scholarly journals Flipped-learning course design and evaluation through student self-assessment in a predental science class

2017 ◽  
Vol 29 (2) ◽  
pp. 93-100 ◽  
Author(s):  
Jungjoon Ihm ◽  
Hyoseon Choi ◽  
Sangho Roh
Keyword(s):  
Course Design ◽  
Science Class ◽  
Flipped Learning ◽  
Self Assessment

scholarly journals The Effect of Layered Flipped Learning Model on Students' Attitudes and Self-Regulation Skills

2020 ◽  
Vol 6 (3) ◽  
pp. 409
Author(s):  
Burcu Okmen ◽  
Abdurrahman Kilic
Keyword(s):  
Secondary School ◽  
Time Management ◽  
Focus Group Interview ◽  
Self Regulation ◽  
Research Process ◽  
Learning Model ◽  
Flipped Learning ◽  
Self Assessment ◽  
Black Sea Region ◽  
Students Attitudes

The aim of this study is to determine the views of students regarding their attitudes towards English lesson and the contributions to self-regulation skills while using a layered flipped learning model. One of the qualitative research methods, the ‘action research’ method was used in this research.  The research was conducted with students in the fifth year of a secondary school in the Western Black Sea region of Turkey.  In the research process, self-regulation interview form, attitude interview form, focus group interview, student letters, self-assessment form were used as data collection tools. According to the results of the research, a positive change was observed in the motivational, self-efficacy, strategy selection, environmental arrangement, time management components of self-regulation. Also, it was concluded that there were positive changes at the end of the semester in all three components of the attitude. In addition, at the end of the semester, it was observed that students started doing extra activities to learn English better, they started to deal with English outside of the classroom and to create new opportunities to be exposed to English.

scholarly journals Design and validation of a music technology course for initial music teacher education based on the TPACK framework and the project-based learning approach

2019 ◽  
Vol 12 (3) ◽  
pp. 225-246 ◽  
Author(s):  
Jesús Tejada ◽  
Tomás Thayer Morel
Keyword(s):  
Teacher Education ◽  
Course Design ◽  
Real Life ◽  
Product Evaluation ◽  
Education Programme ◽  
Primary Objective ◽  
Music Technology ◽  
Project Based Learning ◽  
Initial Teacher Education ◽  
Self Assessment

This project outlines a design for, and presents an evaluation and validation of, an information and communication technology (ICT) training course on an initial teacher education programme for pre-service music teachers at a Spanish University. The primary objective was to improve initial teacher education in music technology through a course design with two key components: (1) constructivist learning through collaborative projects (PBL) and (2) the technological pedagogical content knowledge (TPACK) integration framework. The course saw students carry out four real-life projects, three of which involved the elaboration of educational material through the exclusive use of musical technology, and one of which involved an ICT research project. Results were obtained through an end-product evaluation and a self-assessment questionnaire and indicated that the course was well received and highly valued by the participants. In their self-assessment responses, students spoke of the academic value of the course, a confidence in their own skills, their willingness to use ICTs in future teaching contexts, the importance of ICTs in their degree programme, the fact that the course surpassed their expectations in terms of achievement (a fact corroborated through data triangulation in the end-product evaluation) and the transferability of the knowledge acquired to the music classroom. Finally, they provided suggestions for potential improvements to the course.

Teacher development: Resources and devices to promote reflective attitudes toward their profession

2019 ◽  
Vol 9 (2) ◽  
pp. 445-457
Author(s):  
Maria Gabriela Schmidt ◽  
Noriko Nagai ◽  
Naoyuki Naganuma ◽  
Gregory Birch
Keyword(s):  
Teacher Development ◽  
Course Design ◽  
Assessment Tool ◽  
Ministry Of Education ◽  
Language Policies ◽  
Examination System ◽  
Self Assessment ◽  
Research Project ◽  
The Common ◽  
And Function

Abstract The Common European Framework of Reference for Languages (CEFR) has been increasingly used to inform language policies and teaching practices in Japan. The Japanese Ministry of Education proposed in 2011 that objectives of English curricula at the secondary education level ought to be stated using the “Can do” schemata of the CEFR and then announced a new English examination system for college enrolment to be launched in 2020. This top-down approach to implementing the CEFR, however, has caused practitioners great confusion and led to mis-conceptualisations of the CEFR. A group of practitioners conducted a research project aiming to develop a practical guide to CEFR-informed learning, teaching and assessment. It attempts to provide practitioners with CEFR-related resources and tools to implement the CEFR for course design. To design a course, users of the CEFR need to modify scaled illustrative descriptors in principled ways to fit local needs. The modified descriptors become the basis for daily lesson plans, and function as an assessment tool for teacher and learner self-assessment. This report summarises the research project and workshops held in 2017 and 2018.

Preparing Engineers for the 21st Century

2015 ◽  
Vol 4 (4) ◽  
pp. 1-26
Author(s):  
Nikos J. Mourtos
Keyword(s):  
Content Knowledge ◽  
21St Century ◽  
Course Design ◽  
Work Setting ◽  
Process Skills ◽  
Self Assessment ◽  
Technology Students ◽  
Engineering And Technology ◽  
Globalized Economy ◽  
New Challenges

Process skills (problem-solving, lifelong learning, critical thinking, communication and collaboration, self-assessment, change management, etc.) have always been important in any education and work setting. However, new challenges presented by a new, globalized economy, have put a new focus on these skills in the engineering workplace. Process skills present a great challenge for educators and practicing engineers alike because they are hard to define explicitly, hard to teach, and even harder to develop as a student. They depend on attitudes and values as much as they depend on content knowledge. For educators the challenge is three-fold: how to clearly define these skills, how to assess them, and how to effectively teach them to their students. The paper discusses a course design process that facilitates the development of these skills to help prepare engineering and technology students for the challenges of the 21st century workplace.

scholarly journals How to advance our understanding of flipped learning: Directions and a descriptive framework for future research

2018 ◽  
pp. 441-454
Keyword(s):  
Flipped Classroom ◽  
Course Design ◽  
Learning Objectives ◽  
Future Research ◽  
Flipped Learning ◽  
Instructional Approach ◽  
Future Studies ◽  
Four Dimensions ◽  
Research Advance ◽  
Descriptive Framework

With the growing number of research articles published on flipped learning, many aspects of this instructional approach have been well researched and thoughtfully discussed. At this point, how can future research advance our understanding of flipped learning? This article sheds light on three possible directions for future studies of this instructional approach, including (1) longitudinal studies, (2) examining its effects on different learning objectives, and (3) incorporating gamification into flipped courses. A descriptive framework for flipped classroom interventions is then proposed, comprising of four dimensions: (1) research background, (2) course design, (3) course activities, and (4) outcome of interventions. By applying this descriptive framework, the knowledge created in future research can be well-documented, disseminated, used, and evaluated by other practitioners and researchers. The present work can provide a foundation for further efforts to research flipped learning.

The “Flip” Side of Online Course Redevelopment

2021 ◽  
pp. 208-234
Author(s):  
Angela Cook ◽  
Chunxuan Shen ◽  
Yen-Ying Lai
Keyword(s):  
Student Attitudes ◽  
Course Design ◽  
Learning Experience ◽  
Online Course ◽  
Flipped Learning ◽  
Chinese Translation ◽  
High Quality ◽  
Online Delivery ◽  
Online Mode ◽  
Use Of Technology

The COVID pandemic has highlighted the need for universities to be innovative and inclusive in their response to changing circumstances and to develop high quality courses in a completely online environment. In Semester 1, 2020, the team redeveloped a large undergraduate English and Chinese translation course at an Australian university in flipped mode while shifting the course to fully online delivery. The authors found that although student attitudes towards online flipped learning were initially mixed, levels of student engagement were similar to previous semesters. By the second semester of implementation, student evaluations of the course were significantly higher than in pre-flipped, pre-online semesters. This experience demonstrates that it is possible to develop a flipped university translation course that is interactive and engaging and challenges students academically. With appropriate scaffolding and the judicious use of technology, flipped learning offers a very positive learning experience and can be a key element of effective course design in fully online mode.

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