scholarly journals Flipped Classroom: Active Methodology for Sustainable Learning in Higher Education during Social Distancing Due to COVID-19

2021 ◽  
Vol 13 (10) ◽  
pp. 5336
Author(s):  
Joshua Collado-Valero ◽  
Gemma Rodríguez-Infante ◽  
Marta Romero-González ◽  
Sara Gamboa-Ternero ◽  
Ignasi Navarro-Soria ◽  
...  

Methodological guidelines for virtual teaching during the lockdown, tailored to Flipped Classroom, are suggested by the Spanish University Education System. This educational methodology is recommended as an effective method for distance learning due to COVID-19 by several articles, studies, research, universities and institutions in different countries around the world. However, what is the impact of these extreme circumstances on the implementation of Flipped Classroom in Higher Education? The study design is a descriptive and correlational research that compares the frequency of the implementation of Flipped Classroom before and during social distancing. This information is provided by the participants, university professors from the Faculty of Education Sciences of the University of Malaga, through an ad hoc questionnaire. The results reveal a significant increase in the frequency of Flipped Classroom sessions (z = −4.80; p <.001) during the lockdown. The data also show a significant increase in the quantity and variety of didactic resources (t = −2.390; p = 0.021), mainly those related to Flipped Classroom, with video (z = −2.860, p = 0.004) and audio (z = −2.049, p = 0.040) files. University professors consider virtual teaching during the lockdown an opportunity for Flipped Classroom and digital skills that could improve the quality of university educational methodology.

2021 ◽  
pp. 225-241
Author(s):  
Buthaina Ali Al Nuaimi ◽  
Hend Zainal ◽  
Francisco Marmolejo

AbstractSince 1995, the Qatar Foundation (QF) has played a key role in the development of Qatar through education, science, and community development. QF is an “umbrella” array of more than 50 entities covering the entire educational system from PreK-12 schools to doctoral higher education, in addition to a variety of related organizations supporting innovation, health, culture, and community development. This case study examines how the QF Multiverse-city (MultiverCity) model has created synergies between Higher Education and Pre-University Education, which have contributed to support educational continuity during the pandemic across the Foundation and beyond. All the programs shifted to the online delivery mode and new professional development programs and online resources were designed and delivered to teachers to support them in this sudden transition. Also, QF organized a series of virtual global conferences addressing the impact of COVID-19 on education, the responses of schools and systems, and how to reimagine education postcrisis. An electronic publication discussing the different experiences shared in the conference with policy recommendations is being released with the aims of informing policymakers and educators in Qatar and globally.The unique ecosystem of QF has shown its advantages by witnessing a significant proliferation of initiatives devoted to supporting the continuation of elementary and secondary education both in QF schools and nationwide. One of the success factors of these initiatives is the strong links and partnerships that QF has established between its entities and all the education stakeholders nationally and internationally over the past 25 years. Community outreach and support to PreK-12 education have always been integral to QF strategy. At the same time, the pandemic has provided opportunities for further impact research, and for further learning about the impact of contingencies, implementation of emergency plans, and best practices for more effective connectedness between different levels of the educational system.


2021 ◽  
Vol 11 (9) ◽  
pp. 479
Author(s):  
Ignacio López-Moranchel ◽  
Evelia Franco ◽  
Belén Urosa ◽  
Patricia Maurelos-Castell ◽  
Esther Martín-Íñigo ◽  
...  

Mobile learning (mLearning) is now being increasingly used in university education, with positive impacts on the motivation and predisposition of students when learning. The aim of this study was to evaluate the impact of the use of mobile applications as a learning resource in applied biomechanics, with regard to attitudinal variables (interest, motivation, applicability and learning experience) and its efficacy in the learning of general physics contents. A quasi-experimental design was proposed, with the random assignment of participants to experimental and control groups, with the post-trial measurement of a sample of 76 university students studying Applied Biomechanics, who were given an ad-hoc questionnaire in order to evaluate attitudinal aspects, as well as a test of knowledge. With regard to attitudinal aspects, higher scores were observed among the group which used the applications as learning instruments (the experimental group) when evaluating their interest in biomechanics (t = 2.79; p < 0.05; d = −0.641), the applicability of the applications in real life (t = 7.34; p < 0.001; d = −1.687) and the general evaluation of the practical sessions (t = 6.45; p < 0.001; d = −1.481). At the conceptual level, significant differences were observed in the contents worked on with the KinematicLab Jump© application. Our results show the positive effect of the use of applications on important attitudinal aspects in the learning of university students, without any relevant effect on the acquisition of conceptual learning.


2022 ◽  
Vol 9 (2) ◽  
pp. 9-21
Author(s):  
Ramalho et al. ◽  

Entrepreneurship is the engine of a nation's economic, cultural, and social development. Since Higher Education Institutions play a crucial role, it is important to analyze the academy's entrepreneurial education effectiveness in promoting entrepreneurial intention amongst students. This study aims to analyze the effect of the education agenda of a Higher Education Institution on the students’ entrepreneurial intention, exploring the effect of self-efficacy as a mediator. A quantitative, cross-sectional, and non-experimental study was performed. A sample of 176 Portuguese higher education students fulfilled the “Entrepreneurial Motivations Survey,” which includes the HEInnovate Self-Assessment Scale, the Self-Efficacy Scale, and the Entrepreneurial Intention Scale. Data analysis was performed using Statistical Package for Social Sciences (SPSS), AMOS, and PROCESS software. Through structural equation models, it was created a mediation model to assess the impact of the University education agenda on the entrepreneurial intention of the students. All scales showed adequate validity and reliability. The Faculty was not perceived as an entrepreneurial academy by the students. The results did not show a direct effect of the entrepreneurial education agenda on the students’ entrepreneurial intention. The effects emerged through self-efficacy, which plays a mediating effect between entrepreneurial education agenda on the students’ entrepreneurial intention. The entrepreneurship agenda didn’t directly influence the entrepreneurial intention. It is mandatory to offer a rich agenda in order to improve the students’ entrepreneurial competencies, preparing them to strive in the competitive market, in which self-efficacy plays an important role.


2020 ◽  
Vol 9 (1) ◽  
pp. 15-22
Author(s):  
Bilal Ahmad Pandow ◽  
Nihan Kutahnecioglu Inan ◽  
Ananda S.

The flipped learning approach over the years has gained importance, especially in higher educational establishments that primarily focus on more personalized learning for the students. In this context, the current study evaluates a flipped learning approach which was implemented by a higher education institution from the Middle East region as a pilot project and analyses the impact of the flipped approach on the student performance from the educators’ perspective. The study focuses on different aspects like the impact of the flipped approach on student performance in a different type of assessments, the impact of the flipped approach on academic performance, learning and development, and academic support activities. Also, this article analyses whether flipped learning reduces the plagiarism cases, impact on student attendance, student participation in extracurricular activities, impact on student’s knowledge, influence on student collaboration, effect on improvement in the ability to solve problems and impact of this approach on helping students to take the responsibility of their learning and become self-learners. This study empirically identified the learning outcomes from a flipped class and provides recommendations for the educators and higher education institutions for successful implementation of the flipped learning approach.


2021 ◽  
pp. 026461962199069
Author(s):  
Judit Gombas ◽  
Judit Csakvari

The Coronavirus Disease 2019 (COVID-19) pandemic and the measures of social distancing and national lockdown had a significant impact on everyday life. Individuals with BVI (blindness and visual impairment) are assumed to face increased barriers in numerous domains of their lives. This online survey research investigates, among Hungarian adults with BVI ( N = 132), the impact of the lockdown on their access to shopping, daily support needs, access to remote studies of higher education or work, and leisure habits. Respondents accounted for negative impacts of the lockdown on their participation and independence in all research topics. Issues of accessibility were common both concerning shopping for essential goods and access to remote study and work.


2020 ◽  
Vol 0 (0) ◽  
Author(s):  
Ghazala Azmat ◽  
Ştefania Simion

AbstractOver the last two decades, undergraduate university education in England moved from being state-funded and free for students, to costing all students substantial amounts in tuition fees. In this paper, using detailed administrative longitudinal microdata that follow all students attending state schools in England (approximately 95% of student population), we causally show that, despite the substantial reforms, enrollment fell only by 0.5 percentage points, where the effect is largely borne by those in wealthier groups, reducing the enrolment gap across socio-economic groups. Since tuition fees were introduced in conjunction with the government offering generous means-tested maintenance (cash) grants, as well as loans, our results highlight the importance of reducing financing constraints. Beyond enrollment, we find that the reforms have limited impact on students’ higher education choices, such as relocation decisions, university choice, and field of study. Finally, by tracking the students after graduation, we show similarly small effects on labor market outcomes.


Mathematics ◽  
2020 ◽  
Vol 8 (12) ◽  
pp. 2162
Author(s):  
Francisco-Domingo Fernández-Martín ◽  
José-María Romero-Rodríguez ◽  
Gerardo Gómez-García ◽  
Magdalena Ramos Navas-Parejo

Currently, the use of technology has become one of the most popular educational trends in Higher Education. One of the most popular methods on the Higher Education stage is the Flipped Classroom, characterised by the use of both face-to-face and virtual teaching through videos and online material, promoting more autonomous, flexible and dynamic teaching for students. In this work, we started to compile the main articles that used Flipped Classroom within the mathematical area in Higher Education, with the aim of analysing their main characteristics, as well as the impact caused on students. To do so, the method of systematic review was used, focusing on those empirical experiences published in Web of Sciences and Scopus. The results indicated that, in most cases, the implementation of Flipped Classroom led to an improvement in students’ knowledge and attitudes towards mathematical content and discipline. In addition, aspects such as collaborative work, autonomy, self-regulation towards learning or academic performance were benefited through this method.


Author(s):  
Lorenzo Moretti ◽  
Davide Bizzoca ◽  
Elsa Vitale ◽  
Michelangelo Delmedico ◽  
Antonio Spinarelli ◽  
...  

This observational study aims to depict the impact of gender and socio-economic issues on the health status of Italian Orthopaedic patients during the COVID-19 lockdown. An Ad Hoc ques-tionnaire was developed and online administered. The following data were extracted from the questionnaire: age, body mass index (BMI), education level, distance from hospital, orthopaedic disease, concomitant medical comorbidities, living status (with/without cohabitants) and physical activity level (according to Tegner Activity Scale). The impact of the COVID-19 lockdown was studied analyzing differences related to the above-mentioned parameters. A significant increase of the call number to general practitioner and to the orthopaedic surgeon was observed during the COVID-lockdown, especially in patients with higher education level. Nonetheless, a reduced compliance in drugs assumption was observed in patients with higher education level during lockdown (p=0.007). Almost all the analyzed items were significantly in-fluenced by the distance between patient&rsquo;s domicile and the nearest hospital. However, no sig-nificant differences were observed comparing pre-COVID to COVID lockdown. In the present study patients&rsquo; gender and education level revealed a significant impact on the social behavior during the COVID lockdown, compared with the pre-COVID period.


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