scholarly journals Modelling Dependency Structures Produced by the Introduction of a Flipped Classroom

Mathematics ◽  
2019 ◽  
Vol 8 (1) ◽  
pp. 19 ◽  
Author(s):  
Ana D. Maldonado ◽  
María Morales
Keyword(s):  
Performance Indicators ◽  
Flipped Classroom ◽  
Engineering Students ◽  
Basic Knowledge ◽  
Introductory Statistics ◽  
Traditional Teaching ◽  
Traditional Lecture ◽  
Traditional Structure ◽  
Statistics Course ◽  
Dependency Structures

Teaching processes have been changing in the lasts few decades from a traditional lecture-example-homework format to more active strategies to engage the students in the learning process. One of the most popular methodologies is the flipped classroom, where traditional structure of the course is turned over by moving out of the classroom, most basic knowledge acquisition. However, due to the workload involved in this kind of methodology, an objective analysis of the results should be carried out to assess whether the lecturer’s workload is worth the effort or not. In this paper, we compare the results obtained from two different methodologies: traditional lecturing and flipped classroom methodology, in terms of some performance indicators and an attitudinal survey, in an introductory statistics course for engineering students. Finally, we analysed the changes in the relationships among variables of interest when the traditional teaching was moved to a flipped classroom by using Bayesian networks.

scholarly journals The Flipped Classroom Approach to Improve Fundus Examination Skills for Medical Students: a Mixed-methods Study

2021 ◽  
Author(s):  
Kiyoshi Shikino ◽  
Claudia A Rosu ◽  
Daiki Yokokawa ◽  
Shingo Suzuki ◽  
Yusuke Hirota ◽  
...  
Keyword(s):  
Medical Students ◽  
Diagnostic Accuracy ◽  
Flipped Classroom ◽  
Bloom's Taxonomy ◽  
Traditional Teaching ◽  
Fundus Examination ◽  
Traditional Lecture ◽  
Revised Bloom's Taxonomy ◽  
Bloom’S Taxonomy ◽  
Total Examination Time

Abstract BACKGROUND: Training for the fundus examination using traditional teaching is challenging, resulting in low generalist physicians’ confidence in performing the funduscopic exam. At the same time, there is growing evidence suggesting flipped classrooms’ value in teaching physical examination procedures. However, whether the flipped classroom is superior to the traditional, lecture-based teaching for the funduscopic exam and the cognitive processes supporting its effectiveness has not yet been determined. METHODS: We conducted a sequential explanatory mixed-method study to compare the flipped classroom approach’s effectiveness versus the traditional lecture-based classroom for teaching the funduscopic exam to the medical students at Chiba University in Japan. Medical students were randomly assigned to either a flipped classroom group or a traditional teaching group. We then quantitatively measured the diagnostic accuracy of funduscopic findings, the length of time to perform the fundus examination, and students’ confidence in performing funduscopic examinations, before and after attending the specific classrooms. Next, we conducted student focus groups to explore the students’ thinking processes in the flipped classroom and traditional teaching of fundus examination, respectively. The qualitative data were analyzed using the qualitative content analysis method.RESULTS: Diagnostic accuracy was significantly higher using the flipped classroom method (flipped: 36.6% to 63.4%, traditional: 28.3% to 34.6%, F (1,310) = 11.0, p = .001). The total examination time was significantly shorter using the flipped classroom teaching (flipped: 85.4s to 66.9s, traditional: 85.3s to 76.3s, F (1,310) = 14.7, p <.001). Six semi-structured focused group interviews were conducted (n=36). In the flipped classroom group, we identified 12 categories corresponding to five levels of the revised Bloom’s taxonomy: remember, understand, apply, analyze, evaluate. Five categories were identified in the traditional classroom group corresponding only to three levels of the revised Bloom’s taxonomy: understand, apply, analyze. Interrater reliability was substantial (Cohen’s kappa = 0.81). CONCLUSIONS: Teaching medical students funduscopic examination using the flipped classroom methodology leads to improved diagnostic accuracy, confidence, and motivation for funduscopic examinations, while reducing total examination time. The flipped classroom teaching method enabled higher levels of cognitive activity than the traditional, lecture-based classroom, as assessed using the revised Bloom’s taxonomy.

scholarly journals Effect of flipped teaching on student performance and perceptions in an Introductory Physiology course

2019 ◽  
Vol 43 (1) ◽  
pp. 28-33 ◽  
Author(s):  
Chaya Gopalan
Keyword(s):  
Student Performance ◽  
Flipped Classroom ◽  
Teaching Practice ◽  
Teaching Style ◽  
Course Evaluations ◽  
Traditional Teaching ◽  
Positive Perception ◽  
Traditional Lecture ◽  
The Individual ◽  
In The Beginning

Flipped teaching (FT) has caught educators’ attention due to its success in engaging students through pre- and in-class activities. To learn if FT improved student performance, scores from the quizzes and exams of a fully flipped classroom with retrieval exercises were compared with those of five semesters of traditional lecture-based [unflipped (UF)] teaching in an undergraduate sophomore-level physiology course. Student attitude surveys were also evaluated. Student performance on both the quizzes and exams was significantly higher in the FT class in general compared with that of the UF teaching. Interestingly, however, when the individual exam scores were compared between the two styles, the scores for students in the FT were significantly higher for exams 2 and 3, yet lower for exam 1. The shift in performance from exam 1 to exams 2 and 3 is likely explained by the need for time to adjust to the new teaching style. Students reported an overall positive perception of FT in their course evaluations at the end of the semester. In conclusion, FT improved student performance compared with that of lecture-based traditional teaching practice, but required some time to adjust in the beginning of the semester.

scholarly journals USING ACTIVE LEARNING METHODOLOGIES IN AN INTRODUCTORY STATISTICS COURSE

2021 ◽  
Vol 20 (2) ◽  
pp. 2
Author(s):  
ANNA REGINA CORBO ◽  
DANIEL GUILHERME GOMES SASAKI
Keyword(s):  
Active Learning ◽  
Engineering Students ◽  
Public Institution ◽  
Peer Instruction ◽  
Introductory Statistics ◽  
Curricular Content ◽  
Statistics Course ◽  
Traditional Lectures ◽  
Probability And Statistics ◽  
The One

In general, engineering students show little interest in the activities inherent in statistics subjects. This claim may be partly explained by the competition with other subjects in the first years of undergraduate courses, or by student perceived low attractiveness of the classes. In this context, several studies indicated that methodologies where the student is the protagonist of the learning process lead to greater engagement during the activities and better scores in the assessments. This work describes the use of active learning methodologies in an introductory probability and statistics course for Engineering classes at a Brazilian public institution. Two classes were monitored during one term: in the first one (control class) traditional lectures were used, in the second one (experimental class) three different active methodologies were applied, namely: Jigsaw, Peer Instruction and Think-Pair-Share. On the one hand, the results indicated slightly better performances in the experimental class, as well as an increase in attendance. On the other hand, dropout rates were similar in both classes. This study is part of a renewal proposal of the mathematics subjects, based on the use of active learning methodologies and the review of curricular content to meet current pedagogical demands. Abstract: Portuguese Em geral, os alunos de Engenharia demonstram pouco interesse nas atividades inerentes à disciplina de Estatística. Tal constatação pode ser em parte explicada pela concorrência com outras disciplinas do ciclo básico, ou ainda, pela pouca atratividade das aulas. Nesse contexto, diversos estudos apontam que metodologias onde o aluno é o protagonista do processo de aprendizagem acarretam maior engajamento durante as atividades e melhores escores nas avaliações. Este trabalho descreve o uso de metodologias de aprendizagem ativa em um curso introdutório de Probabilidade e Estatística para turmas de Engenharia, numa instituição pública brasileira. Duas turmas foram monitoradas ao longo de um semestre: na primeira, fez-se uso de aulas expositivas dialogadas (turma controle) e, na segunda, aulas com três metodologias ativas diferentes, a saber: Jigsaw, Peer Instruction e Think-Pair-Share (turma experimental). Os resultados indicam um desempenho acadêmico levemente melhor da turma experimental, assim como na frequência dessa turma. Por outro lado, a taxa de evasão manteve-se semelhante em ambas as turmas. Este estudo é parte de uma proposta de renovação para as disciplinas de cunho matemático da instituição, baseada no uso de metodologias de aprendizagem ativa e na revisão de conteúdos curriculares para atender às demandas pedagógicas atuais.

Statistical literacy and the news media

2017 ◽  
Author(s):  
Andrew Gelman ◽  
Deborah Nolan
Keyword(s):  
News Media ◽  
News Article ◽  
Introductory Statistics ◽  
News Story ◽  
Statistical Literacy ◽  
Process Information ◽  
Statistics Course ◽  
Reported Study ◽  
Original Report

An important theme in an introductory statistics course is the connection between statistics and the outside world. Described in this chapter are assignments that can be useful in getting students to learn how to gather and process information presented in the news and scientific reports. These assignments seem to work well only when students have direction about how to do this kind of research. Three versions of the assignment are provided. In all three, students read a news story and the original report on which the article was based, and they complete a worksheet with guidelines for summarizing the reported study. In some versions students are supplied the news story and report and in another each student finds a news article and tracks down the original report on her own. Included here are our guidelines, example instructional packets, and the process we use to organize each type of assignment.

scholarly journals Innovative Applications Mode of Network Learning Space in Exercise Physiology Based on Ubiquitous Learning

2019 ◽  
Vol 14 (04) ◽  
pp. 113 ◽  
Author(s):  
Jie Kong
Keyword(s):  
Flipped Classroom ◽  
Exercise Physiology ◽  
Internet Technology ◽  
Traditional Teaching ◽  
Ubiquitous Learning ◽  
Learning Space ◽  
Network Teaching ◽  
Network Learning ◽  
Space Construction

With continuous development of internet technology, the concept of ubiquitous learning and network learning space have received more and more attention from scholars, and gradually become the research focuses. College classroom has turned to network teaching from traditional teaching. In this study, literature review and case study were combined with ubiquitous learning and network learning space construction to systematically discuss classification and concept models of network learning space under the perspective of ubiquitous learning. Meanwhile, four models based on network learning space were proposed, and flipped classroom network teaching model was applied in the course of Exercise Physiology. The study showed that, the model has the good teaching effect in course teaching. It not just improves students’ interest, but also lays a foundation for popularizing the teaching mode.

INTRODUCTORY STATISTICS COURSE TERTIARY STUDENTS’ UNDERSTANDING OF P-VALUES

2014 ◽  
Vol 13 (1) ◽  
pp. 53-65 ◽  
Author(s):  
ROBYN REABURN
Keyword(s):  
Null Hypothesis ◽  
Probabilistic Reasoning ◽  
Statistics Education ◽  
Introductory Statistics ◽  
P Values ◽  
Testing Procedures ◽  
Research Journal ◽  
Null Hypothesis Testing ◽  
Statistics Course ◽  
Teaching Programs

This study aimed to gain knowledge of students’ beliefs and difficulties in understanding p-values, and to use this knowledge to develop improved teaching programs. This study took place over four consecutive teaching semesters of a one-semester tertiary statistics unit. The study was cyclical, in that the results of each semester were used to inform the instructional design for the following semester. Over the semesters, the following instructional techniques were introduced: computer simulation, the introduction of hypothetical probabilistic reasoning using a familiar context, and the use of alternative representations. The students were also encouraged to write about their work. As the interventions progressed, a higher proportion of students successfully defined and used p-values in Null Hypothesis Testing procedures. First published May 2014 at Statistics Education Research Journal Archives

E-learning and Language and Style in Lancaster

2006 ◽  
Vol 15 (3) ◽  
pp. 234-256 ◽  
Author(s):  
Mick Short
Keyword(s):  
Student Performance ◽  
English Language ◽  
First Year ◽  
Traditional Teaching ◽  
Web Based ◽  
Traditional Lecture ◽  
Student Responses ◽  
Introductory Course ◽  
E Learning ◽  
The Web

This article reports on research conducted in the department of Linguistics and English Language at Lancaster University from 2002 to 2005 on first-year undergraduate student performance in, and reaction to, a web-based introductory course in stylistic analysis. The main focus of this report is a comparison of student responses to the varying ways in which the web-based course was used from year to year. The description of student responses is based on an analysis of end-of-course questionnaires and a comparison of exit grades. In 2002–3, students accessed the first two-thirds of the course in web-based form and the last third through more traditional teaching. In 2003–4 the entire course was accessed in web-based form, and in 2004–5 web-based course workshops were used as part of a combined package which also involved weekly lectures and seminars. Some comparison is also made with student performance in, and responses to, the traditional lecture + seminar form of the course, as typified in the 2001–2 version of the course.

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