scholarly journals A Review on State of the Art in Flipped Classroom Technology A Blended E-Learning

2021 ◽  
Vol 9 (7) ◽  
pp. 973-982
Keyword(s):  
Learning Strategies ◽  
Flipped Classroom ◽  
State Of The Art ◽  
Classroom Technology ◽  
Four Dimensions ◽  
New Horizons ◽  
Inverse Approach ◽  
Institutional Learning ◽  
E Learning ◽  
The Given

Flipped is an emerging mode of blended e-learning, as blended is mix mode of learning to enhance the skills of students, saving the time and cost either sides (students and educators). Flipped classroom is such as an e-learning blended approach in which instructions can be hovered into individual and groups, interactively to exchange and solving the assigned problems. Flipped classroom approach presents the dynamic, interactive and user’s friendly environments for in class and online blended learning. This kind of mode leads students to enhance their interpersonal skills, collaborate the experiences, and innovate new horizons by mutual activities for the given problems. The flipped mode has at least four dimensions; friendly easy environment, supporting culture for learning, contents availability when offline, minimizing time cost, trained educators/professionals and reducing repetition of learning content’s cost. In Flipped model of learning, first students go to seeking the exposure of problems by visiting the contents, materials, videos and other materials before getting in the classroom in person, fully aware to share or inquire the problem related matters in the class, its inverse approach against traditional institutional learning model. This is very effective mode of learningfor activity based and assignment-based learning strategies prior commencing class, fruitfulfeedback can be shared and reducing the tutorial part.

scholarly journals ESR statement on new approaches to undergraduate teaching in Radiology

2019 ◽  
Vol 10 (1) ◽  
Author(s):  
Keyword(s):  
Learning Strategies ◽  
Flipped Classroom ◽  
Clinical Decision Making ◽  
Medical Curriculum ◽  
Clinical Decision ◽  
Diagnostic Reasoning ◽  
Undergraduate Teaching ◽  
Radiology Education ◽  
Clinical Scenarios ◽  
E Learning

AbstractMedical education is evolving and electronic learning (e-Learning) strategies have now become an essential asset in radiology education. Radiology education is a significant part of the undergraduate medical curriculum and the use of e-Learning in radiology teaching in medical schools is on the rise. If coupled with clinical decision support systems, e-Learning can be a practical way of teaching students clinical decision making, such as selecting the diagnostic imaging tests that are best suited in certain clinical scenarios.The innovative concept of flipped classroom learning encourages students to work independently and maximises the application of learnt contents in interactive classroom sessions.For integrated curricula with their student-centred, problem-based, and community-based design, an approach to systematically integrate radiology may be to define diagnostic reasoning as one of the core goals. Radiologists as teachers and scholars may understand themselves as experts in diagnostic reasoning and in mentoring how to make medical decisions.Computer programs simulating the routine work are available and can be used to teach the recognition of anatomical structures and pathological patterns, and also to teach ultrasonography and interventional radiology, maximising patient safety.

scholarly journals An investigation of Iranian EFL teachers and learners’ attitudes towards using language learning strategies

2020 ◽  
Vol 10 (1) ◽  
pp. 65-71
Author(s):  
Ehsan Namaziandost ◽  
Ava Imani ◽  
Meisam Ziafar
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Strategies ◽  
Language Learners ◽  
Flipped Classroom ◽  
Strong Support ◽  
Classroom Technology ◽  
Educational Context ◽  
Language Learning Strategies ◽  
Efl Teachers

Language learning strategies (LLS) refer to the processes and actions that are consciously deployed by language learners to help them to learn or use a language more effectively. Considering the importance of LLS, insufficient studies have been carried out on understanding both teachers and learners’ opinions towards using LLS in Iranian educational context. Therefore, in this project, Iranian English as a foreign language (EFL) teachers and learners’ opinions towards using LLS have been investigated. To fulfill this objective, 20 teachers and 20 learners filled out a questionnaire. After gathering the data and analyzing them, the findings revealed that the Iranian EFL Teachers and learners’ opinions towards using LLS was significantly positive. Eventually, the researchers concluded with some suggestions for educators to adopt the flipped classroom technology to create better learning environments for their students and to reach better learning consequences. The results of this paper provide strong support learning strategies are very useful and helpful in learning English as a foreign language. Keywords: Iranian EFL teachers and learners, teachers and learners’ opinions, language learning strategies (LLS).

Costs of E-Learning Support

2010 ◽  
pp. 1376-1391
Author(s):  
Carol Kahan Kennedy ◽  
Maureen Hinkley
Keyword(s):  
Learning Strategies ◽  
Teaching And Learning ◽  
Support Service ◽  
Learning Technologies ◽  
Learning Support ◽  
Four Dimensions ◽  
Face To Face ◽  
E Learning ◽  
The Cost ◽  
Initial Exploration

Understanding the costing of e-learning informs decision-making on how to support the development and implementation of teaching and learning technologies in higher education. This paper describes costings and processes in a central e-learning support service that is especially applicable to face-to-face universities that use e-learning in a blended or supplemental mode. We differentiate three types of costs: infrastructure costs that are less sensitive to variation in the complexity of e-learning strategies, and edevelopment and e-delivery coststhat are directly related to the nature of the strategies used. Using actual data from a three-year e-learningsupport project (e3Learning) with 139 sub-projects, the paper illustrates how the calculations promote an understanding of e-learning in the following four dimensions: 1) total cost of running an e-learning support service, 2) individual costs attributable to each of the sub-projects, 3) ‘price-tags’ of e-learning strategies, and 4) initial exploration of the cost-effectiveness issue.

Qualitative analysis on perceived satisfaction in a b-learning program at a Portuguese University

2014 ◽  
Author(s):  
Célia Quintas ◽  
Ana Luísa Teixeira ◽  
Isabel Fernandes Silva ◽  
Jane Rodrigues Duarte
Keyword(s):  
Knowledge Management ◽  
Qualitative Analysis ◽  
Learning Strategies ◽  
Learning Process ◽  
Virtual Learning Environment ◽  
Learning Approaches ◽  
Learning Program ◽  
Perceived Satisfaction ◽  
E Learning ◽  
Learner Attitude

Knowledge management and learning are buzzwords in today’s society, both in terms of company competitiveness as well as in terms of education. Human resources are thus a priority for individuals and companies. The concept of knowledge management and of learning organizations has been object of increased interest by managers and scholars. The increased focus on these issues brings forth the individual as a crucial element in this process; individuals become key elements in competitiveness (Nonaka & Takeuchi: 1995) and protagonists of their own learning process (Senge: 1992).Additionally, the learning methodologies and strategies have also changed in the past decades, so that currently much is offered by means of b-learning and e-learning courses that, on the one hand, allow students to opt for several learning strategies, and on the other hand, require them to actively participate in their learning path. In fact, the evolution of ICT in studies and the growing experience of both teachers and students have gradually adapted to new methodologies. However, while materials and subject matter have been made easier and more accessible to students who do not attend classroom sessions, an underlying problem has always been present: bridging the physical distance among all the stakeholders involved in the learning process and all the difficulties that may emerge from this.Since its first edition in 2001, this Post-Graduation Program, now in its 12th edition, has undergone several changes, from its study plan to learning regime. As a means of responding to the demands of today’s market and in particular new learning styles, new possibilities have been made for attending the course which range from classroom, to blending and e-learning formats. As a means of fostering group spirit, synchronous and asynchronous participation of all students several changes were introduced this academic year. Besides the use of the Moodle platform, a Virtual Learning Environment (VLE) wiziq has been introduced.In 2013-14, the program includes students from Portugal (including the Azores), Mexico and Nigeria. Moreover, this Post-Graduation Program allows students to opt for f2f, b-learning and e-learning regimes, i.e., within the same group, some students attend classes by means of a VLE, others attend some classes f2f and others using the VLE and others attend f2f classes regularly, though they also have access to the VLE. A program that combines three learning approaches/methodologies/strategies allows the possibility of assessing possible differences in terms of efficiency of these three learning methodologies, considering that these imply a change in expectations, attitude and cognitive process.Our paper focuses on a study carried out in a Post-Graduation Program at a Portuguese university, on perceived satisfaction regarding the use of ICT tools in the program, a theme which has already been object of study at UAL in recent years, both in terms of assessing and monitoring learning progress, of learner attitude toward their learning paths (Fernandes Silva & Rodrigues Duarte. 2011a & b) and the tools and methodologies made available to them and of perceived satisfaction (Fernandes Silva & Quintas: 2013).This paper corresponds to a 1st stage of a broader study that will involve all students in the referred program in 2013-14 as well as all the lecturers. Initially, a qualitative analysis is carried out based on semi-structured interviews; at a 2nd stage, we aim to create a questionnaire to be applied to a wider population.

MODIFIKASI MODEL PEMBELAJARAN TEAM ASSISTED INDIVIDUALIZATION DENGAN STRATEGI PEMBELAJARAN TUGAS DAN PAKSA

2019 ◽  
Vol 2 ◽  
Author(s):  
Lea Christy Restu Kinasih ◽  
Dewi Fatimah ◽  
Veranica Julianti
Keyword(s):  
Cooperative Learning ◽  
Learning Strategies ◽  
Learning Process ◽  
Learning Model ◽  
Learning Models ◽  
Classroom Learning ◽  
Quality Of Learning ◽  
The Given

The selection and determination of appropriate learning strategies can improve the results to be obtained from the application of classroom learning models. This writing aims to discipline students to develop individual abilities of students to be more active in the learning process and improve the quality of learning. The learning process in Indonesia in general only uses conventional learning models that make students passive and undeveloped. In order for the quality of learning to increase, the Team Assisted Individualization learning model is combined with the task learning and forced strategies. The Team Assisted Individualization cooperative learning model is one of the cooperative learning models that combines learning individually and in groups. Meanwhile, task and forced learning strategies are strategies that focus on giving assignments that require students to complete them on time so that the learning process can run effectively. Students are required to do assignments according to the given deadline. This makes students become familiar with the tasks given by the teacher. Combining or modifying the learning model of the assisted individualization team with forced and forced learning strategies is expected to be able to make students more active, disciplined, independent, creative in learning and responsible for the tasks assigned. Therefore this method of incorporation is very necessary in the learning process and can be applied to improve the quality of learning in schools.

PENGARUH STRATEGI PEMBELAJARAN E-LEARNING DAN MINAT BELAJAR TERHADAP HASIL BELAJAR AKUNTANSI

Akademika ◽  
2019 ◽  
Vol 8 (01) ◽  
pp. 81-100
Author(s):  
Eva Kristiyani ◽  
Iffah Budiningsih
Keyword(s):  
Learning Outcomes ◽  
Learning Strategies ◽  
Learning Strategy ◽  
Sampling Technique ◽  
Student Group ◽  
Design Factor ◽  
Significant Difference ◽  
E Learning ◽  
Learning Interest ◽  
Equivalent Class

The aim of this research is to know the influence of e-learning learning strategy and interest in learning to accounting learning result. This research was conducted at SMK Permata Bangsa Kelurahan Jakasetia, South Bekasi Subdistrict, Bekasi City involving 56 samples taken with random sampling technique to the equivalent class. Instrument used in this research is the accounting test and questionnaire interest in student learning; and the data analysis using two-way ANAVA and Tukey Test. The results of this study obtained: (1) there is a significant difference between the learning outcomes of students who are taught with e-learning learning strategies and expository strategies in which the results of student accounting learning taught by e-learning strategy is higher than the students taught by strategy expository learning. (2) There is an interaction between students who are taught using learning strategies with interest in learning on accounting learning outcomes. (3) This means that the result of group accounting learning which is taught using e-learning learning strategy is significantly higher than that taught using expository learning strategy in students who have high learning interest. (4) While the learning result of student group accounting that is taught using e-learning strategy is same as learning result which is taught using expository learning strategy to students who have low learning interest, influenced by student environment factor and learning design factor in research.

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