scholarly journals Nonscientific University Students Training in General Science Using an Active-Learning Merged Pedagogy: Gamification in a Flipped Classroom

2019 ◽  
Vol 9 (4) ◽  
pp. 297 ◽  
Author(s):  
Francisco Zamora-Polo ◽  
Mario Corrales-Serrano ◽  
Jesús Sánchez-Martín ◽  
Luis Espejo-Antúnez
Keyword(s):  
Qualitative Study ◽  
Primary Education ◽  
Flipped Classroom ◽  
Positive Emotions ◽  
Good Teaching ◽  
General Science ◽  
Innovative Teaching ◽  
Class Time ◽  
Semistructured Interviews ◽  
University Level

Innovative teaching strategies are designing a new and promising landscape in education. They fill lessons with creativity and imagination for either the students or teachers. This article addresses an attempt to make the approach to science easier in a nonscientific environment: primary education at university level. Gamification methodologies were combined with a flipped classroom in order to free up in-class time and engage the students with the taught courses. A qualitative study was merged with quantitative measures of emotional and motivational parameters. These results were improved with four semistructured interviews. The results clearly showed a rise in the students’ motivational levels, an acknowledgment of good teaching practices, and an evident enhancement of felt positive emotions toward science teaching and scientific issues.

scholarly journals Non-Scientific University Students Training in General Science Using an Active-Learning Merged Pedagogy: Gamification in a Flipped Classroom

2019 ◽  
Author(s):  
Francisco Zamora-Polo ◽  
Mario Corrales-Serrano ◽  
Jesús Sánchez-Martín ◽  
Luis Espejo-Antúnez
Keyword(s):  
Flipped Classroom ◽  
Positive Emotions ◽  
Teaching Practice ◽  
Good Teaching ◽  
Structured Interviews ◽  
Innovative Teaching ◽  
Class Time ◽  
University Level ◽  
Good Teaching Practice ◽  
Scientific Environment

Innovative teaching strategies are designing a new and promising landscape in education. They fill up the lessons with creativity and imagination either for the students and teachers. This article addresses an attempt to make easier the approach to science in a non-scientific environment: primary education at university level. Gamification methodologies were combined with flipped classroom in order to free up in-class time and engage the students with the taught courses. A qualitative study was merged with quantitative measures of emotional and motivational parameters. These results were improved with four semi-structured interviews. The results clearly showed a raise in the students' motivational level, an acknowledgment of good teaching practice and an evident enhancement of felt positive emotions toward science teaching and scientific issues.

scholarly journals The effect of flipped teaching combined with modified team-based learning on student performance in physiology

2017 ◽  
Vol 41 (3) ◽  
pp. 363-367 ◽  
Author(s):  
Chaya Gopalan ◽  
Megan C. Klann
Keyword(s):  
Student Performance ◽  
Student Attitudes ◽  
Flipped Classroom ◽  
Student Centered ◽  
Student Centered Learning ◽  
Innovative Teaching ◽  
Class Time ◽  
Teaching Format ◽  
Team Based Learning ◽  
Traditional Lectures

Flipped classroom is a hybrid educational format that shifts guided teaching out of class, thus allowing class time for student-centered learning. Although this innovative teaching format is gaining attention, there is limited evidence on the effectiveness of flipped teaching on student performance. We compared student performance and student attitudes toward flipped teaching with that of traditional lectures using a partial flipped study design. Flipped teaching expected students to have completed preclass material, such as assigned reading, instructor-prepared lecture video(s), and PowerPoint slides. In-class activities included the review of difficult topics, a modified team-based learning (TBL) session, and an individual assessment. In the unflipped teaching format, students were given PowerPoint slides and reading assignment before their scheduled lectures. The class time consisted of podium-style lecture, which was captured in real time and was made available for students to use as needed. Comparison of student performance between flipped and unflipped teaching showed that flipped teaching improved student performance by 17.5%. This was true of students in both the upper and lower half of the class. A survey conducted during this study indicated that 65% of the students changed the way they normally studied, and 69% of the students believed that they were more prepared for class with flipped learning than in the unflipped class. These findings suggest that flipped teaching, combined with TBL, is more effective than the traditional lecture.

Relationship of Specified Instructional Teacher Behaviors to Student Gain on Tennis

1986 ◽  
Vol 5 (2) ◽  
pp. 71-78 ◽  
Author(s):  
Paul De Knop
Keyword(s):  
Teacher Effectiveness ◽  
Teacher Behaviors ◽  
Good Teaching ◽  
Learning Gains ◽  
Class Time ◽  
Information Time ◽  
Specific Feedback ◽  
University Level ◽  
The University ◽  
Relationship Of

This study focused on teacher behaviors in tennis classes to determine which ones seemed most effective. The study was conducted during a sports camp at the university level. Subjects were 8 tennis instructors who each taught 5 tennis lessons of 3 hours to a class of 6 university students with no experience in any kind of tennis as defined for our purpose. The students were pretested on the defined tasks before the instruction and posttested during the last tennis lesson. Pretest and posttest performances and instructional sessions were videotaped. The behavioral data were collected by coding the videotape recordings. Classes were then grouped in three more effective and three less effective ones, based first on students’ measures of technique learning and second on their evaluation of the teacher. Using the Mann-Whitney U test, it became apparent that the two groups differed significantly on useful time, receiving information, and the time devoted to specific feedback. Thus, it might be concluded that teacher effectiveness in producing learning gains depends upon ability to transform class time into useful time and information time. According to the students, the amount of specific feedback is the most important characteristic of good teaching.

scholarly journals The Study of Flipped-Classroom for Pre-Service Science Teachers

2018 ◽  
Vol 8 (4) ◽  
pp. 163 ◽  
Author(s):  
Jin Jeong ◽  
Florentina Cañada-Cañada ◽  
David González-Gómez
Keyword(s):  
Science Teachers ◽  
Flipped Classroom ◽  
Positive Emotions ◽  
Traditional Classroom ◽  
General Science ◽  
Significant Difference ◽  
Learning Instruction ◽  
Performance Perceptions ◽  
Instruction Methodology ◽  
Teacher Training Students

The relatively new methodology, flipped-classroom, is one of blended learning instruction methodologies in which the traditional-classroom is inverted. This methodology asserts that students can participate and engage more successfully in their class and can attain better learning when their classroom is flipped. This work presents a two-year study to measure the effects of the flipped-classroom model on the performance, perceptions, and emotions for teacher training students in science education. Particularly, this research was carried out during two courses, 2014/2015 and 2015/2016, in a general science subject. With a post-task questionnaire, we obtained the information to assess their performance, perceptions, and emotions, toward the class. The results confirmed that a statistically significant difference was found on all assessments with the flipped-classroom students, performing higher on average, showing favorable perceptions, and demonstrating positive emotions about the flipped-classroom model. Thus, the students were ready to take more courses pursuing a flipped-classroom model. The results achieved in this study show a promising inclination about the performance, perceptions, and emotions of students toward the flipped-classroom methodology, and will provide an entirely a new impetus for this relatively new instruction methodology.

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.

scholarly journals ‘You see the empty bed which means it’s either a transplant or a death’: a qualitative study exploring the impact of death in the haemodialysis community

BMJ Open ◽  
2021 ◽  
Vol 11 (6) ◽  
pp. e046537
Author(s):  
Sheera Sutherland ◽  
Kirsty E Durley ◽  
Kirsty Gillies ◽  
Margaret Glogowska ◽  
Daniel S Lasserson ◽  
...  
Keyword(s):  
Qualitative Study ◽  
Clinical Setting ◽  
Support Services ◽  
Research Team ◽  
Central Importance ◽  
Semistructured Interviews ◽  
Age Range ◽  
The Impact ◽  
Community Patients

ObjectiveTo explore the impact of the death of a patient in the haemodialysis unit on fellow patients.MethodsWe interviewed patients on dialysis in a tertiary dialysis centre using semistructured interviews. We purposively sampled patients who had experienced the death of a fellow patient. After interviews were transcribed, they were thematically analysed by independent members of the research team using inductive analysis. Input from the team during analysis ensured the rigour and quality of the findings.Results10 participants completed the interviews (6 females and 4 males with an age range of 42–88 years). The four core themes that emerged from the interviews included: (1) patients’ relationship to haemodialysis, (2) how patients define the haemodialysis community, (3) patients’ views on death and bereavement and (4) patients’ expectations around death in the dialysis community. Patients noticed avoidance behaviour by staff in relation to discussing death in the unit and would prefer a culture of open acknowledgement.ConclusionStaff acknowledgement of death is of central importance to patients on haemodialysis who feel that the staff are part of their community. This should guide the development of appropriate bereavement support services and a framework that promotes the provision of guidance for staff and patients in this unique clinical setting. However, the authors acknowledge the homogenous sample recruited in a single setting may limit the transferability of the study. Further work is needed to understand diverse patient and nurse experiences and perceptions when sharing the knowledge of a patient’s death and how they react to loss.

scholarly journals Young adults’ perceptions of living with atopic dermatitis in relation to the concept of self-management: a qualitative study

BMJ Open ◽  
2021 ◽  
Vol 11 (6) ◽  
pp. e044777
Author(s):  
Susanne Lundin ◽  
Marina Jonsson ◽  
Carl-Fredrik Wahlgren ◽  
Emma Johansson ◽  
Anna Bergstrom ◽  
...  
Keyword(s):  
Young Adults ◽  
Atopic Dermatitis ◽  
Qualitative Study ◽  
Healthcare Providers ◽  
Transition Process ◽  
Population Based ◽  
Self Management ◽  
School Age ◽  
Perceived Availability ◽  
Semistructured Interviews

ObjectivesLearning to take control of one’s health is an important part of the transition from adolescence to adulthood. This study aimed to explore young adults’ perceptions of living with atopic dermatitis (AD) in relation to the concept of self-management.DesignA qualitative study with an inductive approach was performed through semistructured interviews (n=15). The interviews were recorded, transcribed verbatim and analysed with systematic text condensation.ParticipantsYoung adults (mean age 23,4 years) with persistent AD in a longitudinal population-based birth cohort. To capture experience of living with persistent AD (preschool/school-age onset) of different severity (mild to severe/very severe), a purposive selection was performed. In total, 15 young adults were included. Persistent AD (preschool/school-age onset) was defined as dry skin in combination with itchy rash of typical localisation in the 12 months preceding the 16-year and the 24-year follow-ups. Severity was self-assessed using the Patient Oriented Eczema Measure.ResultsDespite having experience of AD since childhood, the respondents expressed uncertainty about treatment and how it affected their bodies. Their uncertainties and feelings affected how they used topical corticosteroids. The respondents emphasised that they perceived availability of healthcare and knowledge about treatment of AD among healthcare providers to be limited. The participants did not state any experiences of support to self-management from healthcare, which affect young adults’ possibilities to take full control of their AD care.ConclusionsYoung adults with preschool/school-age onset of AD are unsure how to treat and manage the disease. One explanation may be insufficient transition process.

scholarly journals EXPLORIA, a New Way to Teach Maths at University Level as Part of Everything

Mathematics ◽  
2021 ◽  
Vol 9 (10) ◽  
pp. 1082
Author(s):  
Pantaleón D. Romero ◽  
Nicolas Montes ◽  
Sara Barquero ◽  
Paula Aloy ◽  
Teresa Ferrer ◽  
...  
Keyword(s):  
Learning Outcomes ◽  
Learning Process ◽  
Positive Emotions ◽  
Ad Hoc ◽  
Teaching Methodology ◽  
Colour Space ◽  
Engineering Degree ◽  
Positive Attitudes ◽  
University Level ◽  
Academic Results

The main objective of this article has been to evaluate the effect that the implementation of the EXPLORIA project has had on the Engineering Degree in Industrial Design and Product Development. The EXPLORIA project aims to develop an integrated competence map of the learning process, where the subjects are no longer considered as isolated contents, by elaborating an integrated learning process where the competences and learning outcomes of the subjects are considered as a whole, global and comprehensive learning. The EXPLORIA project connects the competencies of the different STEAM subjects that make up the degree, designing a learning process as a logical, sequential and incremental itinerary. Through concepts on which the foundations of design are based—shape, volume, colour, space and structure—the competencies of the different subjects are defined in incremental learning levels: understanding, applying, experimenting and developing, all taken from Bloom’s taxonomy. Mathematics is linked to the rest of learning through active learning methodologies that make learning useful. This new methodology changes the student’s affective domain towards mathematics in which positive emotions are transformed into positive attitudes that will improve the learning result and therefore, the students’ academic results. To validate it, at the end of the paper, the academic results compared with previous years are shown, as well as an ad hoc survey of the students’ assessment of the new teaching methodology.

scholarly journals Long COVID and the role of physical activity: a qualitative study

BMJ Open ◽  
2021 ◽  
Vol 11 (3) ◽  
pp. e047632
Author(s):  
Helen Humphreys ◽  
Laura Kilby ◽  
Nik Kudiersky ◽  
Robert Copeland
Keyword(s):  
Physical Activity ◽  
Qualitative Study ◽  
Lived Experience ◽  
Well Being ◽  
Telephone Interviews ◽  
Semistructured Interviews ◽  
The Usa ◽  
The Uk ◽  
Insight Into

ObjectivesTo explore the lived experience of long COVID with particular focus on the role of physical activity.DesignQualitative study using semistructured interviews.Participants18 people living with long COVID (9 men, 9 women; aged between 18–74 years; 10 white British, 3 white Other, 3 Asian, 1 black, 1 mixed ethnicity) recruited via a UK-based research interest database for people with long COVID.SettingTelephone interviews with 17 participants living in the UK and 1 participant living in the USA.ResultsFour themes were generated. Theme 1 describes how participants struggled with drastically reduced physical function, compounded by the cognitive and psychological effects of long COVID. Theme 2 highlights challenges associated with finding and interpreting advice about physical activity that was appropriately tailored. Theme 3 describes individual approaches to managing symptoms including fatigue and ‘brain fog’ while trying to resume and maintain activities of daily living and other forms of exercise. Theme 4 illustrates the battle with self-concept to accept reduced function (even temporarily) and the fear of permanent reduction in physical and cognitive ability.ConclusionsThis study provides insight into the challenges of managing physical activity alongside the extended symptoms associated with long COVID. Findings highlight the need for greater clarity and tailoring of physical activity-related advice for people with long COVID and improved support to resume activities important to individual well-being.

Exploring novice Indian school counsellors’ experiences collaborating with teachers and administrators

2021 ◽  
pp. 1-15
Author(s):  
Aashna Sadana ◽  
Aneesh Kumar
Keyword(s):  
School Climate ◽  
Qualitative Study ◽  
Thematic Analysis ◽  
Training Programs ◽  
Indian School ◽  
School Counsellors ◽  
Improved Outcomes ◽  
Semistructured Interviews ◽  
Collaboration Strategies

Abstract Previous studies have shown that collaboration between school counsellors and other stakeholders such as teachers and administrators leads to improved outcomes for students and a better school climate. The current qualitative study explored the experiences and perceptions of novice school counsellors in India regarding collaboration with teachers and administrators. The sample included 11 novice school counsellors working in five different cities who were recruited using purposive sampling. The thematic analysis of the data collected via semistructured interviews revealed six main themes: ‘Counsellors’ perceptions about collaboration’, ‘Collaboration with teachers’, ‘Collaboration with administrators’, ‘Challenges faced during collaboration’, ‘Strategies helpful in collaboration’ and ‘Impact of training’. Implications discussed include the need for school counsellors to advocate for their role, the need for training programs to prepare stakeholders for collaboration, and the need for policies to integrate the role of a school counsellor into schools.

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