  
Collaboration Pattern ◽  
The Individual

This study aims to find out the effect of the interaction between the collaboration pattern (individual- group) and the cognitive approach (independent/ dependent) on the cognitive field in the flipped classroom environment on improving grade 9 basic education students’ academic achievement in IT in the Sultanate of Oman. The researchers used the developmental approach (descriptive analytical and semi-experimental approach). The following two tools were used: The achievement test (pre/ post) to measure the achievement and the Embedded Figures Test to classify the (independent/ dependent) students on the cognitive field. The study consists of (119) female students of grade 9 basic education in the South Al Batinah Governorate in Sultanate of Oman, and they were divided into four experimental groups. The results of the research showed that the four groups in the post achievement test in IT subject were as follows: experimental (1) studied using the individual collaboration pattern (student/ teacher) and their cognitive style are independent of the cognitive field, they got an average (55.87). And experimental (2) studied using the individual collaboration pattern (student/ teacher) and their cognitive style is dependent on the cognitive field, they got an average (50.40). Whereas the experimental (3) that studied using the group collaboration pattern (students/ teacher) and their cognitive style are independent of the cognitive field an average (50.35). The experimental (4) students who studied using the group collaboration pattern (students/ teacher) and their cognitive style are dependent of the cognitive field an average of (59.14), although there are slight differences; however, it is not statistically significant at the level (α≤05,0) between the averages of the degrees of all four groups. Researchers believe that this is due to the primary effect of the difference in the cognitive style (independence versus dependence on the cognitive field) in the flipped class environment. And there is an effect of interaction between the collaboration pattern (individual- group) and the cognitive approach in the flipped classroom on the academic achievement. Based on the results, a set of recommendations and proposals were presented to activate the flipped classroom strategy and conduct subsequent research. In addition to a project plan to benefit from the research results.

scholarly journals Impact of Transparency in the Teamwork Development through Cloud Computing

2021 ◽  
Vol 11 (9) ◽  
pp. 3887
Author(s):  
María Luisa Sein-Echaluce ◽  
Angel Fidalgo-Blanco ◽  
Francisco José García-Peñalvo ◽  
David Fonseca
Keyword(s):  
Cloud Computing ◽  
Flipped Classroom ◽  
Active Role ◽  
Computing System ◽  
Individual Group ◽  
Learning Space ◽  
Level Of Involvement ◽  
Cloud Computing System ◽  
Common Learning ◽  
The Individual

Active educational methodologies promote students to take an active role in their own learning, enhance cooperative work, and develop a collective understanding of the subject as a common learning area. Cloud Computing enables the learning space to be supported while also revolutionizing it by allowing it to be used as a link between active methodology and students’ learning activities. A Cloud Computing system is used in conjunction with an active methodology to recognize and manage individual, group, and collective evidence of the students’ work in this research. The key hypothesis shown in this work is that if evidence management is made clear and evidence is consistently and gradually presented to students, their level of involvement will increase, and their learning outcomes will improve. The model was implemented in a university subject of a first academic year using the active Flipped Classroom methodology, and the individual, group and collective evidence is constantly worked with throughout the implementation of a teamwork method.

scholarly journals Effectiveness of Using Flipped Classroom Strategy in Academic Achievement and Self-Efficacy among Education Students of Princess Nourah bint Abdulrahman University

2017 ◽  
Vol 10 (4) ◽  
pp. 67 ◽  
Author(s):  
Afaf Mohammed AlJaser
Keyword(s):  
Academic Achievement ◽  
Classroom Management ◽  
Self Efficacy ◽  
Flipped Classroom ◽  
College Of Education ◽  
Achievement Test ◽  
Control Group ◽  
First Semester ◽  
And Control ◽  
Experimental Group

The present study is an attempt to measure the effectiveness of using flipped classroom strategy in academic achievement and self-efficacy among female students of College of Education, Princess Nourah bint Abdulrahman University (PNU), Saudi Arabia. The study adopted the experimental method based on the two experimental and control groups, where the experimental group was taught through flipped classroom strategy, while the control group taught in the traditional way. Two tools were applied in this study: (Achievement Test and Self-Efficacy Scale). The sample consisted of two groups: one group is experimental and the other is control, both studying the course of (Classroom Management) in the first semester for the academic year 2016/2017. The results showed that the experimental group outperformed the control group in the post achievement test, as well as having a positive correlation between the students’ post achievement test and their attitudes towards self-efficacy scale; indicating that the more scores the students get in achievement test, the more self-efficacy they have. In the light of the results, some recommendations have been made.

scholarly journals The Effect of Using Flipped Classroom Strategy on the Academic Achievement of Fourth Grade Students in Jordan

2018 ◽  
Vol 13 (02) ◽  
pp. 110 ◽  
Author(s):  
Shereen Mazen Elian ◽  
Diala Abdul Hadi Hamaidi
Keyword(s):  
Academic Achievement ◽  
Science Teachers ◽  
Teaching Strategies ◽  
Flipped Classroom ◽  
Fourth Grade ◽  
Achievement Test ◽  
Control Group ◽  
Fourth Grade Students ◽  
Study Population ◽  
Experimental Group

This study aimed at investigating the effect of flipped classroom strategy on the academic achievement in the subject of science among fourth grade students in Jordan. The study population consists of all fourth grade students in the Directorate of Private Education in Amman area, totaling 2134 students during the second semester of the academic year 2015-2016. The study sample consists of 44 male and female students who were chosen purposely from the study population. The study sample was distributed into two groups: the experimental group that consisted of 22 students, who has studied according to flipped classroom strategy, and the control group that consisted of 22 students, who has studied in the ordinary method. To achieve the objectives of the study, an achievement test was prepared and its validity and reliability were checked. ANCOVA, Means, and Standard Deviations were used to analyze the collected research data. The study deduced the following results: 1) There are statistically significant differences in the Means on the educational achievement test attributed to the teaching strategy, in favor of the members of the experimental group, and 2) there are no statistically significant differences in the Means on the academic achievement test attributed to gender. In light of the findings, the study recommended encouraging science teachers to teach students using teaching strategies emanated from the use of modern technologies, particularly the flipped classroom strategy. In addition, the study suggested that colleges of education should train prospective teachers on the use of teaching strategies stemming from modern educational theories and strategies such as the flipped classroom strategy during the period of preparing them to teach. Furthermore, the study recommended re-applying this experience and identifying its effectiveness at other schools stages and other subjects in other content areas.

School Success and School Engagement of Immigrant Children and Adolescents

2013 ◽  
Vol 18 (2) ◽  
pp. 126-135 ◽  
Author(s):  
Frosso Motti-Stefanidi ◽  
Ann S. Masten
Keyword(s):  
Academic Achievement ◽  
Academic Success ◽  
Children And Adolescents ◽  
School Engagement ◽  
School Success ◽  
Immigrant Children ◽  
Integrative Model ◽  
High Stakes ◽  
The Individual

Academic achievement in immigrant children and adolescents is an indicator of current and future adaptive success. Since the future of immigrant youths is inextricably linked to that of the receiving society, the success of their trajectory through school becomes a high stakes issue both for the individual and society. The present article focuses on school success in immigrant children and adolescents, and the role of school engagement in accounting for individual and group differences in academic achievement from the perspective of a multilevel integrative model of immigrant youths’ adaptation ( Motti-Stefanidi, Berry, Chryssochoou, Sam, & Phinney, 2012 ). Drawing on this conceptual framework, school success is examined in developmental and acculturative context, taking into account multiple levels of analysis. Findings suggest that for both immigrant and nonimmigrant youths the relationship between school engagement and school success is bidirectional, each influencing over time the other. Evidence regarding potential moderating and mediating roles of school engagement for the academic success of immigrant youths also is evaluated.

The Concept of the Individual and Its Scope

2018 ◽  
Author(s):  
Ursula Renz
Keyword(s):  
Strict Sense ◽  
Physical Concept ◽  
Individual Group ◽  
Group Minds ◽  
Definition Of ◽  
The Individual

This chapter discusses the implications of Spinoza’s concept of individual bodies, as introduced in the definition of individuum in the physical digression. It begins by showing that this definition allows for an extremely wide application of the term; accordingly, very different sorts of physical entities can be described as Spinozistic individuals. Given the quite distinct use of the terms divisibilis and indivisibilis in his metaphysics, however, the chapter argues that the physical concept of individuality is not universally applied in the Ethics but reserved for physical or natural-philosophical considerations. The chapter concludes with a discussion of the problem of collective individuals. It is argued that, while societies or states are described as individual bodies, they do not constitute individual group minds in the strict sense of the term for Spinoza. This in turn indicates that minds are not individuated in the same way as bodies.

The Epistemology of Groups

2020 ◽  
Author(s):  
Jennifer Lackey
Keyword(s):  
Group Level ◽  
Social Significance ◽  
Individual Group ◽  
Key Concepts ◽  
Normative Requirements ◽  
Group Members ◽  
The Individual ◽  
Belief Justification ◽  
In Virtue Of ◽  
Trump Administration

Groups are often said to bear responsibility for their actions, many of which have enormous moral, legal, and social significance. The Trump Administration, for instance, is said to be responsible for the U.S.’s inept and deceptive handling of COVID-19 and the harms that American citizens have suffered as a result. But are groups subject to normative assessment simply in virtue of their individual members being so, or are they somehow agents in their own right? Answering this question depends on understanding key concepts in the epistemology of groups, as we cannot hold the Trump Administration responsible without first determining what it believed, knew, and said. Deflationary theorists hold that group phenomena can be understood entirely in terms of individual members and their states. Inflationary theorists maintain that group phenomena are importantly over and above, or otherwise distinct from, individual members and their states. It is argued that neither approach is satisfactory. Groups are more than their members, but not because they have “minds of their own,” as the inflationists hold. Instead, this book shows how group phenomena—like belief, justification, and knowledge—depend on what the individual group members do or are capable of doing while being subject to group-level normative requirements. This framework, it is argued, allows for the correct distribution of responsibility across groups and their individual members.

scholarly journals Cognitive Style and Creative Quality: Influence on Academic Achievement of University Students in Indonesia

2016 ◽  
Vol 23 (3) ◽  
pp. 121-124 ◽  
Author(s):  
Nurul Huda Wulandari ◽  
Kanthi Arum Widayati ◽  
Bambang Suryobroto
Keyword(s):  
Academic Achievement ◽  
University Students ◽  
Cognitive Style
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