scholarly journals University Students’ Perception of the Usefulness of the Flipped Classroom Methodology

2020 ◽  
Vol 10 (10) ◽  
pp. 275
Author(s):  
Ernesto Colomo-Magaña ◽  
Roberto Soto-Varela ◽  
Julio Ruiz-Palmero ◽  
Melchor Gómez-García
Keyword(s):  
Flipped Classroom ◽  
Education Students ◽  
Time Optimization ◽  
Educational Processes ◽  
Constant Change ◽  
Relevant Role ◽  
Educational Sciences ◽  
The University ◽  
Validated Instrument ◽  
Positive Evaluation

In a digital and interconnected context, where educational processes are in constant change, active methodologies take on a relevant role by making students the protagonists of their learning. Among the different possibilities, the flipped classroom stands out for its time optimization, the incorporation of technological resources, and the personalization of the processes. The aim of this research is to analyze the perception of higher education students about the usefulness of the flipped classroom as a methodology. The information was collected with a validated instrument, which was applied to a sample of 123 students from the Faculty of Educational Sciences of the University of Málaga (Spain). A positive evaluation of the usefulness of the flipped classroom as a learning methodology was reflected in the results, highlighting its instrumental dimension. Significant differences were perceived regarding the usefulness of the flipped classroom for the promotion of autonomous learning, which had a superior valuation according to women. In conclusion, the flipped classroom stands as a methodological alternative to promote learning that has a positive evaluation from the students that made up the sample.

scholarly journals Effectiveness of the flipped classroom model on students’ self-reported motivation and learning during the COVID-19 pandemic

2021 ◽  
Vol 8 (1) ◽  
Author(s):  
José María Campillo-Ferrer ◽  
Pedro Miralles-Martínez
Keyword(s):  
Student Teachers ◽  
Flipped Classroom ◽  
Descriptive Statistics ◽  
Positive Perception ◽  
Education Students ◽  
Faculty Of Education ◽  
The University ◽  
Motivation And Learning ◽  
Academic Year ◽  
Non Parametric

AbstractThis study investigates the effects of the flipped classroom on Education students’ perceptions of their learning and motivation during the current pandemic. The sample consisted of 179 student teachers from the Faculty of Education of the University of Murcia in the academic year 2020–2021, in which the flipped classroom model was implemented. Identical surveys were administered and examined through both descriptive statistics and non-parametric tests. Statistically significant differences were found between pre-tests and post-tests with experienced students scoring higher on average in the latter. Most students had a positive perception about the flipped classroom, noting the advantage of practical in-class activities, as well as increased self-autonomy in learning.

The Effect of Using Flipped Classroom Model to Improve Iraqi EFL Learners’ Pronunciation in English at University Level

2020 ◽  
Vol 1 (40) ◽  
pp. 631-654
Author(s):  
Khaldoon Waleed Husam Al-Mofti
Keyword(s):  
Language Learning ◽  
Flipped Classroom ◽  
Efl Learners ◽  
English Pronunciation ◽  
Before And After ◽  
Quasi Experimental ◽  
University Level ◽  
The University ◽  
And Control ◽  
Experimental Group

For Iraqi EFL learners who are studying English pronunciation in a traditional instruction method often requires more effort and hard work. Thus, using new methods of teaching such as the flipped classroom model (FCM) is necessary to facilitate learning and improve performance. Hence, this study reports on explanatory research that investigates the effect of using the FCM in the teaching of English pronunciation for Iraqi EFL learners at the university level. The study implemented mixed research methods for data collection in a quasi-experimental analysis. Therefore, two tests were conducted on the assigned groups to measure the effect of the FCM before and after the intervention. Besides, a questionnaire and interviews were used on the experiment group students to collect data about their perceptions of the FCM. The study length (lasted)  was 15 weeks and is comprised of 60 students from the department of English, College of Arts at the University of Anbar. The students were divided into two groups, experimental, and control with 30 students in each group. The findings revealed that there was a significant statistical difference between the two groups in favour of the experimental group with better performance, indicating that the FCM has considerably assisted the Iraqi EFL learners to improve their English pronunciation. Moreover, the students expressed their positive feedback and satisfaction on the use of the FCM in their responses to the questionnaire and the interviews. As such, the current study recommends further research to study the effect of applying the FCM in areas and disciplines other than language learning.

Hope and Positive Development in the Third Decade of Life. A Theoretical Perspective on Tertiary Education Students in Cameroon

2020 ◽  
Author(s):  
Fariha Azalea
Keyword(s):  
Emerging Adults ◽  
Tertiary Education ◽  
Theoretical Perspective ◽  
Positive Development ◽  
Education Students ◽  
The Third ◽  
Academic Activities ◽  
Transition Into Adulthood ◽  
Sub Saharan ◽  
The University

University is relatively considered a stressful moment in the life of students due to numerous academic workloads and academic activities. The situation is further aggravated by the fact that some university students are in emerging adulthood, a developmental period which is psychologically fraught with uncertainty, instability and identity issues among others. Added to these, the context of most universities like Cameroon which is marred with political, economic and social turbulence common to other developing societies in the sub Saharan region makes life unbearable. Looking at the challenges that confront tertiary education students in the third decade of life, increases possibilities of fears that they will founder thus narrowing the route to a blossomed transition into adulthood and through the university from home into the world of work. However, observations reveal that some have remained hopeful as they continuously believe in themselves and their worth. As such, they have resiliently shrugged off the vast burden placed on them by the adult society as they struggle intentionally with continuous efforts to succeed. Being hopeful and self-efficacy beliefs are observed to be some of the effective drivers that pull emerging adults through the storms of university transition thus facilitating positive development into subsequent life stages. Unfortunately just a paucity of literature albeit theoretically actually narrates via scholarly corridors the monumental successes recorded by students as they sail flourishingly through university in the midst of storms an in the third decade of life. This paper examines and addresses the foregoing through the lenses of some theories.

Graduates giving back – a mentoring program for MBA students

2015 ◽  
Vol 4 (3) ◽  
pp. 200-212 ◽  
Author(s):  
Ann Darwin
Keyword(s):  
Higher Education ◽  
South Australia ◽  
Value Added ◽  
Master Of Business Administration ◽  
Mentoring Program ◽  
Education Students ◽  
Content Type ◽  
Mba Students ◽  
A Value ◽  
The University

Purpose – The purpose of this paper is to discuss the challenges and obstacles encountered in the implementation of a mentoring program for Master of Business Administration (MBA) students at the University of South Australia (UniSA) Business School. The paper starts with an exploration into the need for a mentoring program, the trial and subsequent four years of implementation. The paper also explores the network model of mentoring and the reasons why this, rather than a more traditional model, was chosen for the program’s implementation. Design/methodology/approach – This exploratory case study uses data from over 600 students and their alumni mentors over a five-year period to evaluate and improve the program as well as cultivating a critical community of adult learners. Findings – Feedback from students indicates that the mentoring program is regarded by most as a value-added feature of their early learning as it offers support, if and when it is required, from those who have been there before. Research limitations/implications – Results are limited to one institution. However, as research into mentoring for higher education students is thin on the ground, this study contributes to our understanding of the positive impacts of mentoring on student success. Practical implications – This paper emphasizes the importance of business leaders giving back to their alma mater through mentoring current MBA students. It shows how mentoring can support learning and management development. Originality/value – This is an original study which explores ways to increase the learning of higher education students for positive social outcomes.

scholarly journals Vitamin D Metabolites and Clinical Outcome in Hospitalized COVID-19 Patients

Nutrients ◽  
2021 ◽  
Vol 13 (7) ◽  
pp. 2129
Author(s):  
Sieglinde Zelzer ◽  
Florian Prüller ◽  
Pero Curcic ◽  
Zdenka Sloup ◽  
Magdalena Holter ◽  
...  
Keyword(s):  
Vitamin D ◽  
Degradation Products ◽  
University Hospital ◽  
Vitamin D Metabolites ◽  
Serum Concentrations ◽  
Serum Samples ◽  
Liquid Chromatography Tandem Mass ◽  
Relevant Role ◽  
Metabolite Ratio ◽  
The University

(1) Background: Vitamin D, a well-established regulator of calcium and phosphate metabolism, also has immune-modulatory functions. An uncontrolled immune response and cytokine storm are tightly linked to fatal courses of COVID-19. The present retrospective study aimed to inves-tigate vitamin D status markers and vitamin D degradation products in a mixed cohort of 148 hospitalized COVID-19 patients with various clinical courses of COVID-19. (2) Methods: The serum concentrations of 25(OH)D3, 25(OH)D2, 24,25(OH)2D3, and 25,26(OH)2D3 were determined by a validated liquid-chromatography tandem mass-spectrometry method in leftover serum samples from 148 COVID-19 patients that were admitted to the University Hospital of the Medical Uni-versity of Graz between April and November 2020. Anthropometric and clinical data, as well as outcomes were obtained from the laboratory and hospital information systems. (3) Results: From the 148 patients, 34 (23%) died within 30 days after admission. The frequency of fatal outcomes did not differ between males and females. Non-survivors were significantly older than survivors, had higher peak concentrations of IL-6 and CRP, and required mechanical ventilation more frequently. The serum concentrations of all vitamin D metabolites and the vitamin D metabolite ratio (VMR) did not differ significantly between survivors and non-survivors. Additionally, the need for res-piratory support was unrelated to the serum concentrations of 25(OH)D vitamin D and the two vitamin D catabolites, as well as the VMR. (4) Conclusion: The present results do not support a relevant role of vitamin D for the course and outcome of COVID-19.

scholarly journals Sustainable Teacher Training via Distance Education: The Effect of Study Centers, Gender and Economic Demographics on Academic Performance

2021 ◽  
Vol 13 (14) ◽  
pp. 7965
Author(s):  
Hong Zhang ◽  
Wilson Osafo Apeanti ◽  
Paul Georgescu ◽  
Prince Harvim ◽  
Dianchen Lu ◽  
...  
Keyword(s):  
Teacher Education ◽  
Distance Education ◽  
Academic Performance ◽  
Education Program ◽  
Teacher Education Program ◽  
Policy Implications ◽  
Education Students ◽  
Traditional Mode ◽  
The University ◽  
Better Than

We examine the effectiveness and sustainability of the distance teacher education program established by the University of Education, Winneba, Ghana, by investigating the differences in the academic performance of students who are trained in the teacher education program via traditional and distance education modes, respectively, from 2011 to 2015. Close attention is paid to the factors that affect the academic performance of students in the distance mode. Our findings confirm that traditional mode students perform better than their distance mode counterparts in terms of cumulative GPAs. Gender and economic demographics of distance study centers are found to affect the academic performance of distance education students significantly. The policy implications of these findings are discussed and directions of further action are outlined.

Sharp things, or the silver lines are not scars

2019 ◽  
Author(s):  
◽  
Teresa Milbrodt
Keyword(s):  
Financial Stability ◽  
Romantic Relationship ◽  
Insurance Coverage ◽  
Health Insurance Coverage ◽  
Stained Glass ◽  
University Of Missouri ◽  
Adjunct Instructor ◽  
Constant Change ◽  
Part Time ◽  
The University

[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT REQUEST OF AUTHOR.] This novel is the story of Tianne, a twenty-eight-year-old stained glass artist. She works two part-time jobs as a clerk at a stained glass supply store, and as an adjunct instructor at a community college. Her boyfriend Jeremiah is an academic adviser at the same college, but wants a career performing in comedy clubs. He uses a wheelchair due to spina bifida, and is cheerfully blunt that he could die from an undetected kidney infection. Tianne wrangles her own invisible disability, since endometriosis causes her to have awful cramps during her period that can keep her home from work. Tianne loves her jobs but worries about bills after her car breaks down. She envies Jeremiah's financial stability until he's fired for speaking his mind too many times to administration. Tianne fears for his health insurance coverage, while Jeremiah debates careers as a high school guidance counselor or touring comedy clubs. Throughout the book Tianne tries to chart a path though the instabilities of her body, Jeremiah's body, their career paths, and their romantic relationship, knowing that nothing is permanent. Hers is a story not of looking for stability, but coming to terms with instability, and finding spaces of adaptation to constant change.

scholarly journals The challenges of adopting BIM for setting and infrastructure management of University of Minho

2018 ◽  
Vol 48 ◽  
pp. 02002 ◽  
Author(s):  
Paulo J. S. Cruz ◽  
Miguel Azenha
Keyword(s):  
Shared Knowledge ◽  
Facilities Management ◽  
Infrastructure Management ◽  
Knowledge Resources ◽  
Global Challenge ◽  
Modelling Framework ◽  
Building Information ◽  
Relevant Role ◽  
The University

The University of Minho (UMinho) is aware of the relevant role of higher education institutions in the global challenge of sustainability. The integration of sustainability values into its strategy encompasses all the fields of its activity. Taking into account the growing importance of shared knowledge resources as a reliable basis for decisions during infrastructures life cycle, the UMinho is currently undergoing an important process of implementing a ‘Building Information Modelling’ framework (BIM). This paper briefly describes the implementation steps that are current towards such a goal, in particular in terms of facilities management aspects.

scholarly journals It is not enough to flip your classroom. A case study in the course of Pavements in Civil Engineering

2019 ◽  
Vol 39 (3) ◽  
pp. 62-69
Author(s):  
Yasmany García-Ramírez
Keyword(s):  
Flipped Classroom ◽  
Civil Engineering ◽  
Learning Experience ◽  
University Teaching ◽  
Traditional Model ◽  
Group A ◽  
The Subject ◽  
Group B ◽  
The University

The flipped classroom, as an active learning model, has given remarkable results in several areas in the university teaching; however, its execution is still able to improve. This research shows the implementation and improvement of the flipped classroom model in the course of Pavements. It evaluates their influence on the students’ final grades and their learning experience. Three groups of students participated in this study, who enrolled in the course of Pavements in the Civil Engineering. Group A took the course with the traditional model, while Group B took it with a flipped classroom, and Group C experienced it with a reinforced flipped model. Groups did the course the subject in 2017, 2018 and 2019, respectively. Results show that even though with the flipped classroom models, the finals grades did not increase compared to the scores of the traditional model; however, it improved their learning experience. The students were more satisfied with the method; they even asked for fewer modifications than they did in the traditional model. This research shows that adding little academic things to the course, it would greatly influence their students' opinion.

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