Investigating Students’ Attitudes, Motives, Participation and
          Performance Regarding Out‑of‑Class Communication (OCC) in a Flipped
          Classroom

In a flipped classroom, students engage in active learning during class time and have individual information‑transmission outside class time. University students need to complete the pre/post‑class activities to fully benefit from flipped classroom. It is important that teachers adopt practical methods including teacher‑student out‑of‑classroom communication (OCC) to help students manage their time effectively and stay on task. This research examines the practice of OOC in a flipped first‑year postgraduate Business Law course at an Australian university that comprises a large overseas student cohort. By means of a questionnaire, the researcher collected data about student perceptions of OCC, their motives for engaging in OCC, and the change of the motives in a flipped classroom. Student demographics, online participation, and academic performance data were exported from the university database. The student answers, participation, and performance were measured and compared with t‑tests. The preliminary results show that in a flipped classroom, students were more motivated to engage in OCC. Moreover, the short‑term online participation improved for the students who were communicated by the teacher outside classroom. However, an analysis of the data indicated no statistically significant difference in students’ academic performance. In the concluding sections of this paper, the limitations of this study are acknowledged, followed by several recommendations for future research.

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Flipping the “Learning Skills” Course during COVID-19: A Mixed-Modality Study

Education in Medicine Journal ◽

10.21315/eimj2021.13.3.4 ◽

2021 ◽

Vol 13 (3) ◽

pp. 31-41

Author(s):

Ashfaq Akram ◽

Kamran Sattar ◽

Tauseef Ahmad ◽

Hamza M. Abdulghani ◽

Jennesse John ◽

...

Keyword(s):

Medical Students ◽

Flipped Classroom ◽

Teaching Method ◽

Female Students ◽

Learning Material ◽

Learning Skills ◽

Male And Female ◽

Class Time ◽

Significant Difference ◽

The Mean

The purpose of this study was to compare the male and female medical students’ perceptions of the flipped classroom (FC) using the Zoom online platform during the COVID-19 pandemic. A mixedmodality study proceeded for first-year undergraduate medical students (n = 149). Three topics (learning how to learn, stress management and doctor-patient communication) were flipped using the Zoom platform. Following the flipping, relevant videos and PowerPoint slides were sent to the students. Home assignments were done through the online classroom. The students were then made to answer a questionnaire on their perceptions of FC consisting of 5-point Likert items. In addition, a focus group discussion (FGD) was carried out with voluntary participation (n = 13) for an in-depth discussion of flipped teaching. The quantitative data were analysed using the independent t-test, and Atlas.ti was used to analyse the qualitative data. For most of the Likert statements, there was no significant difference (p > 0.05) between the mean results obtained by the male and female students. For example, for the item “The learning material was available before class time”, both the male (mean [SD] = 1.857 [0.443]) and female (mean [SD] = 1.966 [0.365]) respondents confirmed the learning material’s availability before class time (p = 0.121). However, the mean result obtained by the male respondents for the variable “I understood the topics in lesser time compared to the traditional lecture method” was higher than the mean result obtained by the female participants by 0.236, which was statistically significant (95% CI [0.373, –0.100], p = 0.001). Modified FC teaching for the “learning skills” course is thus an effective teaching method. The male students took significantly lesser time understanding the three included topics compared to the female students.

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The contribution of corporate social responsibility (CSR) initiatives to student enrollment and performance in Ghana

International Journal of Educational Management ◽

10.1108/ijem-07-2020-0348 ◽

2021 ◽

Vol ahead-of-print (ahead-of-print) ◽

Author(s):

Karim Fusheini ◽

Hussein Salia

Keyword(s):

Corporate Social Responsibility ◽

Academic Performance ◽

Social Responsibility ◽

School Enrollment ◽

Education Sector ◽

Future Research ◽

Student Enrollment ◽

Content Type ◽

And Performance ◽

Corporate Social

PurposeFinancing is a major obstacle to achieving quality education for all persons of school-going age in less-developed countries. Consequently, corporate institutions through corporate social responsibility (CSR) initiatives are increasingly becoming government partners in financing education sector projects. The effect of these CSR interventions on education funding gap, school enrollment and academic performance is yet to be adequately evaluated, hence the reason for this study.Design/methodology/approachThis study used in-depth interviews and focus group discussions on examining the contributions of CSR initiatives to school funding, enrollment and academic performance from the viewpoint of teachers, students and heads of schools. The interviews were tape-recorded, transcribed, reviewed and sorted according to key and recurrent themes.FindingsThe study shows that CSR interventions have contributed to student enrollment in beneficiary schools, improved academic and core-curricular performances of students. Funding gaps in schools have also being unraveled through this study which will inform policy decisions going forward. However, the informal financiers may have other reasons unknown to the resource recipients for investing in the education sector.Research limitations/implicationsThe research only considered the perspectives of teachers, students, pupils and heads of schools on the effect of CSR interventions on enrollment and performance. The views of CSR initiators (corporations), opinion leaders and other stakeholders of the schools are reserved for future research.Practical implicationsIt is therefore imperative that managers of school systems are cautious in establishing exchange relationship with informal financiers as there may be other hidden reasons behind the corporate support to the beneficiary schools.Originality/valueThe addition of other stakeholders' perspective on the effect of CSR initiatives on school enrollment and students' performance is a novelty.

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Weight-for-Age Percentiles and Experience Impact Youth Wrestling Record over the Course of a Season (P23-010-19)

Current Developments in Nutrition ◽

10.1093/cdn/nzz043.p23-010-19 ◽

2019 ◽

Vol 3 (Supplement_1) ◽

Author(s):

Heather Reymunde Wittmer ◽

Steven Reggie ◽

Erin O'Hora ◽

Diane DellaValle

Keyword(s):

Small Sample ◽

Future Research ◽

Hydration Status ◽

Years Of Experience ◽

Performance Variables ◽

Funding Sources ◽

Significant Difference ◽

And Performance ◽

Insight Into ◽

Weight For Age

Abstract Objectives Youth in weight-classified combat sports may attempt to change body weight to gain performance advantage. Differences between weight-for-age percentiles (WAP) and performance in youth wrestlers remains unknown. The purpose of this retrospective study was to examine the differences in performance between wrestlers above and below the 50th WAP over a wrestling season. Methods Participants included 22 male wrestlers from a team in the Pennsylvania Elementary Wrestling League (8.8 ± 2.1 years of age, 2.3 ± 2.3 years of experience). Retrospective data included age, weight, years of experience, family history, and frequency of wins, losses and forfeits over a 3-month wrestling season. Average WAP were calculated using CDC growth charts and wrestlers were assigned to one of two groups <50 th WAP (n = 10) and >50 th WAP (n = 12). Wrestlers were also categorized into two groups in terms of experience (≤2 years, >2 years). Differences between the two groups in performance variables were examined using ANOVA. Results We observed a significant difference between <50th and >50th WAP groups in total forfeits (0.6 ± 1.0; 2.0 ± 1.5, respectively, P < 0.02). There was an interaction observed between WAP group and years of experience in number of total forfeits (P < 0.132) such that wrestlers with <2 years of experience and <50th WAP experienced fewer total forfeits (0.3 ± 0.8) than those >50th percentile (2.0 ± 1.4). Those with more experience in <50th WAP also had fewer forfeits compared to >50th WAP. A similar interaction was observed between WAP group and years of experience in number of total losses (P < 0.187). Wrestlers with <2 years of experience, and <50th WAP experienced more total losses (4.8 ± 1.5) than wrestlers >50th WAP (2.0 ± 1.4). Those with more experience and <50th WAP experienced fewer losses than those >50th WAP. Conclusions We observed a significant difference in forfeits between average WAP groups and an interaction between experience and WAP groups in losses and forfeits in this small sample. Further research is needed to provide insight into how WAP mayaffect performance in this population. Future research may include a larger population, and variables such as BMI-for-age, hydration status, nutrition, body composition and additional factors that affect both weight and performance. Funding Sources n/a.

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JUTLP Editorial Issue 14.3

Journal of University Teaching and Learning Practice ◽

10.53761/1.14.3.1 ◽

2017 ◽

Vol 14 (3) ◽

pp. 2-4

Author(s):

Alisa Percy ◽

◽

Dominique Parrish ◽

Keyword(s):

Academic Performance ◽

Formative Assessment ◽

Student Perceptions ◽

Teaching Practice ◽

Summative Assessment ◽

Learning Needs ◽

Learning And Teaching ◽

Assessment Design ◽

Significant Difference ◽

Class Presentation

Welcome to the final edition of the Journal of University Learning and Teaching Practice for 2017. We would like to acknowledge the significant contributions of our five Associate Editors - Dr Peter Copeman, University of Canberra, Dr Jo-Anne Kelder, University of Tasmania, Dr Tracey Kuit, University of Wollongong, Dr Morag McFadyen, Robert Gordon University, and Dr Vikki Pollard, Deakin University. The first two papers in this issue focus explicitly on assessment activities. In the first paper, Houston and Thompson describe and evaluate an assessment design that aimed to integrate formative assessment with summative assessment in a capstone paramedic subject. The assessment design provided students with feedback tailored to their unique learning needs. Students perceived this assessment as valuable and effective as well as promoting their readiness to practice. In the second paper Braun compares online and in class presentation assessments exploring student perceptions and academic performance with regard to these two assessment modes. This comparison identified that there was no significant difference between the two modes and there is a suggestion that online presentations might even be favoured by students.

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ALTERNATIVE DELIVERY MODE (ADM) PROGRAM DELIVERY AND PERFORMANCE OF STUDENTS

European Journal of Open Education and E-learning Studies ◽

10.46827/ejoe.v5i2.3388 ◽

2020 ◽

Vol 5 (2) ◽

Author(s):

Nelson E. Lucero

Keyword(s):

Academic Performance ◽

Elementary Schools ◽

Significant Relationship ◽

Delivery Mode ◽

Gender And Age ◽

Significant Difference ◽

And Performance ◽

Relationship Of ◽

The Relationship ◽

Alternative Delivery

Alternative Delivery Mode (ADM) of instruction had become an option of schools, parents, and learners to access education. Despite its implementation for several years, research on its delivery and students’ academic performance was not endeavored. Hence, this study was conducted to determine the relationship of Alternative Delivery Mode (ADM) program and performance of the students. The respondents of the study were 30 students from nine elementary schools in the Division of Digos, Davao del Sur. Results showed that most of the respondents enrolled in the Alternative Delivery Mode (ADM) were male, at age 11, and were laborers. Most of them were low performers. The respondents rated the Alternative Delivery Mode (ADM) implementation as moderate. It further revealed that there was no significant difference in the level of implementation of Alternative Delivery Mode in terms of gender and age but it showed significant relationship between the level of implementation of the program and the performance of the students. Intensification of Alternative Delivery Mode (ADM) was recommended. Article visualizations:<img src="/-counters-/edu_01/0720/a.php" alt="Hit counter" />

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Detecting Learning Strategies with Analytics: Links with Self-reported Measures and Academic Performance

Journal of Learning Analytics ◽

10.18608/jla.2017.42.10 ◽

2017 ◽

Vol 4 (2) ◽

Cited By ~ 42

Author(s):

Dragan Gasevic ◽

Jelena Jovanovic ◽

Abelardo Pardo ◽

Shane Dawson

Keyword(s):

Academic Performance ◽

Learning Strategies ◽

Flipped Classroom ◽

Approaches To Learning ◽

Self Report ◽

Deep Approach ◽

Approach To Learning ◽

Trace Data ◽

Deep Approach To Learning ◽

And Performance

The use of analytic methods for extracting learning strategies from trace data has attracted considerable attention in the literature. However, there is a paucity of research examining any association between learning strategies extracted from trace data and responses to well-established self-report instruments and performance scores. This paper focuses on the link between the learning strategies identified in the trace data and student reported approaches to learning. The paper reports on the findings of a study conducted in the scope of an undergraduate engineering course (N=144) that followed a flipped classroom design. The study found that learning strategies extracted from trace data can be interpreted in terms of deep and surface approaches to learning. The detected significant links with self-report measures are with small effect sizes for both the overall deep approach to learning scale and the deep strategy scale. However, there was no observed significance linking the surface approach to learning and surface strategy nor were there significant associations with motivation scales of approaches to learning. The significant effects on academic performance were found, and consistent with the literature that used self-report instruments showing that students who followed a deep approach to learning had a significantly higher performance.

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Learning Business Law Online vs. Onland

Advances in Information and Communication Technology Education - ICTs for Modern Educational and Instructional Advancement ◽

10.4018/978-1-60566-936-6.ch008 ◽

2010 ◽

pp. 82-95

Author(s):

Louis B. Swartz ◽

Michele T. Cole ◽

Daniel J. Shelley

Keyword(s):

Student Satisfaction ◽

Classroom Environment ◽

Initial Study ◽

Central Research ◽

Business Law ◽

Course Structure ◽

Significant Difference ◽

E Learning ◽

Research Questions ◽

And Performance

This article reports on two follow-up studies to “A Comparative Analysis of Online and Traditional Undergraduate Business Law Classes” (Shelley, Swartz and Cole, 2007) designed to further examine two critical areas of e-learning, that is, student satisfaction with, and student learning in, an online environment as compared with an onland, or traditional classroom environment. While the initial study found no significant difference between the two, the second study did find statistically significant differences between the online and the onland course formats with regard to two elements of student satisfaction: (1) student satisfaction with the instructor, and (2) student satisfaction with the course structure. The second study went further to look at the effects, if any, of gender, age and nationality on student satisfaction. There was no significant difference found with age or nationality. There was a significant difference between males and females with regard to two of the research questions. The third study focused on student satisfaction and performance in two onland courses. In both areas, results indicated lower overall means for each of the four central research questions.

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A Comparison of Successful and Unsuccessful Strategies in Individual Sight-Singing Preparation and Performance

Journal of Research in Music Education ◽

10.1177/002242940505300105 ◽

2005 ◽

Vol 53 (1) ◽

pp. 51-65 ◽

Cited By ~ 20

Author(s):

Janice N. Killian ◽

Michele L. Henry

Keyword(s):

High School ◽

Future Research ◽

Sight Singing ◽

Time Analysis ◽

Preparation Time ◽

Instrumental Ensemble ◽

Significant Difference ◽

Piano Lessons ◽

And Performance ◽

Practice Time

High school singers ( N=198) individually sang two melodies from notation, with and without a 30-second practice opportunity. Overall accuracy scores were significantly higher with preparation time. The less accurate singers, however, did not benefit from practice time. Analysis of videoed tests indicated that high scorers tonicized (vocally established the key), used hand signs, sang out loud during practice, physically kept the beat, and finished practicing the melody within 30 seconds significantly more frequently than did low scorers during practice. Similar strategies were used during performance, with the addition of tonicizing before singing. Sight-singing system used made no significant difference. Characteristics appearing significantly more often among high scorers included: region/state choir, private voice or piano lessons, playing an instrument, membership in instrumental ensemble, sight-singing individually outside class, and director giving individual sight-singing tests. Results are discussed in terms of strategies for teaching individual sight-singing and recommended areas of future research. August 11, 2004 January 18, 2005.

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