scholarly journals Effects of Flipped Classroom on Learning Outcomes and Satisfaction: An Experiential Learning Perspective

2021 ◽  
Vol 13 (16) ◽  
pp. 9298
Author(s):  
Chien-Chih Chen
Keyword(s):  
Experiential Learning ◽  
Blended Learning ◽  
Learning Outcomes ◽  
Learning Theory ◽  
Flipped Classroom ◽  
Learning Cycle ◽  
Experiential Learning Theory ◽  
E Learning ◽  
Flipped Classrooms ◽  
Better Than

This article explores the flipped-classroom learning cycle and traditional blended-learning cycle from the experiential learning-theory perspective, according to which we proposed three teaching strategies: high-flipped classroom (high-FC), low-flipped classroom (low-FC), and Traditional Blended Learning (traditional BL). And, the three teaching strategies are adopted in the course of Enterprise Resource Planning System. The purpose is to investigate the effects of learning outcomes and satisfaction among high-FC, traditional BL, and low-FC. This research adopts a quasi-experimental method. The sample for the study is a compulsory course of the Information Management Department of the University of Science and Technology in Taiwan, with a total of 94 students in two classes. There are several research conclusions. (1) The three groups of t test results found that there are significant differences in the learning outcomes of the system skills. high-FC is better than low-FC, low-FC is better than traditional BL, and high-FC is better than traditional BL. However, there are no significant differences in the learning outcomes of process knowledge. (2) The results of ANOVA testing showed that students have the highest perceived learning outcomes for high-FC, followed by low-FC and traditional BL. (3) The results of ANOVA testing showed that students have the highest perceived learning satisfaction in high-FC, followed by low-FC, and the lowest is traditional BL. (4) The t test result shows that students are more satisfied with preview e-learning than review e-learning. The study findings provide several implications. (1) It is feasible to implement flipped classrooms from the perspective of experiential-learning theory. (2) Fully flipped classrooms have practical difficulties. A partially flipped classroom (high-FC or low-FC) can be a feasible gradual strategy. (3) Flipped classrooms and e-learning support each other’s sustainable development. (4) The flipped classroom based on experiential learning theoretical perspective has obtained preliminary verification in the ERP-system course.

scholarly journals Analisis pelaksanaan mata kuliah pengenalan lapangan persekolahan (plp) secara daring berdasarkan experiential learning theory

HUMANIKA ◽  
2021 ◽  
Vol 21 (2) ◽  
pp. 173-192
Author(s):  
Benedecta Indah Nugraheni
Keyword(s):  
Experiential Learning ◽  
Learning Outcomes ◽  
Learning Theory ◽  
Experiential Learning Theory ◽  
Training And Education ◽  
Self Development ◽  
Field Practice ◽  
Professional Teacher ◽  
Positive Experiences ◽  
Students Attitudes

PLP merupakan mata kuliah praktik lapangan untuk memberi pengalaman langsung secara komprehensif kepada mahasiswa Fakultas Keguruan dan Ilmu Pendidikan (FKIP) mengenai dunia persekolahan dan untuk mengembangkan berbagai kompetensi yang dimiliki seorang guru profesional. Dengan adanya pandemi covid-19, PLP dilaksanakan secara daring, sehingga mahasiswa tidak dapat memperoleh pengalaman secara langsung di sekolah tempat pelaksanaan PLP. Praktik ini menjadi kurang ideal untuk mata kuliah PLP. Penelitian ini bertujuan menganalisis hasil refleksi pengalaman mahasiswa peserta PLP secara daring untuk mengetahui penguasaan capaian pembelajaran yang telah ditetapkan, pengalaman-pengalaman positif yang diperoleh dan kendala yang dihadapi mahasiswa, sikap atau nilai-nilai yang berkembang dalam diri mahasiswa, serta pengalaman inspiratif dan niat-niat yang dibangun untuk pengembangan diri yang muncul berdasarkan hasil refleksi. Penelitian ini merupakan penelitian kualitatif. Hasil penelitian menunjukkan bahwa mahasiswa dapat menguasai capaian pembelajaran dengan baik dan sangat baik, mahasiswa memperoleh berbagai pengalaman positif dan pengalaman mengatasi kendala yang muncul akibat pandemi, ada sikap atau nilai-nilai yang berkembang dalam diri mahasiswa, mahasiswa memperoleh pengalaman inspiratif, dan muncul niat-niat dari mahasiswa untuk pengembangan diri. Dengan demikian, siklus belajar dalam experiential learning theory dialami oleh mahasiswa peserta PLP daring.School Introduction (PLP) is a field practice course to provide comprehensive direct experience to students of the Teacher Training and Education Faculty (FKIP) regarding school understanding and to develop the various competencies of a professional teacher. In the covid-19 pandemic, PLP has been implemented online, so students cannot gain experience directly at the school where PLP is implemented. This practice is less than ideal for the PLP course. This research aimed to analyze the results of reflections on the experiences of students participating in online PLP to determine the mastery of predetermined learning outcomes, positive experiences, obstacles faced by students, attitudes or values that were developed by students, inspirational experiences, and intentions for self-development that arises based on the results of reflection. This research was a qualitative research. The results showed that students could master learning outcomes well and very well, gained various positive experiences and experiences overcoming obstacles that arise due to the pandemic, developed attitudes or values, gained inspirational experiences, and developed intentions for self-development. Thus, the learning cycle in experiential learning theory was experienced by the students participating the online PLP.

scholarly journals Experiential Learning Theory in Serious Gaming to Foster Clinical Reasoning in Orthopedics: Adaptations in Response to COVID-19 era

2020 ◽  
pp. 1-3
Author(s):  
Ayat Eltayar
Keyword(s):  
Experiential Learning ◽  
Learning Theory ◽  
Clinical Reasoning ◽  
Clinical Training ◽  
Virtual Patient ◽  
Learning Cycle ◽  
Virtual Patients ◽  
Experiential Learning Theory ◽  
Serious Gaming ◽  
Face To Face

Clinical reasoning is an important aspect in learning medicine. Due to social distancing in COVID-19 pandemic, clinical training of residents in orthopedic department in Alexandria faculty of medicine (AFM) faced many restrictions. The experiential learning cycle of Kolb was adopted in serious gaming platform. “Mediactiv platform” was used to create a case to teach clinical reasoning for orthopedic residents. Our experience guarantees that Virtual patients and serious gaming platforms can be used to teach clinical reasoning, replacing face to face discussions. AFM is the first medical school in Egypt to use a virtual patient platform to teach clinical reasoning for graduates in orthopedics. Our experience was beneficial as mentioned by staff and trainers.

scholarly journals Journalism teaching and experiential learning

2009 ◽  
Vol 2 ◽  
pp. 34-48
Author(s):  
Kate Kartveit
Keyword(s):  
Experiential Learning ◽  
Learning Styles ◽  
Learning Theory ◽  
Learning Process ◽  
Learning Preferences ◽  
Learning Cycle ◽  
Experiential Learning Theory ◽  
Learning And Teaching ◽  
Journalism Studies ◽  
Starting Point

TV-journalism can never be thought successfully entirely on a theoretical basis. The students must experience the professions challenges and difficulties by exercising and experiencing the TV-journalistic methods, TV-tools and TVaesthetics in practice in order to achieve skills within TV-journalism. The article discusses how Kolb’s learning circle successfully provides a pedagogic approach in practical journalism learning and teaching. Kolb experiential learning theory says that ideally the learning process represents a learning cycle or spiral where the learner touches four bases in process, that means a cycle of experiencing, reflecting, thinking, and acting. Kolb describes four different learning styles or learning preferences. This refers to four different ways of experiencing the learning process. Every learner has a preference to learn in different ways andthe learning circle offers the learners to fulfil the learning process no matter what starting point the learner prefers. This approach focuses on journalism training as growing a person from the inside, whereas conventional teaching and training is the transfer of capability into a person from the outside. Keywords: coaching, conventional learning, David A. Kolb, Experience Based Learning Systems, Experiential Learning Theory, International TV-program, journalism studies, learning cycle, learning process, pedagogical approach, TV-journalism. p>

Implementation of a Blended Learning Module to Teach Handling, Restraint, and Physical Examination of Cats in Undergraduate Veterinary Training

2021 ◽  
pp. e20200160
Author(s):  
Mirjam B.H.M. Duijvestijn ◽  
Bente M.W.K. Van der Wiel ◽  
Claudia M. Vinke ◽  
M. Montserrat Diaz Espineira ◽  
Harold G.J. Bok ◽  
...  
Keyword(s):  
Physical Examination ◽  
Blended Learning ◽  
Learning Outcomes ◽  
Clinical Training ◽  
Skills Training ◽  
Veterinary Students ◽  
Learning Modules ◽  
Learning Module ◽  
E Learning ◽  
Standard Module

Cats can be easily stressed in a clinical (training) setting and may show unpredictable reactions and patterns of defensive aggression. This can be a complicating factor in undergraduate veterinary training. Inexperienced veterinary students can evoke defensive feline behavior that negatively affects learning outcomes and animal welfare. As a result, restraint techniques and physical examination of cats was hardly practiced in pre-clinical training at Utrecht University. To overcome this, a new blended learning module was developed using a lecture on feline behavior; e-learning modules about feline behavior, handling, restraint, and physical examination skills; and redesigned practical sessions in which live animals and manikins were used. The aim of this study was to investigate how students’ perceptions of competence and confidence changed regarding feline behavior, handling, restraint, and physical examination skills after the new module was implemented. Questionnaires were used for quantitative analysis, and focus groups were used for qualitative analysis. The results show that compared with students who followed the standard module, students who participated in the blended learning module scored higher in feeling confident with handling animals, feeling competent to perform physical examination on cats, and ability to assess whether a cat is stressed. Students with less experience with cats were more likely to show improvement in assessing a cat’s stress level than students who had much experience with cats. The results demonstrate that the blended learning module improves students’ learning outcomes regarding feline skills training and adds to reduction, refinement, and replacement of the use of live cats.

scholarly journals THE DEVELOPMENT OF BLENDED LEARNING BASED ON HANDPHONE FOR COMPUTER SYSTEM SUBJECT ON XI GRADE OF SMKN 1 BENGKULU CITY

2019 ◽  
Vol 7 (3) ◽  
pp. 497-502
Author(s):  
Basuki Wibawa ◽  
Paidi .
Keyword(s):  
Blended Learning ◽  
Learning Outcomes ◽  
System Approach ◽  
Flipped Classroom ◽  
Formative Evaluation ◽  
Learning Model ◽  
Vocational High School ◽  
Fourth Edition ◽  
Seventh Edition ◽  
Stages Of Learning

Purpose of Study: Education has an important role to improve the quality of human resources that made the younger generations could develop their potential optimally. Vocational High School (SMK) is one of the educational institutions that has prepared their graduates to enter the working world. One of the compulsory programs in Vocational High School is the students were carried out on the fieldwork practices (PKL). To provide learning access for students as long as they stayed in the industry area, so it was necessary to give learning on blended learning by using handphone as a learning media. In order to get students’ learning outcomes be maximized, so the development of this learning should be done by applying Research and Development patterns that were adapted from The Steps of System Approach Model of Educational Research and Development (R & D), Fourth Edition and Seventh Edition by Borg and Gall. Blended learning models that would be developed are Norman Vaughan and Flipped Classroom Models. Learning materials were developed are computer system subject. The measurement of result development was done by the formative evaluation that consisted of one to one evaluation with expert, one to one evaluation with learner, small group and field trial. Methodology: The methodology that was conducted is stages of learning model adopted from Model of The Steps of System Approach Model of Educational Reseach and Development (R & D), Fourth Edition and Seventh Edition by Borg and Gall. The blended learning model that will be developed is the Norman Vaughan model and Flipped Classroom Model. (Helena Gillespie et.all, 2007) Results: Stages of learning model development that was adopted from Model of The Steps of System Approach Model of Educational Reseach and Development (R & D), Fourth Edition and Seventh Edition by Borg and Gall. The blended Vaughan model and Flipped Classroom Model. Stages of development process as follows:1) Data and Information Collecting, 2) Identity Instructional Goal, 3) Conduct instructional Analyze, 4) Analyze Learners and Contexts, 5) Write Performance Objectives, 6) Develop AssessmentInstrument, 7) Develop Instructional Strategy, 8 Develop and Select Instructional Materials, 9) Revise Instruction, 10) Design and Conduct Formative Evaluation of Instruction (Gall et all). Implications/Applications: Development of blended learning based on handphone was appropriate to be used in learning at XI grade of SMK. It was caused that students of XI grade have followed the practice of field work for about 3 months, as long as the students followed the practice of fieldwork, it meant that the learning process was still being applied by using handphone media and learning outcomes showed that there was an improvement in learning outcomes.

scholarly journals IMPLEMENTASI E-LEARNING FLIPPED CLASSROOM SEBAGAI UPAYA PENINGKATAN KEMAMPUAN MAHASISWA DALAM MENDESAIN MATERI PENGEMBANGAN BAHAN AJAR NON CETAK

2021 ◽  
Vol 14 (1) ◽  
pp. 60
Author(s):  
Evi Susilawati ◽  
Imamul Khaira
Keyword(s):  
Action Research ◽  
Data Collection ◽  
Quantitative Data ◽  
Flipped Classroom ◽  
Teaching Material ◽  
Teaching Materials ◽  
Material Development ◽  
E Learning ◽  
Flipped Classrooms ◽  
Classroom Action Research

Abstrak: Penelitian ini bertujuan untuk meningkatkan kemampuan mahasiswa dalam mendesain materi pengembangan bahan ajar non cetak melalui e-learning flipped classroom. Penelitian ini berjenis penelitian tindakan kelas (PTK) dengan mengikuti langkah-langkah penelitian yaitu: perencanaan, pelaksanaan, observasi, analisis dan refleksi. Subjek penelitian ini adalah mahasiswa semester V Program Studi Dosenan Pancasila dan Kewarganegaraan Fakultas Keguruan dan Ilmu Dosenan Universitas Islam Sumatera Utara pada tahun pelajaran 2020/2021. Pelaksanaan penelitian tindakan kelas ini dilakukan pada matakuliah  Pengembangan Bahan Ajar dengan jumlah mahasiswa 17 orang. Teknik pengumpulan data pada  penelitian ini menggunakan data kuantitatif. Alat pengumpulan data kuantitatif ini menggunakan instrumen materi pengembangan bahan ajar non cetak dengan menggunakan pilihan berganda yang diberikan secara online, sementara pada data kualitatif menggunakan hasil observasi kemampuan mahasiswa dalam mendesain materi pengembangan bahan ajar non cetak di kelas e-learning. Hasil penelitian ini menunjukkan terdapat peningkatan kemampuan mahasiswa dalam mendesain materi pengembangan bahan ajar non cetak dengan menggunakan e-learning flipped classroom. Kata Kunci: Kemampuan Mahasiswa, Bahan Ajar Non Cetak, E-Learning Classroom  Abstract: This study aims to improve students' abilities in designing non-print teaching materials through e-learning flipped classrooms. This research is a classroom action research (CAR) by following the research steps, namely: planning, implementing, observing, analyzing and reflecting. The subjects of this study were students in the fifth semester of the Pancasila and Citizenship Lecturer Study Program, the Teaching and Lecturer Faculty of the Islamic University of North Sumatra in the 2020/2021 school year. The implementation of this classroom action research was carried out in the course of Teaching Material Development with a total of 17 students. Data collection techniques in this study using quantitative data. This quantitative data collection tool uses non-printed teaching material development materials instruments using multiple choices provided online, while the qualitative data uses observations of students' abilities in designing non-print teaching material development materials in e-learning classes. The results of this study indicate that there is an increase in the ability of students in designing non-print teaching materials development materials using e-learning flipped classrooms. Keywords: Student Activity, Non-Printed Teaching Materials, E-Learning Flipped Classroom 

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