Blending Face-to-Face and Technology

2014 ◽  
pp. 105-119 ◽  
Author(s):  
Philip G. Pulley
Keyword(s):  
Educational Technology ◽  
Blended Learning ◽  
Universal Design ◽  
Teaching Method ◽  
Learning Model ◽  
Flipped Learning ◽  
Face To Face ◽  
History Of ◽  
Flipped Classrooms ◽  
Traditional Homework

Flipped or inverted learning is a type of blended learning that involves the use of educational technology to switch or flip what is traditionally done in the classroom with what is done as homework. With the flipped model, lectures are often recorded for students to watch at home while traditional homework, or projects that involve application, are done in the classroom with the teacher available as a guide and resource. Like any new teaching method, with the flipped learning model there is a need for the instructor to evaluate its use and determine whether changes will be required with each implementation. In this chapter, an overview of the history of the flipped model is presented. In addition, an outline of methods like universal design that can be implemented for learning in flipped classrooms is provided.

Blending Face-to-Face and Technology

2017 ◽  
pp. 15-29
Author(s):  
Philip G. Pulley
Keyword(s):  
Educational Technology ◽  
Blended Learning ◽  
Universal Design ◽  
Teaching Method ◽  
Learning Model ◽  
Flipped Learning ◽  
Face To Face ◽  
History Of ◽  
Flipped Classrooms ◽  
Traditional Homework

Flipped or inverted learning is a type of blended learning that involves the use of educational technology to switch or flip what is traditionally done in the classroom with what is done as homework. With the flipped model, lectures are often recorded for students to watch at home while traditional homework, or projects that involve application, are done in the classroom with the teacher available as a guide and resource. Like any new teaching method, with the flipped learning model there is a need for the instructor to evaluate its use and determine whether changes will be required with each implementation. In this chapter, an overview of the history of the flipped model is presented. In addition, an outline of methods like universal design that can be implemented for learning in flipped classrooms is provided.

scholarly journals Changing Attitudes towards Occupational Medicine with Blended Learning Methods Is Possible among Medical Students in Spain: A Longitudinal Study

2022 ◽  
Vol 19 (2) ◽  
pp. 878
Author(s):  
Isabel Iguacel ◽  
Begoña Abecia ◽  
José Luis Bernal ◽  
Begoña Martínez-Jarreta
Keyword(s):  
Factor Analysis ◽  
Medical Students ◽  
Blended Learning ◽  
Occupational Medicine ◽  
Teaching Method ◽  
Professional Performance ◽  
Face To Face ◽  
La Mancha ◽  
Before And After ◽  
Changing Attitudes

Medical students generally express a low interest in Occupational Medicine. We aimed to assess the attitudes and changes in attitudes of students towards this area after completing a course on Occupational Medicine in two Medical Universities in Spain (Zaragoza and Castilla-La Mancha). The teaching method included blended learning as a model that used online virtual patient platforms (CASUS) and/or EMUTOM, as well as traditional methods such as face-to-face teaching. A total of 526 students (98 of whom attended the University of Castilla-La Mancha) participated during three academic years (2015–2016, 2016–2017 and 2017–2018). The validation of the questionnaire was carried out using reliability, exploratory and confirmatory factor analysis. For the analysis of internal consistency and discrimination, Cronbach’s alpha was used. The adequacy of the factor analysis was measured by means of KMO, and a correlation matrix was examined by means of Bartlett’s test of sphericity. To identify differences between students before and after completing the course, the Mann–Whitney U-test for independent samples was used. Our results show that despite a negative or neutral attitude towards Occupational Medicine, the acquisition of competences and skills in this area and their training were recognized as fundamental for their future professional performance as doctors in any specialty.

scholarly journals Applying Blended Learning Approach to Teaching English to Master's Students

2019 ◽  
Vol 69 ◽  
pp. 00061
Author(s):  
Anna Kirillova ◽  
Evgeniya Koss ◽  
Inna Usatova
Keyword(s):  
Blended Learning ◽  
Oral Communication ◽  
Learning Model ◽  
Educational Process ◽  
Learning Approach ◽  
State University ◽  
Teaching English ◽  
Master's Students ◽  
Face To Face ◽  
Face To Face Learning

The article focuses on the teaching English to Master's students using blended learning approach. To meet the demand of professional standards teachers at Togliatti State University are to form foreign language communicative competence having just a few academic hours for oral communication. The suggested Project-Based Blended Learning Model is considered to be a solution to this problem. This Model consists of four basic elements: face-to-face learning, a Web 2.0 application LearningApps, MOOC Coursera and Reading Science. The way to implement the Model into educational process is shown. The paper is based on the own unique survey that yields some interesting results which prove the effectiveness of this Blended Learning Model. It gives the opportunity to create the environment for providing a learning pathway and the learning process control.

scholarly journals Effectiveness, Efficiency and Instruction Appeal of Blended Learning Model

2020 ◽  
Vol 16 (04) ◽  
pp. 91
Author(s):  
Wasis Djoko Dwiyogo ◽  
Carolina Ligya Radjah
Keyword(s):  
Blended Learning ◽  
Learning Model ◽  
Smart Phones ◽  
Face To Face ◽  
Quasi Experimental ◽  
It Usage ◽  
Based Instruction ◽  
High Level ◽  
Audio Video ◽  
Level Of Agreement

<p class="0abstractCxSpFirst">The practice of learning, to acquire success, has so far been measured by the level of effectiveness with a percentage range from 0% to 100% and converted into values E to A. While in the science of knowledge, learning outcome is measured by effectiveness, efficiency, and attractiveness. Dwiyogo's research [1][2] and 2015 developed a tuition design model that combines face-to-face schooling using offline resources (print, audio, video, computer) and online knowledge training (internet and smart phones) known as Blended Learning-Based Instruction Design Models. Numerous studies have been conducted to test the potency, capability, and fascination of learning. However, the objectives of this study with respect to Dwiyogo’s model are: (1) examining experts on it usage, (2) applying the model in courses, and (3) testing the productivity, and capability.</p><p class="0abstractCxSpLast">This research makes use of the survey and quasi-experimental design methods. The data consists of a total of 3 experts, 113 students, and 6 teachers with result showing that the blended learning model using eight items produced huge output (= 4.750, SD = 0.361). Based on the components of the expert test, it can be concluded that the learning model developed is appropriate and can be implemented. Student opinion with respect to this model showed a high level of agreement (= 3.415, SD = 0.536). This shows that students who applied blended learning based instruction models responded positively to its implementation. Therefore, this technique can enhance knowledge thereby, making the act of efficient, effective, and instruction appeal.</p>

scholarly journals Effects of Jigsaw Strategy into Flipped Learning on EFL Pre-serviced Kindergarten Teachers‟ English Attitude and Motivation with Online-Based Classroom

2021 ◽  
Vol 11 (11) ◽  
pp. 510-516
Author(s):  
Hyelin Jeong ◽  
Keyword(s):  
English Learners ◽  
Teaching Method ◽  
Kindergarten Teachers ◽  
Control Group ◽  
Flipped Learning ◽  
Face To Face ◽  
Educational Methods ◽  
The Face ◽  
Attitude And Motivation ◽  
Experimental Group

This research applied a jigsaw strategy in flipped learning to improve English attitude and motivation of EFL pre-kindergarten teachers. For this purpose, online-based flipped learning was planned and executed by dividing 48 pre-serviced kindergarten teachers into an experimental group (n=25) and a control group (n=23). In particular, the jigsaw strategy was applied by differentiating the discussion method between the experimental group and the control group, and various topics for 'English in Early Childhood' lecture were provided for about 10 weeks. As a result, the English attitude and motivation post-scores of the experimental group were improved, and there were significant differences between the experimental group and the control group. Accordingly, this research verified the effectiveness of the teaching method to encourage learners' participation in the distance learning environments caused by COVID-19 pandemic. At the same time, this research also significant in that it has prepared new alternatives to EFL English learners that rely on the face-to-face educational methods.

scholarly journals Developing a Flipped Learning model for Teaching EAP Students Struggling with Multi-Level Challenges in a College Context

2020 ◽  
Vol 9 (6) ◽  
pp. 1
Author(s):  
Iman Alkhalidi
Keyword(s):  
Blended Learning ◽  
Classroom Practice ◽  
Learning Model ◽  
English For Academic Purposes ◽  
Learning Theories ◽  
Flipped Learning ◽  
Holistic Model ◽  
Online Engagement ◽  
Learning Technique ◽  
Multi Level

This article aims to understand students’ experiences regarding the implementation of flipped learning (FL) as a modern blended learning technique in teaching English for academic purposes (EAP) in a community college context in Toronto. Based on students’ views, blended learning theories, and several previous studies, the study also aims to develop a holistic contextualized flipped learning model that helps both students and teachers in the context of EAP to cope with the challenges of a multilevel EAP classroom. The study is guided by the epistemology and philosophy of the interpretive paradigm as an underpinning stance. Accordingly, the qualitative approach has been selected for determining the strategy and methods of sampling, and data collection and data analysis. Results revealed that students’ views are compatible with the theoretical views in validating the utilization of flipped learning as a modern technique in the context of EAP. However, results revealed that the development of a holistic model includes a further component-online engagement as an extension component to the model. The study offers a set of recommendations and implications for EAP teachers and instructors within the area of ELT for classroom practice.

scholarly journals Blended Learning Based Inquiry Collaborative Tutorial Model for Physics Students

2019 ◽  
Vol 8 (2) ◽  
pp. 1676
Author(s):  
Lovy Herayanti ◽  
Wahono Widodo ◽  
Endang Susantini ◽  
Gunawan Gunawan
Keyword(s):  
Blended Learning ◽  
Group Discussion ◽  
Learning Model ◽  
Learning Theories ◽  
Learning Method ◽  
Student Responses ◽  
Physics Students ◽  
Face To Face ◽  
E Learning ◽  
Further Development

Blended learning is basically a combination or mixture found in learning practice. Blended learning is a further development of the e-learning method, namely learning methods that combine e-learning systems with conventional or face-to-face methods. The purpose of this study was to determine the validity of the models and learning devices both in terms of content and model constructs, as well as to find out student responses to the model developed. The model developed was validated through a forum mechanism, namely, focus group discussion (FGD) which was followed by researchers and experts. The suggestions and improvements generated from the validation activities were then followed up to revise the Inquiry Collaborative Tutorial-based blended learning model. Inquiry Collaborative Tutorial-based blended learning model and learning devices developed in this study have met valid criteria in content and construct. Valid content because there are elements of need and novelty, as well as valid constructs because there is consistency between parts of the model and there is relevance between the models developed with learning theories that underlie it. In general, the average student responds positively to the blended learning model based on the Inquiry Collaborative Tutorial. The model applied is considered to provide opportunities for students to actively participate.

scholarly journals The Flipped Classroom Model in Libyan Higher Education: Experiences with Students of Computer Principles

10.28945/4778 ◽  
2021 ◽  
Author(s):  
Entisar A Al Ghawail ◽  
Sadok Ben Yahia
Keyword(s):  
Higher Education ◽  
Flipped Classroom ◽  
Independent Learning ◽  
Flipped Learning ◽  
Face To Face ◽  
Class A ◽  
Economics Students ◽  
Class B ◽  
Flipped Classrooms ◽  
Higher Education Experiences

Aim/Purpose: This study aims to examine the effectiveness of the flipped learning approach in a computer principles course at Alasmarya Islamic University, Libya. Background: The reason for this consideration was to evaluate the viability of conventional lecture-based educational programmes versus the active learning of computer concepts in flipped classrooms for college economics students at the Alasmarya Islamic University. Methodology: The experiment was applied to two groups: one, class A, undertook the course through the traditional method, while the other, class B, undertook the course according to the flipped classroom model. Class A students had to attend a face-to-face classroom lecture, while Class B students had to watch a pre-recorded YouTube lecture before attending class. Findings: The findings show that students participating in the flipped classroom were satisfied with this model, which produced a positive effect on students’ achievements in higher education. The flipped model also has the ability to increase students’ motivation to teach themselves compared with the traditional model. Recommendations for Practitioners: This study recommends the use of flipped learning paradigm to teach in higher education in Libya, as the teachers who applied flipped learning may also provide students with the opportunity to practice and improve their independent learning.

scholarly journals Influence of Flipped Classroom in enhancing Achievement in Chemistry of the students of XI Standard

2020 ◽  
Vol 8 (1) ◽  
pp. 221-225
Author(s):  
C Manoharan ◽  
S Birundha
Keyword(s):  
Flipped Classroom ◽  
Teaching And Learning ◽  
Teaching Method ◽  
Cognitive Domain ◽  
Flipped Learning ◽  
Class Time ◽  
Use Of Technology ◽  
Flipped Classrooms ◽  
Conditions Of Learning ◽  
Experimental Group

Technology is the systematic application of scientific knowledge about teaching and learning and conditions of learning to improve the efficiency of teaching and training. The flipped classroom as “a teaching method that delivers lecture content to students at home through electronic means and uses class time for practical application activities may be useful for information literacy instruction.” That means that there is much more use of technology for the Flipped Learning Studies on flipped classrooms were based on Bloom’s revised taxonomy of the cognitive domain, which provides six levels of learning. The study was conducted on 180 students of xi standard for enhancing achievement in organic chemistry. The findings indicated that there were significant gains in the mean scores of the experimental group

Sign in / Sign up

Export Citation Format

Share Document