scholarly journals STUDENTS’ LEARNING EXPERIENCE IN A WEB DESIGN COURSE USING FLIPPED CLASSROOM APPROACH IN HIGHER EDUCATION

2021 ◽  
Vol 6 (40) ◽  
pp. 193-206
Author(s):  
Usha Vellappan ◽  
Liyen Lim
Keyword(s):  
Flipped Classroom ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Web Design ◽  
Traditional Classroom ◽  
Face To Face ◽  
Class Time ◽  
Hands On ◽  
The University ◽  
Learning Institutions

The incorporation of information technology in education has benefitted learning institutions, instructors as well as students in coping with how knowledge can be transferred, absorbed, and used in the context of teaching and learning. The flipped classroom has been used to maximize the in-class time with discussions and critical thinking activities and leaves the learning to the students prior to the in-class sessions which were considered difficult to be implemented in a traditional classroom setting. The aim of this study is to explore students’ learning experiences with the implementation of flipped classroom approach. This study presents 96 business program students’ experiences of incorporating flipped classroom approach in a web designing course at the university level. Both quantitative and qualitative questionnaire was used to collect data for this study. The findings of the study showed that students responded positively to this approach. Students expressed that they are able to learn better and be more prepared to attend face-to-face classes. They appreciated that they were given the freedom to take charge of their individual learning. The hands-on nature of the course made flipped classroom favorable because students are able to apply their knowledge immediately by using the self-check questions after viewing the videos and progress to more complex applications during the in-class sessions. Students welcomed such an approach to be used in other hands-on or practical courses. However, there are still areas of concern and challenges for both students and instructors that need to be looked into when incorporating the flipped classroom model.

Open and Distance Learning Tools and Strategies

2008 ◽  
pp. 34-47
Author(s):  
Cristina Girona
Keyword(s):  
Teaching And Learning ◽  
Formal Education ◽  
Learning Experience ◽  
Learning Tools ◽  
Educational Models ◽  
E Learning ◽  
Technological Means ◽  
The University ◽  
Learning Institutions

There exists nowadays an enormous variety of models of e-leaning, from the technological, methodological and management perspective. At the university level, but also in company-training, in schools and formal education institutions, the different educational models appear, moving in a continuum from those who use technology as a complement or support to traditional attended sessions, to those that base the teaching and learning process in completely online environments. They try a variety of teaching methods while using differing degrees of virtualisation in the organisation (Bates, 2005). Years ago, when ICT in education started to be widely used, the success of the e-learning experience and the institutions themselves depended on their technological means; the platform was the most important of the model adopted by e-learning institutions. Initial efforts were put in market analysis aiming at finding out which was the best platform developed by ICT providers. Major investments in economical terms were dedicated to the acquisition of what was considered “the best” platform. Some years later, it was seen that institutions were different from the rest, and that not all educational platforms could cover all their needs. They realised that the success of their educational offer could not only be based on technology but in the learning materials provided. At that moment, the industry of online resources and hypermedia materials for educational uses grew up quickly. For some years, the success of e-learning mainly depended on the quality of the online materials provided, and that distinguish one institution from others.

B-Learning and Flipped Classroom in Social Sciences Education

2020 ◽  
pp. 193-225
Keyword(s):  
Social Sciences ◽  
Flipped Classroom ◽  
Teaching And Learning ◽  
Content Delivery ◽  
Traditional Classroom ◽  
Group Activities ◽  
Class Time ◽  
Lecture Format ◽  
High Level ◽  
Collaborative Skills

Lecture-driven classrooms allow teachers to teach a lot of information to students over a limited time. However, the traditional classroom lecture format has also limited the communication between student and teacher. The flipped classroom pedagogy is a type of b-Learning that inverts the traditional classroom lecture content delivery. In flipped learning, students are required to read or view prerecorded lectures edited online by the teacher as a part of their homework. After, in class time, they focus on group activities, so that teachers must rethink the design of the teaching and learning process in the classroom with discussions and group work where students can make decisions, apply theoretical knowledge, and make mistakes. Regarding the teaching and learning of social sciences, geography, and history, this approach implies opportunities for students to learn high-level content, besides creative, critical, and collaborative skills.

Using Multimodal Pedagogy to Teach Languages Online

2022 ◽  
pp. 247-268
Author(s):  
Lou Tolosa-Casadont
Keyword(s):  
Teacher Candidates ◽  
Teaching And Learning ◽  
Clinical Teaching ◽  
Learning Experience ◽  
Lessons Learned ◽  
School Level ◽  
Face To Face ◽  
Multimodal Pedagogy ◽  
Hands On ◽  
Pros And Cons

The onset of the COVID-19 pandemic in March 2020 immediately exposed inequities among students and teachers in terms of technological access and pedagogical skill. Educators responded to this new reality by modifying their teaching and interactions with learners and by seeking opportunities for introspection, reflection, and transformation. The field of teacher education was also affected by the pandemic. This chapter presents the transformation of an in-school face-to-face pre-clinical language teaching and learning experience at the elementary school level into an innovative virtual hands-on online one-on-one language pre-clinical teaching and learning experience. It also includes how teacher candidates (TCs) participating in this program designed and taught highly engaging multimodal virtual lessons, the pros and cons of teaching in this type of setting, and the lessons learned though this experience.

scholarly journals FRAMEWORK FOR TEACHING PARALLEL FLIPPED CLASSROOMS

2019 ◽  
Author(s):  
Ioana Rontu ◽  
Mohammed Moshirpour ◽  
Sepideh Afkhami Goli ◽  
Fatemeh Sharifi ◽  
Ehsan Mohammadi
Keyword(s):  
Learning Styles ◽  
Flipped Classroom ◽  
Learning Experience ◽  
Lessons Learned ◽  
Post Secondary ◽  
Face To Face ◽  
Flipped Classrooms ◽  
Course Material ◽  
Face To Face Instruction ◽  
The University

Advancements in information technology has given rise to a new flipped learning environment that is increasingly used at post-secondary institutions. This new pedagogical approach provides a personalized learning experience by accommodating different students’ learning styles. Students interact with the course material prior to attending scheduled face-to-face instruction, where learning is reinforced by working through examples and application problems. This paper provides a practical guiding framework for the collaboration and coordination of multiple instructors in a flipped delivery course style, based upon a literature review, qualitative research, and experience. We used a qualitative approach using a questionnaire to gather lessons learned and suggestions from instructors. The responses were analyzed to extract common themes which were mapped to create a conceptual framework for successful multi-instructor flipped course delivery. Recommendations are made as per three chronological sequences of before, during and after the course offering. The framework aims to support the planning, implementation and evaluation stages of organizing and managing a multi-instructor flipped course. This paper stresses the importance of the teaching team proactively completing the planning and design of course components before the start of the course. Quantitative student feedback received from the fall 2018 course offering in Schulich School of Engineering at the University of Calgary is used to support the flipped classroom delivery, multi-instructor delivery style.

The flipped classroom model: when technology enhances professional skills

2017 ◽  
Vol 34 (1) ◽  
pp. 51-62 ◽  
Author(s):  
Hoda Baytiyeh
Keyword(s):  
Learning Style ◽  
Flipped Classroom ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Teaching Style ◽  
Web Design ◽  
Problem Solving Skills ◽  
Content Type ◽  
Self Regulated Learning

Purpose The purpose of this paper is to investigate the effectiveness of the flipped classroom model in teaching and learning as well as the skills that can be acquired by students after being exposed to this learning style. Design/methodology/approach This paper uses a qualitative case study design. In total, 20 students, from various majors, who were enrolled in a web-design course, participated in a survey that consisted of open-ended questions exploring their perceptions toward the flipped classroom approach. Findings The students’ comments offered evidence for a deeper and broader perspective on learning, and five themes have emerged: self-regulated learning, problem-solving skills, teamwork and communication skills, enjoyment, and creativity. Originality/value This study reveals that this teaching style can enrich the learning experience of students and can help them develop the soft skills they need to succeed in any profession.

scholarly journals Flipped Classroom at the Defence University

2018 ◽  
Author(s):  
Jowati Juhary ◽  
Ahmad Fahimi Amir
Keyword(s):  
Flipped Classroom ◽  
Teaching And Learning ◽  
Higher Learning ◽  
Education Students ◽  
Face To Face ◽  
Use Of Technology ◽  
Technology In Teaching ◽  
E Learning ◽  
Learning Institutions ◽  
Ministry Of Higher Education

Flipped classroom is not a new concept in education. Students are expected to be well-prepared before coming to face-to-face sessions since they have to read/watch/listen to the lectures through the learning management system (LMS) or an e-learning portal before coming to the classes. What traditionally was practised is that students were given lectures during face-to-face sessions. Now, the lectures are online, and only activities to enhance students’ understanding will take place during face-to-face sessions. The concept is now being implemented successfully in some higher learning institutions in Malaysia, including Universiti Sains Malaysia, Penang; Universiti Malaysia Sabah, Sabah; and Universiti Kebangsaan Malaysia, Selangor. In fact, the emphasis is given by the Ministry of Higher Education, Malaysia for all higher learning institutions to incorporate the use of technology in teaching and learning. Given this, the National Defence University of Malaysia (NDUM) must also be prepared to rise to this challenge. This research becomes the main study on the use of flipped classroom at the NDUM

Is it face time or structure and accountability that matter? Moving from a flipped to a flipped/hybrid classroom

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Kara Diane Smith
Keyword(s):  
Student Learning ◽  
Flipped Classroom ◽  
Learning Experience ◽  
Individual Student ◽  
Classroom Context ◽  
Final Exam ◽  
Content Type ◽  
Face To Face ◽  
Class Time ◽  
Face Time

PurposeThis research examines whether a shift to a hybrid classroom, which replaces some face-to-face classroom time with online instruction, adversely affects student learning if the structure and incentives that are characteristic of a flipped classroom are already in place.Design/methodology/approachThis study features a quantitative analysis of individual student data collected over multiple sections of a single course with the same instructor. In all seven sections, over two semesters, principles of microeconomics used a flipped classroom format that features preclass video lectures, daily quizzes and highly interactive class time. In three of the seven sections, the time spent in class was reduced by one-third. For this experiment, student scores on the cumulative final exam evaluate student learning. Students took a survey at the end of the semester to provide feedback on time use during the course and to make observations about the class format.FindingsResults from this study suggest that despite accountability for the work done outside of class, students score 4.4% points lower on the final exam in the class format that features reduced face-to-face time. However, student comments also suggest that this is a worthwhile tradeoff as they balance work, internships and other nonacademic demands on their time. Student evaluations of the course and instructor are statistically unchanged.Practical implicationsEfficiency in educational delivery is an ongoing concern for students and faculty. This research demonstrates that a classroom that is both flipped and hybrid makes better use of student and faculty time, provides a richer learning experience and only modestly reduces student learning. It is notable that students report a preference for the hybrid classroom model, despite modestly lower levels of learning.Originality/valueWhile research has been done on flipped and hybrid classrooms separately, this is the first paper to isolate the effect of seat time within the flipped classroom context. This research addresses the flipped classroom design's ability to mitigate the documented reduction in student learning that often results from reduced class time or an increase in online learning.

scholarly journals Beyond e-learning: from blended methodology to transmedia education

2015 ◽  
Vol 7 (1) ◽  
Author(s):  
Valentina Favrin ◽  
Elisabetta Gola ◽  
Emiliano Ilardi
Keyword(s):  
New Media ◽  
Learning Experience ◽  
Educational Activity ◽  
Dynamic Learning ◽  
Face To Face ◽  
Convergence Culture ◽  
E Learning ◽  
Collaborative Working ◽  
The University ◽  
Traditional Activity

Abstract Nowadays, at the time of convergence culture, social network, and transmedia storytelling – when social interactions are constantly remediated – e-learning, especially in universities, should be conceived as a sharing educational activity. Different learning experiences should become smoother and able to fade out the closed learning environments (as software platform and classrooms (either virtual or not)). In this paper, we will show some experiences of the Communication Sciences degree program of the University of Cagliari, which is supplied through an e-learning method. In the ten years since its foundation, the approach has evolved from a blended learning with two kinds of traditional activity (online activities and face-to-face lessons) to a much more dynamic learning experience. Many new actors (communication companies, local government, public-service corporations, new media and social media) – indeed – have been involved in educational and teaching process. But also these processes changed: collaborative working, new media comprehension, self-guided problem solving are examples of the new literacies and approaches that can be reached as new learning objectives.

scholarly journals It is not enough to flip your classroom. A case study in the course of Pavements in Civil Engineering

2019 ◽  
Vol 39 (3) ◽  
pp. 62-69
Author(s):  
Yasmany García-Ramírez
Keyword(s):  
Flipped Classroom ◽  
Civil Engineering ◽  
Learning Experience ◽  
University Teaching ◽  
Traditional Model ◽  
Group A ◽  
The Subject ◽  
Group B ◽  
The University

The flipped classroom, as an active learning model, has given remarkable results in several areas in the university teaching; however, its execution is still able to improve. This research shows the implementation and improvement of the flipped classroom model in the course of Pavements. It evaluates their influence on the students’ final grades and their learning experience. Three groups of students participated in this study, who enrolled in the course of Pavements in the Civil Engineering. Group A took the course with the traditional model, while Group B took it with a flipped classroom, and Group C experienced it with a reinforced flipped model. Groups did the course the subject in 2017, 2018 and 2019, respectively. Results show that even though with the flipped classroom models, the finals grades did not increase compared to the scores of the traditional model; however, it improved their learning experience. The students were more satisfied with the method; they even asked for fewer modifications than they did in the traditional model. This research shows that adding little academic things to the course, it would greatly influence their students' opinion.

scholarly journals Design for learning – a case study of blended learning in a science unit

F1000Research ◽  
2015 ◽  
Vol 4 ◽  
pp. 898
Author(s):  
Roslyn Gleadow ◽  
Barbara Macfarlan
Keyword(s):  
Blended Learning ◽  
Teaching And Learning ◽  
Scientific Practice ◽  
Learning Experience ◽  
Science Students ◽  
Face To Face ◽  
Design For Learning ◽  
Learning Management

Making material available through learning management systems is standard practice in most universities, but this is generally seen as an adjunct to the ‘real’ teaching, that takes place in face-to-face classes. Lecture attendance is poor, and it is becoming increasingly difficult to engage students, both in the material being taught and campus life. This paper describes the redevelopment of a large course in scientific practice and communication that is compulsory for all science students studying at our Melbourne and Malaysian campuses, or by distance education. Working with an educational designer, a blended learning methodology was developed, converting the environment provided by the learning management system into a teaching space, rather than a filing system. To ensure focus, topics are clustered into themes with a ‘question of the week’, a pre-class stimulus and follow up activities. The content of the course did not change, but by restructuring the delivery using educationally relevant design techniques, the content was contextualised resulting in an integrated learning experience. Students are more engaged intellectually, and lecture attendance has improved. The approach we describe here is a simple and effective approach to bringing this university’s teaching and learning into the 21st century.

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