scholarly journals Analysis of the Application of the Flipped Classroom in the Teaching of College Education Courses

2020 ◽  
Vol 4 (8) ◽  
Author(s):  
Xu Deng
Keyword(s):  
Flipped Classroom ◽  
Technology Development ◽  
College Education ◽  
Traditional Teaching ◽  
Raising Awareness ◽  
Traditional Teaching Methods ◽  
Information Technology Development ◽  
The One ◽  
Education Courses ◽  
Modern Technologies

The flipped classroom model is a method of educational reform that meets the needs of information technology development. On the one hand, it can promote the development of innovative and applicable human resources and improve the level of individual learning of university students. On the other hand, it can encourage the practice of teaching students using modern technologies and the need for teachers to master the use of the flipped classroom in higher education. Beginning with updating concepts and raising awareness, teachers need to change their learning habits and traditional teaching methods to facilitate the development of pedagogical reforms further. This paper introduces the concept and characteristics of the classroom. It proposes strategies for applying the flipped classroom, including organizing teaching activities, setting learning objectives, and micro-video design and production.

scholarly journals Comparing the Effectiveness of Flipped and Traditional Teaching Methods in Problem-solving Learning and Self-determination Among University Students

2020 ◽  
Vol 19 (3) ◽  
Author(s):  
Mahnaz Khayat ◽  
Fariba Hafezi ◽  
Parviz Asgari ◽  
Marzieh Talebzadeh Shoushtari
Keyword(s):  
Problem Solving ◽  
University Students ◽  
Flipped Classroom ◽  
Teaching Method ◽  
Self Determination ◽  
Analysis Of Covariance ◽  
Control Group ◽  
Traditional Teaching ◽  
Traditional Teaching Methods ◽  
Experimental Group

Background: The flipped classroom model provides an ideal ground to convert a traditional classroom into an interactive environment based on problem-solving learning with a focus on university students’ self-determination. Objectives: The present study aimed to investigate the effectiveness of flipped and traditional teaching methods in problem-solving learning and self-determination among university students. Methods: The research method was experimental with a pretest-posttest design and a control group. The statistical population included all female students of Farhangian University in Ahvaz city in the academic year 2019. Using a purposive sampling method, 36 students were selected and randomly divided into experimental and control groups (n = 18 per group). The research instrument included the Problem-Solving Inventory (PSI) and the Basic Psychological Need Satisfaction scale. The experimental group received the flipped teaching program during eight 120-min sessions once a week; however, the control group received the traditional teaching method. multivariate analysis of covariance (MANCOVA), univariate analysis of covariance (ANCOVA), and Bonferroni post hoc tests were used to analyze the data. Results: The posttest scores (mean ± SD) of problem-solving learning and self-determination were 83.77 ± 14.17 and 119.33 ± 13.79, respectively, in the experimental group, which were significantly different from the scores of the control group. The flipped classroom promoted problem-solving learning and components of self-determination among university students in the experimental group when compared to the control group (P = 0.01). The flipped teaching method was more effective than the traditional method in increasing problem-solving learning and self-determination among university students. Conclusions: According to the findings, the flipped teaching method had greater impacts on students’ problem-solving and self-determination than had the traditional method.

Flipping the Classroom

2015 ◽  
pp. 157-174 ◽  
Author(s):  
Jamie Gardner
Keyword(s):  
Flipped Classroom ◽  
Teaching Method ◽  
Traditional Teaching ◽  
Student Preparation ◽  
Individual Level ◽  
Student Comprehension ◽  
Traditional Teaching Methods ◽  
Potential Benefits ◽  
Training Resources ◽  
Technological Specific

Adoption of new practice only occurs if the proposed change is perceived as being beneficial and if the challenges associated with implementing the new practice are not overwhelming. The teaching method of flipping the classroom is a newer practice that has received a lot of attention in current literature, where the potential benefits are thoroughly discussed. The challenges associated with flipping the classroom are more obscure in the literature. The purpose of this chapter is to outline challenges associated with flipping the classroom and propose solutions to overcome each of the challenges described. Challenges of implementing a flipped classroom can occur at the institutional or individual level and can be categorized as technological or non-technological. Specific challenges to be discussed include technology delivery challenges at the organizational and individual level, lack of technical support, IT infrastructure challenges, inadequate technical and non-technical training resources for instructors, instructor and student resistance to using non-traditional teaching methods, the inability to assess student comprehension using traditional strategies, increased course preparation time, and lack of student preparation or buy-in.

scholarly journals A Probe into the Strategy of Implementing Flipped Classroom Teaching Model in Agricultural Courses

2021 ◽  
Vol 2 (2) ◽  
Author(s):  
Hongmin Wang
Keyword(s):  
Education Reform ◽  
Flipped Classroom ◽  
Implementation Strategies ◽  
Higher Education Reform ◽  
Classroom Teaching ◽  
Teaching Model ◽  
Traditional Teaching ◽  
Traditional Teaching Methods ◽  
Video Material ◽  
Material Preparation

With the integration and development of information technology and education, the flipped classroom teaching model has been popularized and applied in many colleges and universities, and it has become a prominent highlight of my country's higher education reform. Based on the analysis of the shortcomings of the traditional teaching methods of agricultural courses and the advantages of the flipped classroom teaching model, this article explores and constructs a flipped classroom teaching model for agricultural courses. It also discusses the implementation strategies of the flipped classroom model from the aspects of teaching philosophy, video material preparation, classroom activity organization, assessment and practical teaching, etc., aiming to improve the teaching effect of agricultural courses.

The acquisition of the German case system by foreign language learners through computer animations based on cognitive linguistics

2016 ◽  
Vol 4 (1) ◽  
pp. 113-134
Author(s):  
Valentina Gradel
Keyword(s):  
Foreign Language ◽  
Teaching Methods ◽  
Cognitive Linguistics ◽  
Traditional Teaching ◽  
Computer Animations ◽  
Foreign Language Learners ◽  
Case System ◽  
Traditional Teaching Methods ◽  
Language Classrooms ◽  
The One

Abstract In the area of teaching German as a foreign language, the major difficulty for learners is to master German cases. With this in mind, Wegener (1995) therefore proposed starting by conveying those syntactic and semantic roles of the case which occur most frequently, i.e., the so-called prototypical functions. Furthermore, Scheller’s (2008) study has shown that animations based on cognitive linguistic theories enhance grammar instruction, although a verification of such an effect for conveying cases is not yet available. The present study therefore examines the question whether an approach which conveys knowledge about cases through presenting prototypical functions on the one hand and using animations on the other hand can offer advantages over traditional teaching methods. Over a period of two months, such an approach, together with traditional teaching methods, has been tested on two groups of subjects learning German as a foreign language at A1 level. The results reveal that the approach which involved a combination of conveying prototypical functions and interactive animations outperformed traditional methods. An integration of such a method into textbooks and into German as a foreign language classrooms could make it easier for learners to master the German case system in the future.

The flipped classroom, a review of the literature

2016 ◽  
Vol 48 (2) ◽  
pp. 97-103 ◽  
Author(s):  
William James Zuber
Keyword(s):  
Flipped Classroom ◽  
Student Assessment ◽  
Traditional Classroom ◽  
Traditional Teaching ◽  
Theoretical Frameworks ◽  
Content Type ◽  
Traditional Teaching Methods ◽  
Assessment Outcomes ◽  
Practical Implications ◽  
Selection Of

Purpose – The purpose of this paper is to explore a set of literature in order to clarify the flipped classroom methods (FCM) theoretical frameworks and to determine if the evidence shows improvements in learning for students in comparison with traditional teaching methods. Design/methodology/approach – The paper took a literature review approach and explored five articles selected with specific criteria of being published within 2013-2014 and that used comparisons with flipped and traditional classroom methods that employed analysis of student assessment outcomes. Findings – The paper shows inconsistent theoretical frameworks and inconclusive evidence of an improvement in assessment outcomes for students. It finds the research undertaken in the literature is limited in scope and suggests further research into the FCM is required to determine consistent theoretical frameworks and methods. Research limitations/implications – The findings of the paper may be limited by the selection of literature reviewed and generalisability therefore researchers are encouraged to explore further. Practical implications – The paper holds potential implications to question the consistency, validity and benefits of the flipped classroom. Social implications – Many anecdotal articles herald the flipped classroom as a method of improving learning outcomes for students, however, academic literature suggests the evidence is inconclusive and there are implications on using educational methods based on technology. Originality/value – The paper identifies the need for further research into the flipped classroom and supports the advancement of educational methodology.

scholarly journals Drawing and Painting for Future Graphic Designers in the Conditions of Distance Learning

2021 ◽  
Vol 4 (2) ◽  
pp. 265-275
Author(s):  
Svitlana Lopukhova
Keyword(s):  
Distance Learning ◽  
Practical Experience ◽  
Sharp Change ◽  
Traditional Teaching ◽  
Advantages And Disadvantages ◽  
The Social ◽  
Traditional Teaching Methods ◽  
Learning Platforms ◽  
Online Format ◽  
The One

Strict quarantine restrictions related to the Covid-19 pandemic have significantly changed the social reality. The pandemic has become a catalyst for a significant number of processes that have affected all areas of human activity, including education. The learning process in the extreme mode was transferred into a distance format, which, on the one hand, was a better solution than its termination. On the other hand, a sharp change in the format of education has particularly affected practice-oriented and creative disciplines. The advantages and disadvantages of this approach are considered in this article on the example of the discipline "Drawing and Painting", by observing the results of its teaching in the online format. The purpose of the study is to identify ways to adapt the methodology of teaching the discipline "Drawing and Painting" to the conditions of quarantine, to identify opportunities for new educational and communication online platforms in the art process, while not losing the classic tradition of mastering the basics of visual literacy. When students have direct contact with the teacher. Research methodology. The author, based on their own practical experience of a professional artist, analyzes the advantages and disadvantages of online learning and determines the direction of solving problems identified in the implementation of the discipline program “Drawing and Painting” in a distance format. The scientific novelty of research lies in the following aspects: expansion of ideas about the peculiarities of teaching art disciplines in the extreme mode of the pandemic, identifying the specifics of transferring traditional teaching methods to distance learning platforms, new structuring of the curriculum "Drawing and Painting". Conclusions. It is proved that distance technologies cannot replace all other methods and types of teaching in the discipline "Drawing and Painting" and should be considered only as an effective addition to traditional methods. We conclude that the main part of practical classes, where an important task is the formation of students’ motivation, professional values and independent non-stereotypical thinking, cannot be carried out without live communication between teacher and student.

scholarly journals Active Teaching-Learning Methodologies in an Undergraduate Course of Medicine with a Traditional Curriculum

2020 ◽  
Vol 8 (6) ◽  
pp. 532-544
Author(s):  
Raul Angeli Araújo ◽  
João Marcos de Menezes Zanatta ◽  
Julio Cesar André ◽  
Daniella Ladeia de Lima ◽  
Sérgio Luís Aparecido Brienze ◽  
...  
Keyword(s):  
Medical Professional ◽  
Traditional Teaching ◽  
Traditional Curriculum ◽  
Academic Goals ◽  
Cross Sectional ◽  
Student Profile ◽  
Active Teaching ◽  
Traditional Teaching Methods ◽  
The One ◽  
Teaching Learning

The current technological configuration added to the present social demands in health make it necessary to review the teaching-learning methodologies applied during the graduation of the medical professional. Those necessities are addressed by the National Curricular Guidelines, which preconize the adoption of methodologies that stimulate the student's autonomy and put the faculty in compliance with the current situation. To obtain a panorama about the medical students’ perception in a college of a inland city of the São Paulo state in relation to the Active Teaching-LearningMethodologies (ATLM) this cross-sectional, descriptive-exploratory, quantitative analysis was carried out where the participants were students of the Medical School of São José do Rio Preto - FAMERP in 2017. Through a mixed questionnaire, that is, with open and closed questions, data were collected necessary to reach the objective. A total of 364 students participated, of whom 70.9% agreed they would like to use ATLM more often. Regarding the role of the student: 80.7% agreed that ATLM stimulate the study; 73.3% agreed that group activities support learning; 44.2% disagreed that students are not prepared for ATLM due to lack of maturity and 51.1% agreed that they are unprepared to use ATLM for being accustomed to traditional teaching methods. Data show that, even though they do not attend classes with ATLM frequently, the students can be very interested in execute them. Emphasis is given to his intense perception of learning in these moments. The student profile that compares with the ATLM is the one that knows them, that is, those who have had contact with such methodologies want to use them more frequently. In addition, students consider that the teachers’ role should be that of a learning facilitator, who guides the studies so that the academic goals are achieved.

scholarly journals The importance of constructivism in the teaching social and humanitarian disciplines

2021 ◽  
Vol 103 ◽  
pp. 01025
Author(s):  
Leyla B. Omarova ◽  
Diana Z. Muzashvili ◽  
Irina G. Prokhorova ◽  
Ayub Sevdim ogly Kerimov
Keyword(s):  
Social Life ◽  
Information Technologies ◽  
Main Role ◽  
Traditional Teaching ◽  
Study Materials ◽  
Traditional Teaching Methods ◽  
The Subject ◽  
The One ◽  
Everyday Reality ◽  
Contemporary Education

The relevance of the topic is dictated by the inconsistency of the contemporary education system. On the one hand, the pedagogical community defends traditional teaching methods. On the other hand, there is a need to implement new methods that meet the current generation’s interests and worldview. The purpose of the present study is to identify the possibility of using constructivist elements in pedagogical activity, which are elements of the subject-to-subject paradigm of education. The need to implement elements of constructivism in educational activities is determined by the peculiarities of contemporary social life, in which the main role in the formation of everyday reality is played by virtual digital reality and information technologies. The conducted analysis was based on the studies directly related to the field of education and pedagogy, as well as works on philosophy, sociology, and psychology that explore the problems of education in present-day developments. The analysis of the contemporary educational system and the concept of constructivism in education are presented based on the conducted work. Study materials can be used to analyze and solve debatable issues of contemporary education and pedagogy.

ACCOUNTING ASPECTS OF CRYPTOCURRENCY OPERATIONS MANAGEMENT

2021 ◽  
pp. 160-173
Author(s):  
Andrii Makurin ◽  
Keyword(s):  
Operations Management ◽  
Technology Development ◽  
Free Market ◽  
Virtual Currency ◽  
Market Rate ◽  
New Type ◽  
Digital Asset ◽  
Technological Means ◽  
Information Technology Development ◽  
The One

The information technology development results in the origin of new types of cryptocurrency. Main advantages of the cryptocurrency use are decentralization and freedom of transactions. Cryptocurrency acts worldwide as the inexpensive technological means of payment as well as special form of investment. Nowadays, there is no shared idea as for the interpretation of the “cryptocurrency” concept. On the one hand, it is considered as the “virtual currency” and called both a special payment network and a new type of monetary means. On the other hand, it is called a “digital asset”, which can be exchanged for other assets. Cryptocurrency is characterized by a free market rate formed on the demand-supply basis.

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