scholarly journals FLIPPED CLASSROOM IN LANGUAGE STUDIES: A CONTENT ANALYSIS OF RECENT ARTICLES

2018 ◽  
Vol 1 (1) ◽  
pp. 11-19 ◽  
Author(s):  
Hana Dler Ahmed ◽  
Gulsum Asiksoy
Keyword(s):  
Content Analysis ◽  
Flipped Classroom ◽  
Classroom Technology ◽  
Technological Advancement ◽  
Pedagogical Approach ◽  
Inverted Classroom ◽  
Fields Of Study ◽  
Major Significance ◽  
Language Studies ◽  
Hands On

The concept of the flipped or inverted classroom has become a growing technological advancement in the field of instructional education. It is a growing instructional approach, also known as a pedagogical approach in which the standard, or the conventional pattern of classroom is altered. The traditional and commonly known approach is reversed by providing the instructional contents to the students outside the boundaries of the classroom. The actual classroom is replaced by videos of course contents to be watched at home by students while the students converge in the classroom for activities that help ingrain the learnt concepts. Lately, quite a lot of studies have been conducted on the flipped classroom in different subjects of study. In this research, we will evaluate the significance of the flipped classroom based on its application to language studies and learning. A total of 20 papers were carefully selected from this field and thoroughly examined for the purpose of the research. It was concluded that the flipped classroom has gained major significance in several fields of study including hands-on fields like medicine, nursing and engineering. This research is a comprehensive pilot to instructors and researchers alike in the quickly growing field of flipped classroom. Keywords: flipped classroom, inverted classroom technology, education, content-analysis

A Review of Data Analysis for Gamification: Challenges, Motivations, Recommendations and Methodological Aspects

2021 ◽  
Vol 12 (3) ◽  
pp. 928-960
Author(s):  
Charanjit Kaur Swaran Singh Et.al
Keyword(s):  
Data Analysis ◽  
Information And Communication Technologies ◽  
Flipped Classroom ◽  
Collaborative Work ◽  
Rapid Development ◽  
Psychological Needs ◽  
Emotional Engagement ◽  
Technological Advancement ◽  
Digital Tool ◽  
Pedagogical Approach

Gamification is a significant pedagogical approach employed to facilitate learning not limited in educational setting but also across other domains. This pedagogical approach is a hot topic among academics from various disciplines. Various studies domains including education, social sciences, healthcare, tourism, engineering, translation, nursing, arts and applied arts have ventured into gamification to aid learning. Different analysis measures were employed by the researchers to carry out studies on experimental research using different samples to develop the articles. This study is developed with the aims to review and analyse the existing literature related to gamification adding to the research methodologies, types of data analyses, significant findings and also samples used to collect the data. The taxonomies developed based on the reviews made have been categorised based on challenges, motivations and recommendations extracted from the researchers who want to take gamification to the next level in different areas of studies. The researchers of this study conducted a systematic search on topics related to gamification, approaches used for the data analysis and studied on the types of data employed. Search on five main databases were carried out namely Scopus, EBSCHO, ScienceDirect, Web of Science and Taylors and Francis from 2012 September to January 2020. These databases searched were sufficient and dependable to write on gamification. Articles were carefully selected on the basis the researchers’’ inclusion and exclusion criteria (n = 312). The first percentage of the studies (n=19/312) focused on game elements in relation to the implementation of gamification across different age of the learners. This portion of the studies (n=107/312) discuss on digital badges, digital gamification/digital tool, game like educational apps. The second section of the study describe about game-based learning in relation to gamification that emphasised on pedagogies, teaching skills, teaching beliefs, lesson outcomes, theories, learners, emotional engagement, innovative teaching and environment. The portion of the studies (n=43/213) discuss on serious games specifically game principles, behaviour, collaborative work, video games and accommodation of psychological needs. The fourth portion (n=66/312) is on novel emerging trends in gamification namely flipped classroom, blended learning in gamification, collaborative learning and gamification, mobile learning and gamification, CLIL and gamification, MOOC and problem solving that led to transformative pedagogy. The fifth portion (30/312 is on game based eLearning and the last portion is on motivation (47/312). Technological advancement and rapid development in information and communication technologies has increase researchers’ interest to pursue research in gamification to use it as a meaningful pedagogical tool to sustain students’ learning.

scholarly journals To Flip or Not to Flip is No Longer the Question - It is How to Flip Effectively

2021 ◽  
Vol 2 (8) ◽  
pp. 713-714
Author(s):  
Sarmishtha Ghosh
Keyword(s):  
Blended Learning ◽  
Flipped Classroom ◽  
Health Sciences ◽  
Student Attitude ◽  
Traditional Classroom ◽  
Technological Advancement ◽  
Learning Space ◽  
Health Sciences Education ◽  
Inverted Classroom ◽  
Personal Learning

Technological advancement and change of student attitude towards learning have brought in the necessity of blended learning which is now ubiquitous across medical and allied health sciences education. Flipped classroom forms an increasingly large part of this approach. As the term states, Flipped Classroom means “inverted” classroom. Does that mean a physical inversion? No, it does not. It means the activities that take place within the four walls of a traditional classroom and activities that take place in the personal learning space of a student are reversed. The concept is nothing new, but it has evolved over the years, considering it’s usability and acceptability amongst students and lecturers.

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 Analyzing the Potential of Flipped Classroom in ESL Teaching

2016 ◽  
Vol 11 (03) ◽  
pp. 71 ◽  
Author(s):  
Olga Sergeevna Kvashnina ◽  
Ekaterina Andreevna Martynko
Keyword(s):  
Second Language ◽  
Flipped Classroom ◽  
Educational Practice ◽  
Classroom Research ◽  
Autonomous Learning ◽  
Learning Skills ◽  
Inverted Classroom ◽  
Overall Performance

Despite the buzz around the flipped or inverted classroom as a new trend in educational practice and research, there is a limited number of studies on its effectiveness in English as a Second Language (ESL) teaching. This paper aims at contributing to the field of flipped classroom research by examining and analyzing the outcomes of the experiment conducted at the Tomsk Polytechnic University within the course of English for Engineering. Outlining several challenges, the authors conclude on the significant benefits of the flipped classroom model in ESL teaching including an increase in students’ overall performance on the course, enhancement of students’ motivation and improvement of their autonomous learning skills.

scholarly journals Serious Game and Serious Play Concepts in the Content Analysis of Urban Spaces

2019 ◽  
Vol 15 (1) ◽  
pp. 30-37
Author(s):  
Jurga Vitkuvienė ◽  
Indrė Gražulevičiūtė-Vileniškė ◽  
Kęstutis Zaleckis ◽  
Brigita Tranavičiūtė
Keyword(s):  
Content Analysis ◽  
Local Community ◽  
Visual Representations ◽  
Public Spaces ◽  
Serious Game ◽  
Urban Spaces ◽  
Community Based ◽  
Hands On ◽  
Game Features

AbstractThe article demonstrates the development and application of activities with serious play and serious game features for the facilitated process of content analysis of images of urban public spaces. The study involves accumulation of the material for the analysis, develops the coding categories and their visual representations – pictograms, analyzes and groups the images and attributes the pictograms to them, marks the insight on the sticky notes, develops the matrixes of functioning of urban spaces, and discusses the outcomes. The developed set of activities based on the hands-on approach can be used in research and studies and could be adapted to local community-based activities.

Blending Flipped Classroom and Hands-on Activity for Aerospace Education at the French Air & Space Force Academy

2022 ◽  
Author(s):  
Fabien Niel ◽  
Kostia Roncin ◽  
Bénédicte Mourey ◽  
François Bateman
Keyword(s):  
Flipped Classroom ◽  
Hands On ◽  
Air Space ◽  
Aerospace Education

Publishing with Friends

2010 ◽  
pp. 1120-1138
Author(s):  
Paula Roush ◽  
Ruth Brown
Keyword(s):  
Social Networks ◽  
Action Research ◽  
Learning Environment ◽  
Web Site ◽  
Pedagogical Approach ◽  
Personal Learning ◽  
Personal Learning Environment ◽  
On Demand ◽  
Research Cycle ◽  
Hands On

Publishing with friends is the account of an action research cycle in which a print-on-demand Web site, Lulu.com, became a classroom for second and third year digital photography students to publish their photobooks. Building on the earlier use of a blogging platform as a personal learning environment, this narrative explores the pedagogical prospects of the read/write Web, and illustrates the way in which students use social networks for creative produsage (Bruns, 2008). Students were positive about the pedagogical approach, and the opportunities to gain valuable hands-on experience in their chosen field of study.

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