Face-to-face Teaching in the Flipped Classroom  Supported by Visualization Tools – Taking the course of  “Architectural Design of Housing” as an Example

Multimedia-based information technology, especially the flipped classroom using micro video technology, has gradually changed the traditional classroom teaching and become a new teaching method to improve teaching quality. The “five-ones” teaching model combines the theory of flipped learning, micro-video theory and learning target cognitive hierarchy. Visualization tools can create real-time, evidence-based, full-participating classrooms, generating a positive effect on classroom teaching reform. Therefore, with the focus on the course of Architectural Design of Housing, a number of students of X-university majoring in civil construction were involved in an experiment of face-to-face teaching in the flipped classroom supported by visualization tools under the “five-ones” teaching model. The results show that face-to-face teaching in the flipped classroom supported by visualization tools under the “five-ones” teaching model has a significant effect on improving the quality of course teaching, but it also puts higher requirements on the teaching environment, teachers’ ability and students’ self-control.

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Flipped classroom is an approach of basic medical education for undergraduate students

10.21203/rs.3.rs-18325/v1 ◽

2020 ◽

Author(s):

Xiang Ren ◽

Lin lin Sui ◽

You fei Guan ◽

Ying Kong ◽

Bo Liu ◽

...

Keyword(s):

Medical Students ◽

Test Score ◽

Flipped Classroom ◽

Teaching Method ◽

Classroom Teaching ◽

Teaching Model ◽

Paper Test ◽

Online Test ◽

Lab Test ◽

Medical University

Abstract Background: With the development of medical education, new teaching method, such as flipped teaching model, was paid attention in the process. However, the sharing elaborate courses was used in the flipped teaching model in basic medicine has not been well investigated. Therefore, the aim of this study was to evaluate students’ learning effect of the histology and biochemistry between traditional teaching methods and flipped teaching method in the basic medicine classes to provide a scientific evidence of a new model establishment in the medical students’ education.Methods: 180 medical students at the Dalian Medical University were enrolled in the process. Hyperthyroidism was chosen for the content of this study. The participants were randomly allocated into the common teaching model group with the traditional lecture-based manner or the flipped teaching model group with the sharing elaborate courses manner. There are paper test, online test and lab test for histology and embryology after learning. The scores including total score, paper test score, online test score and lab test score were compared in two differernt teaching model and students were required to complete the questionnaire to evaluate the teaching model.Results: The scores of total, online and lab test with flipped teaching model were higher than those in common teaching model in histology and embryology. Additionally, the scores of total, paper and lab test with flipped teaching model were higher than those in common teaching model in biochemistry.The feedback of all items in the questionnaires were much positive. More students agreed and accepted the flipped teaching method could help to improve their performance.Conclusions: The medical students at Dalian Medical University can benefit from the flipped classroom teaching model, and a flipped classroom teaching model may well serve some subject areas such as histology and biochemistry. The flipped classroom approach can serve as a potentially exciting new modality for teaching model in the future.

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Research: Emergency medicine residents’ acquisition of point-of-care ultrasound knowledge and their satisfaction with the flipped classroom andragogy

POCUS Journal ◽

10.24908/pocus.v3i1.13301 ◽

2018 ◽

Vol 3 (1) ◽

pp. 2-5

Author(s):

Khalid Bashir, MD ◽

Aftab Azad, MD ◽

Kaleelullah Saleem Farook, MD ◽

Shahzad Anjum, MD ◽

Sameer Pathan, MD ◽

...

Keyword(s):

Emergency Medicine ◽

Flipped Classroom ◽

Teaching Method ◽

Point Of Care ◽

Teaching Model ◽

Point Of Care Ultrasound ◽

Post Intervention ◽

Face To Face ◽

Teaching Models ◽

The Difference

Background: One of the traditional approaches for knowledge transfer in medical education is through face-to-face (F2F) teaching. We aimed to evaluate the acquisition of knowledge about point-of-care ultrasound (POCUS) and learner’s satisfaction with the flipped classroom (FC) teaching approach. Methods: This was a prospective, mixed-method, crossover study and included 29 emergency medicine (EM) residents in current training program. Over a period of three months, each resident was exposed to F2F and FC teaching models in a crossover manner. There was a multiple-choice questions (MCQ) test before and after each educational intervention (F2F & FC). Two months after each educational intervention a final MCQ test was administered to assess the retention of knowledge between the two approaches. After each educational approach feedback was sought from a selected group of residents concerning the acceptability of the two educational approaches through a semi structured interview. Results: A total of 29 EM residents participated in this study. The numbers of residents by year of post-graduation training were seven (24.14%) PGY-1, eight (27.59%) PGY-2, six (20.69%) PGY-3, and eight (27.59%) PGY-4. The baseline mean score was 15.82 using MCQs test mean scores. For the face-to-face teaching model, the difference between pre and post-intervention scores was 2.7 (95% CI 2.1 to 3.3, p=0.001); whereas, for the flipped classroom teaching model, the difference was 3.93 (95% CI 3.2 to 4.5, p= 0.001). At two months post-intervention, for face-to-face teaching model, the MCQ assessment showed an increase of 1.7 (95% CI 1.1 to 2.2, p= 0.001) mean scores when compared to the pre-intervention mean scores; whereas, for the flipped classroom model this difference was significantly higher, recorded as 4.48 (95% CI 3.7 to 5.1, p= 0.001). Finally, the difference between mean scores for F2F and FC teaching models was 2.75 (95% CI 1.87 to 3.64, p=0.001) at two months post-intervention. Overall, the participants expressed a preference for the FC teaching methodology. Conclusion: Both F2F and FC teaching methods resulted in significant and sustained improvements in POCUS knowledge base. The FC teaching method accomplished higher test scores than the F2F teaching method both at the end of the teaching and after two months of completing the educational program.

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The Design and Application of Flip Classroom Teaching Based on Computer Technology

International Journal of Emerging Technologies in Learning (iJET) ◽

10.3991/ijet.v13i10.9453 ◽

2018 ◽

Vol 13 (10) ◽

pp. 95

Author(s):

Jia Li ◽

Xiaoxia Zhang ◽

Zijun Hu

Keyword(s):

Computer Technology ◽

Flipped Classroom ◽

Teaching Method ◽

College Teaching ◽

Classroom Teaching ◽

Teaching Model ◽

Learning Abilities ◽

Network Support ◽

Continuous Innovation ◽

Self Learning

The promotion and application of computer technology in the education field has been driving the continuous innovation and development of traditional teaching methods. As a new type of blended learning model, flipping classroom can be well combined with computer technology to effectively improve the quality of education and teaching in colleges and universities. he Moodle provides a good network support platform for the implementation of flipping classroom. This pa-per aims to develop a new flipped classroom teaching model. Supported by Moodle and adhering to the philosophy of self-learning, this teaching model ar-ranges learning tasks according to the different characteristics and needs of learn-ers. Through interactions, it can develop students’ self-learning abilities and im-prove their learning efficiency; through online tracking, it can understand stu-dents’ learning dynamics in time and guide them in preview of knowledge points before class to allow them to think clearly. The purpose of this paper is to study the effects of the flipped classroom teaching method based on Moodle so as to find out what to improve in this model and make it widely applied in college teaching to cultivate more applied talents.

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English Translation Flipped Classroom Teaching Model Based on Big Data

2021 2nd International Conference on Computers, Information Processing and Advanced Education ◽

10.1145/3456887.3457492 ◽

2021 ◽

Author(s):

Hong Liu

Keyword(s):

Big Data ◽

English Translation ◽

Flipped Classroom ◽

Classroom Teaching ◽

Teaching Model ◽

Model Based

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An Exploratory Research on the Theoretical Course Teaching in Private Colleges under the Flipped Classroom Teaching Method

Creativity and Innovation ◽

10.47297/wspciwsp2516-252712.20210502 ◽

2021 ◽

Vol 5 (2) ◽

pp. 68-72

Author(s):

Xuerui Zhang

Keyword(s):

Private Colleges ◽

Flipped Classroom ◽

Teaching Method ◽

Classroom Teaching ◽

Exploratory Research

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Convolutional Neural Network-Assisted Strategies for Improving Teaching Quality of College English Flipped Class

Wireless Communications and Mobile Computing ◽

10.1155/2021/1929077 ◽

2021 ◽

Vol 2021 ◽

pp. 1-8

Author(s):

Tiankun Liu

Keyword(s):

Neural Network ◽

Convolutional Neural Network ◽

Student Behavior ◽

Flipped Classroom ◽

Classroom Behavior ◽

Procedural Knowledge ◽

Teaching Style ◽

Teaching Quality ◽

Classroom Teaching ◽

College English

The “flipped classroom” teaching paradigm not only follows the cognitive rules of the learners, but it also subverts and reverses the standard classroom teaching process. Problem-oriented, teacher-led, student-centered, and mixed teaching approaches are the key teaching methods in the flipped classroom teaching model, which focuses on students’ procedural knowledge acquisition and critical thinking training. There are a lot of studies on the specific practice path of the “flipped classroom” teaching style right now, but there are not many on the learning involvement of college English students in this approach. According to studies, the level of student participation in classroom learning is the most important factor limiting the efficiency of teaching. The lack of research in this subject greatly limits the “flipped classroom” teaching model’s ability to improve college English classroom teaching quality. The degree of engagement between teachers and students, the enthusiasm of students in class, and the competence of teachers to educate are all reflected in student conduct in the classroom. Understanding and evaluating the behaviors and activities of students in the classroom are helpful in determining the state of students in the classroom, as well as improving the flipped classroom teaching technique and quality. As a result, the convolutional neural network is used to recognize student behavior in the classroom. The loss function of VGG-16 has been enhanced, the distance inside the class has been lowered, the distance between classes has been increased, and the recognition accuracy has improved. Accurate recognition of classroom behavior is beneficial in developing methods to improve teaching quality.

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