scholarly journals Flipped Classroom in Higher Education: A Bibliometric Analysis and Proposal of a Framework for its Implementation

2021 ◽  
Vol 16 (09) ◽  
pp. 133
Author(s):  
Cesar H. Limaymanta ◽  
Ludgarda Apaza-Tapia ◽  
Elizabeth Vidal ◽  
Orlando Gregorio-Chaviano
Keyword(s):  
Higher Education ◽  
Bibliometric Analysis ◽  
Flipped Classroom ◽  
Teaching Method ◽  
Scientific Production ◽  
Growth Trend ◽  
Continuous Growth ◽  
Face To Face ◽  
Learning Modalities ◽  
E Learning

The flipped classroom as an educational model is perfectly aligned with the current demands of higher education. Therefore, the objectives of this article were to carry out a bibliometric analysis of the scientific production of the flipped classroom in higher education (2012-2020) and to propose a framework for its implementation in face-to-face, blended or online learning modalities. The records were recovered from the Web of Science Core Collection and Scopus, from which, after a five-phase methodological process, a consolidated dataset of 782 documents was obtained. The results showed the importance of the subject matter as scientific production reflected a continuous growth during the period of study. For their part, the most productive authors come from various institutions worldwide with an H index of over 50. The collaboration indicators show the growth trend of these indexes over the years, which reflects the capacity to generate national and international impact in the documents published in collaboration. The keywords co-occurrence analysis showed that the flipped classroom as a technological and innovative approach is complemented by active learning, blended learning, e-learning, ICT, teaching method, among others. Finally, a framework with five components was proposed as a basic guide for the implementation of the flipped classroom in higher education.

Analysis of Efficiency and Effectiveness in the Implementation of the Flipped Classroom in the Context of Higher Education

2021 ◽  
pp. 244-261
Author(s):  
Sergio Francisco Sargo Ferreira Lopes ◽  
Luís Borges Gouveia ◽  
Pedro Reis
Keyword(s):  
Higher Education ◽  
Flipped Classroom ◽  
Teaching And Learning ◽  
Critical Reflection ◽  
Field Investigation ◽  
Educational Models ◽  
Face To Face ◽  
Efficiency And Effectiveness ◽  
E Learning ◽  
How People Learn

The study and investigation around educational models and teaching and learning methodologies is a theme that has long aroused the interest of the academic environment in higher education, both in the period before the advent of digital technology, as in current times in which technology is strongly embedded in the various teaching and learning processes, which involve classroom and distance-learning classes and courses, both in the context of e-learning and b-learning. Understanding how people learn and understand the themes presented in the classroom in face-to-face and e-learning is fundamental for planning and implementing processes that allow teachers to apply teaching and learning methodologies that can be efficient and effective. The main objective is to carry out a critical reflection on b-learning teaching, about the implementation of the teaching and learning methodology of the flipped classroom, one of the variants of b-learning teaching, supported by the results of a field investigation carried out with 152 students (n=152) of higher education.

USE OF BLENDED LEARNING IN HIGHER EDUCATION – SOME EXPERIENCES

2015 ◽  
Vol 37 (1) ◽  
pp. 54-67 ◽  
Author(s):  
R J Singh
Keyword(s):  
Higher Education ◽  
South Africa ◽  
Distance Learning ◽  
Blended Learning ◽  
Learning Experiences ◽  
Learning Opportunities ◽  
Face To Face ◽  
E Learning ◽  
Face To Face Learning ◽  
Made In

This article reports on the use of blended learning in higher education. Blended learning has become popular in higher education in recent years. It is a move beyond traditional lecturing to incorporate face-to-face learning with e-learning, thereby creating a blend of learning experiences. The problem is that learning in higher education is complex and learning situations differ across contexts. Whilst there is face-to-face contact at some institutions, others offer distance learning or correspondence learning. In each context, the mode of learning may differ. The challenge is to cater for various learning opportunities through a series of learning interactions and to incorporate a blended approach. The aim of this study was to examine various ways of defining blended learning in different contexts. This was done through an examination of experiences of the use of blended learning in different higher education contexts. The study presents a case of blended learning in a postgraduate course. The experiences from all these cases are summarised and conclusions and recommendations are made in the context of blended learning in higher education in South Africa.

scholarly journals MOOCs as Disruptive Innovation in Higher Education

2018 ◽  
Vol 1 (1) ◽  
pp. 10-12
Author(s):  
Kamarudin Hussin
Keyword(s):  
Higher Education ◽  
Learning Environment ◽  
Flipped Classroom ◽  
Higher Education Institutions ◽  
Disruptive Innovation ◽  
Virtual Learning Environment ◽  
The Internet ◽  
Free Access ◽  
Access To Higher Education ◽  
E Learning

The advancement of technology in higher education is always perceived as a valuable innovation that create better impact to the society. The advent of the Internet for instance, has magnificently created important features in learning environment globally. Higher education community optimizes the Internet as an essential resource, communication platforms and dynamic tools in their core teaching-learning, research, consultation activities, entertainment and many others. Moreover, innovations such as mobile technology has successfully broadened access to the Internet and related online services and facilities. Higher education institutions as the hub for technology development and innovation have invested in virtual learning environment to support current needs of global population. Related to this fact, e- learning modules and contents are offered across universities, and interested learners in public communities are benefited by this opportunity. Educators and experts in higher education institutions are delivering their knowledge, discoveries and expertise via e-learning platforms and other supported technology. Equally important, e-learning has successfully expanded opportunities for lifelong and flexible learning, and offered a solution for practical issues and increasing student numbers. As a matter of fact, e-learning has been proposed as a promising way out for many complex issues such asfunding constraints, increasing demand and access to higher education while improving quality and high impact educational provisions in many countries. While addressing these issues, higher education administrators, educators, researchers and policy makers have developed responses in various frameworks. Initiatives such as Competency-Based Online Programs, development of open source materials, flipped classroom and Massive Open Online Courses (MOOCs) have contributed towards reducing cost of higher education as well as increasing access to higher education. MOOCs technology has proven its capability to reach massive audienceof about 30,000 students at a time. Across the globe, MOOCs offer free access to online course lectures, self- paced lessons, readings, problem sets, blogs, discussion boards, peer assessment and even online discussion group platforms for global students (Leon and Price, 2016). In 2017, MOOCs offered more than 9,400 courses with more than 500 MOOC based credentials according to data gathered by Class Central. Excitingly, MOOC platforms have recorded more than 81 million learners to date (Class Central, 2017).  

From E-Learning to Games-Based E-Learning

2011 ◽  
pp. 1763-1773 ◽  
Author(s):  
Thomas Connolly ◽  
Mark Stansfield
Keyword(s):  
Higher Education ◽  
Mobile Phones ◽  
Drop Out ◽  
The Internet ◽  
New Approach ◽  
Approach To Learning ◽  
Face To Face ◽  
Internet Gaming ◽  
E Learning ◽  
New Form

The emergence of the Internet has had a significant impact on higher education where we have seen elearning evolve from a marginal form of education to a commonly accepted and increasingly popular alternative to traditional face-to-face education. While e-learning has many advantages, there have been problems identified, such as lack of contact leading to feelings of isolation; the need for a motivated, self-disciplined, and mature learner; the monotonous nature of some e-learning materials; and increased drop out rates. If e-learning has developed a reputation for being ‘boring and mindless,’ games have developed the reputation for being engaging and challenging. In recent years, a new form of learning has been developing, namely games-based e-learning, which builds on the successes of e-learning while providing a more stimulating and relevant learning environment for younger people who have been brought up in an environment of powerful home PCs, graphic-rich multiplayer Internet gaming, and mobile phones with ever-increasing functionality. This article will explore the concept of games-based e-learning, discuss some of its pedagogic underpinnings, and examine barriers that may limit the uptake and development of this relatively new approach to learning.

The Open University of Catalonia as a Virtual University

2010 ◽  
pp. 1145-1150
Author(s):  
Morales
Keyword(s):  
Higher Education ◽  
Information Systems ◽  
Information Technologies ◽  
Education Institution ◽  
Open University ◽  
Virtual University ◽  
Early 21St Century ◽  
Education Practice ◽  
Face To Face ◽  
E Learning

Electronic Web-based campus information systems and e-learning educational delivery became increasingly important for higher education practice in the late 20th and early 21st century (Bates, 2000; Cobarsí, 2005). These emergent information technologies brought about changes in the traditional face-to-face campus and paper-based communication and teaching (Brown & Duguid, 2000). There are several trends in the introduction of information technology in universities that can be summarised into three main types (Duderstadt, 2000; Folkers, 2005). Firstly, most universities gradually adopted electronic campus information systems and e-learning to reinforce functionalities offered by their physical campus, with no intention of substituting the traditional campus but simply to strengthen their capabilities. Secondly, other institutions, the so-called first generation distance universities, had no physical campus from the very beginning, such as the institutions founded in the 1970s: the British Open University http://www3.open.ac.uk or Spain’s Universidad Nacional de Educación a Distancia http://www.uned. es/portal/index.htm. Thus, they incorporated electronic media to complement their usual means of communication by post or periodical face-to-face tuition. Thirdly, the Universitat Oberta de Catalunya (Open University of Catalonia, hereinafter the OUC) is a quite different case: it was created from the very beginning (the academic year 1995-1996) as a wholly e-learning and Internet-based higher education institution, where a virtual campus with wide-ranging functionalities supports most of the day-to-day activities. As a result of these original premises, this university has some important organizational and information system features, which are summarised and discussed in the sections below, from the chronological perspective offered by its having been in operation for 10 years.

scholarly journals Innovative practices in ODL — the experience of Open University Malaysia

2012 ◽  
Vol 7 (1) ◽  
pp. 79-85 ◽  
Author(s):  
Chiam Chooi Chea ◽  
Lim Tick Meng ◽  
Phang Siew Nooi
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Internet Technology ◽  
Knowledge Generation ◽  
Innovative Technology ◽  
Open University ◽  
Learning And Teaching ◽  
Face To Face ◽  
E Learning ◽  
Face To Face Learning

With the advancements in communications technology brought about by the advent of the Internet and World Wide Web, attention has been drawn to Open and Distance Learning (ODL) as a mode for teaching and learning. In Malaysia, the establishment of ODL universities such as Open University Malaysia (OUM) has expanded the role of ICT in learning and knowledge generation. By leveraging on Internet technology, ODL universities are able to transmit education across the country and even globally. ODL sets about making quality e-learning and e-content more accessible to both facilitators and learners. Utilising this method, new opportunities are continuously created to make higher education more accessible to those who seek to improve and upgrade themselves. This paper examines OUM's practice of using the innovative technology of online learning and teaching to make higher education easily accessible to those that seek it. With greater advancements in technology, the future of higher education may lie more with ODL than with traditional face-to-face learning.

The Blended Learning Ecosystem of an Academic Institution in Greece

2010 ◽  
Vol 5 (3) ◽  
pp. 14-35 ◽  
Author(s):  
Mara Nikolaidou ◽  
Chryssa Sofianopoulou ◽  
Nancy Alexopoulou ◽  
Kostas Abeliotis ◽  
Vassilis Detsis ◽  
...  
Keyword(s):  
Higher Education ◽  
Learning Environment ◽  
Blended Learning ◽  
Academic Institution ◽  
Academic Environment ◽  
Face To Face ◽  
Learning Capabilities ◽  
E Learning ◽  
Learning Ecosystem ◽  
Enhanced Learning

Blended learning has been recognized as the most promising emerging trend in higher education, offering new capabilities, as it may significantly enhance the interaction and communication between instructors and students. The challenge of blended learning is to balance weaknesses and strengths of face-to-face and e-learning teaching environments and effectively combining them to provide enhanced learning capabilities. Its success should benefit instructor-student relation. To this end, the authors adopt ecosystem-based approach to model the blended learning environment and identify its constituents, i.e., instructors, students, consultants, technology. and their evolving relations. The proposed concept was utilized to explore the potential of blended learning in the academic environment. A study was conducted at Harokopio University of Athens over a period of three years to explore the relations between blended learning ecosystem constituents, focusing on instructor -student relation.

scholarly journals The effect of E-learning on education process enhancement & in-house customers' satisfaction (An experimental design)

2020 ◽  
Vol 11 (02) ◽  
pp. 118-127
Author(s):  
Amani Younes Merzeban ◽  
◽  
Ismail M. El-Sayed ◽  
Mohamed A. Ragheb ◽  
◽  
...  
Keyword(s):  
Higher Education ◽  
Learning Environment ◽  
Teaching Method ◽  
Learning System ◽  
Traditional Teaching ◽  
Maritime Transport ◽  
Academic Institutions ◽  
Science Technology ◽  
E Learning ◽  
Education Process

At present, Higher education sector in Egypt plays an important role. The exponential change in technology initiates improving its services. As a result of the increased pressure to improve competitiveness, and due to COVID19 circumstances, academic institutions are motivated to adopt a system perspective, elevating strategies towards achieving E-learning. This research is mainly targeting exploring practices of E-learning in higher education, its influence on enhancing the education process and in-house customers' satisfaction (students). There’s a dissimilarity between E-learning teaching and the traditional teaching, there are many debates. Creating effective E-learning environment has become a top priority for higher academic institutions. The parameters of the E-learning system effectiveness are not revealed. The main objective of this research is to find out whether the online teaching method compared to the traditional teaching method, in different colleges of the Arab Academy for Science, Technology and Maritime Transport (AASTMT); will achieve a higher quality level than that created using the traditional education approach in specific. The research aims at exploring students’ perceptions towards E-Learning teaching method & traditional teaching method concerning learning environment satisfaction, quality of achievements and performance. The research approaches adopted in this study includes executing an experimental study using a quasi-experiment design to direct the Arab Academy for Science, Technology & Maritime transport (AASTMT) to different knowledge bases in instruction technology. Moreover, the findings from this research would provide evidence and add to the body of knowledge in higher education. The methodology of the research is seeking to apply E-learning to manage development and improve performance, as a starting point to assess the effect of applying E-learning on enhancing the education process. This research is the first in higher education in Egypt to hold a comparison between teaching methods and study the effect of this combination of dimensions together and analyze the E-Learning teaching method effect on enhancing education and improving quality. Finally, the research will elaborate the problems faced to improve the E-Learning teaching method as a prerequisite for higher education since the beginning of COVID19 pandemic.

scholarly journals Is Pair Programing in Higher Education a Good Strategy?

2020 ◽  
Vol 10 (12) ◽  
pp. 911-916
Author(s):  
Sónia Rolland Sobral ◽  
Keyword(s):  
Higher Education ◽  
Bibliometric Analysis ◽  
Scientific Production ◽  
Pair Programming ◽  
Good Strategy ◽  
Self Assessment ◽  
Personality Tests ◽  
Advantages And Disadvantages ◽  
Publication Rates ◽  
Programming Courses

Pair programming is by definition two-person programming on the same computer. The technique has been used in many higher education institutions and has been reported in some scientific articles, usually for introductory to programming courses. The aim of this article is to make a situation report analyzing the scientific production on pair programming for curricular units of introduction to programming in higher education, measuring the advantages and disadvantages of the strategy. The sample was composed by 153 articles indexed in Elsevier’s Scopus. The results obtained by bibliometric analysis showed the publication rates, authors, in which journals they are published, which are the organizations and countries that publish the most, which are the most cited articles and what their purpose. The benefits reported are generally better code, improved programming and group skills, advantages for women and reducing the work of instructors. The problems are group compatibility: there are studies that randomly distribute pairs, while other use personality tests or knowledge self-assessment.

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