A Flipped Classroom Design for Preservice Teacher Training in Assessment

2014 ◽  
pp. 71-90 ◽  
Author(s):  
Isabelle Nizet ◽  
Florian Meyer
Keyword(s):  
Information And Communication Technologies ◽  
Flipped Classroom ◽  
Design Method ◽  
Systems Design ◽  
Communication Technologies ◽  
Learning Assessment ◽  
Instructional Systems ◽  
University Professors ◽  
Preservice Teacher Training ◽  
Information And Communication

This chapter presents a strategy for designing a flipped classroom model (Khan, 2011) for the training of future teachers in a university context. This model was designed by a group of university professors with complementary expertise in didactics, learning assessment, and Information and Communication Technologies (ICT) for education. This chapter describes their collective procedure, as well as the chosen design. The approach is based on an instructional systems design method called Méthode d’Ingénierie des Systèmes d’Apprentissage (MISA) (Paquette, 2004). The authors use this framework to describe the different stages of the design process while paying particular attention to the challenges posed by a hybrid model of training in higher education.

A Flipped Classroom Design for Preservice Teacher Training in Assessment

2015 ◽  
pp. 610-629
Author(s):  
Isabelle Nizet ◽  
Florian Meyer
Keyword(s):  
Information And Communication Technologies ◽  
Flipped Classroom ◽  
Design Method ◽  
Systems Design ◽  
Communication Technologies ◽  
Learning Assessment ◽  
Instructional Systems ◽  
University Professors ◽  
Preservice Teacher Training ◽  
Information And Communication

This chapter presents a strategy for designing a flipped classroom model (Khan, 2011) for the training of future teachers in a university context. This model was designed by a group of university professors with complementary expertise in didactics, learning assessment, and Information and Communication Technologies (ICT) for education. This chapter describes their collective procedure, as well as the chosen design. The approach is based on an instructional systems design method called Méthode d'Ingénierie des Systèmes d'Apprentissage (MISA) (Paquette, 2004). The authors use this framework to describe the different stages of the design process while paying particular attention to the challenges posed by a hybrid model of training in higher education.

Flipping the Classroom to Gain Time

2019 ◽  
pp. 2146-2164
Author(s):  
Paula Peres ◽  
Anabela Mesquita
Keyword(s):  
Secondary Education ◽  
Information And Communication Technologies ◽  
Flipped Classroom ◽  
Online Courses ◽  
Communication Technologies ◽  
Open Educational Resources ◽  
Online Course ◽  
Information And Communication ◽  
Master Model ◽  
Educational Field

This article describes the European project GainTime developed in the educational field. The objectives of the project concern the development of professional and pedagogical competences among teachers and trainers. It intends to enhance learning through the use of Information and Communication Technologies and increase the access to Open Educational Resources (OER) with the aim to combine higher levels of excellence and attractiveness with increased opportunities for all. To attain the objectives, an online course that teaches teachers on how to innovate in their classroom, specially using flipped classroom and games supported on OER, will be developed. The target of the project is secondary education. In order to identify the best practices in Portugal concerning the use of flipped classroom and games as well as creative classroom, a questionnaire was administered and results are presented. Furthermore, the handbook regarding the master model developed as well as the online courses are also presented.

Flipping the Classroom to Gain Time

2016 ◽  
Vol 18 (4) ◽  
pp. 36-52 ◽  
Author(s):  
Paula Peres ◽  
Anabela Mesquita
Keyword(s):  
Best Practices ◽  
Information And Communication Technologies ◽  
Flipped Classroom ◽  
Online Courses ◽  
Communication Technologies ◽  
Open Educational Resources ◽  
Online Course ◽  
Information And Communication ◽  
Master Model ◽  
Educational Field

This article describes the European project GainTime developed in the educational field. The objectives of the project concern the development of professional and pedagogical competences among teachers and trainers. It intends to enhance learning through the use of Information and Communication Technologies and increase the access to Open Educational Resources (OER) with the aim to combine higher levels of excellence and attractiveness with increased opportunities for all. To attain the objectives, an online course that teaches teachers on how to innovate in their classroom, specially using flipped classroom and games supported on OER, will be developed. The target of the project is secondary education. In order to identify the best practices in Portugal concerning the use of flipped classroom and games as well as creative classroom, a questionnaire was administered and results are presented. Furthermore, the handbook regarding the master model developed as well as the online courses are also presented.

scholarly journals Identification of Variables that Predict Teachers’ Attitudes toward ICT in Higher Education for Teaching and Research: A Study with Regression

2020 ◽  
Vol 12 (4) ◽  
pp. 1312 ◽  
Author(s):  
Francisco D. Guillén-Gámez ◽  
María J. Mayorga-Fernández
Keyword(s):  
Higher Education ◽  
Information And Communication Technologies ◽  
Multiple Linear Regression Model ◽  
Communication Technologies ◽  
University Professors ◽  
Teaching And Research ◽  
Face To Face ◽  
Survey Technique ◽  
Information And Communication ◽  
Teachers Attitudes

The aim of this research is to analyse the attitudes towards information and communication technologies (ICT) of higher education teachers from an affective, cognitive and behavioural model for teaching and research. It also aimed to explore different factors that can predict such attitudes. A non-experimental study was proposed using a survey technique and descriptive and inferential analyses were carried out using a multiple linear regression model (MLR). In total, the sample was formed by 867 university professors from Spain belonging to different areas of knowledge. The results show that these teachers have a medium total attitudinal level, so the lowest attitudes have been represented by the behavioural ones, followed by the affective ones. Regarding the predictor variables, variables that can predict such attitudes were found to be age, participation in projects, gender and teaching in face-to-face and/or online universities (ordered from highest to lowest priority).

scholarly journals Evidence of validity for a Health Teaching Skills Scale

Psico-USF ◽  
2021 ◽  
Vol 26 (3) ◽  
pp. 403-416
Author(s):  
Fernanda Drummond Ruas Gaspar ◽  
Gardênia da Silva Abbad ◽  
Carlos Manoel Lopes Rodrigues
Keyword(s):  
Information And Communication Technologies ◽  
Interpersonal Relationship ◽  
Communication Technologies ◽  
Teaching Skills ◽  
Learning Needs ◽  
University Professors ◽  
Information And Communication ◽  
University Professor ◽  
The University ◽  
Health Teaching

Abstract There are few studies found in the literature that analyze the university professor duties, specifically in the area of health. The purpose of this article was to describe the construction of a scale to evaluate the importance of health teaching skills and to seek evidence of validity using factorial (exploratory and confirmatory) analyzes based on the internal structure. The sample was composed by university students of Nursing and Medical courses (n = 315). The results indicated the presence of 4 factors that remained in the model after performing the confirmatory factorial analysis, which are: use of information and communication technologies in teaching (13 items, α = 0,87); Teaching in practical health scenarios (10 items, α = 0,81); Interpersonal relationship (6 items, α = 0,89); and Didactics (5 items; α = 0,63). We concluded that the instrument has initial evidence of validity and may be applicable in studies to diagnose the learning needs of university professors.

scholarly journals The Contribution of the Flipped Classroom Method to the Development of Information Literacy: A Systematic Review

2020 ◽  
Vol 12 (18) ◽  
pp. 7273 ◽  
Author(s):  
Gerardo Gómez-García ◽  
Francisco-Javier Hinojo-Lucena ◽  
María-Pilar Cáceres-Reche ◽  
Magdalena Ramos Navas-Parejo
Keyword(s):  
Systematic Review ◽  
Information And Communication Technologies ◽  
Information Literacy ◽  
Flipped Classroom ◽  
Empirical Work ◽  
Communication Technologies ◽  
Academic Variables ◽  
Innovative Strategies ◽  
Information And Communication ◽  
The University

With the arrival of the Internet and information and communication technologies (ICTs), today’s society has driven many changes in which the digital channel is one of the main information consumption channels for young university students. Due to the turbulent landscape full of fake news and confusing information we have entered, there is a need to promote information literacy among quality students. To this end, the use of innovative strategies and methods such as Flipped Classroom can be a novel alternative to receive this content. Based on these ideas, the objective of this work was framed in the methodological design corresponding to the systematic review. Thus, empirical work was compiled to put into practice the Flipped Classroom methodology and to promote informational teaching from different knowledge disciplines at the university level. The results showed that the application of the methodology is multivariate, and that it can be administered to students in various ways (video-tutorials, animated videos, training modules, etc.) depending on the creativity of the teacher. Likewise, the results compiled in the review turn towards the improvement of the students’ informational skills, as well as the increase in diverse personal and academic variables.

As Competências Informacional e Midiática no Ensino Superior

2018 ◽  
Vol 13 (13) ◽  
pp. 02
Author(s):  
Fernando Célio Deus ◽  
Ana Maria Pereira Cardoso
Keyword(s):  
Higher Education ◽  
Information And Communication Technologies ◽  
Flipped Classroom ◽  
Communication Technologies ◽  
Teaching Methodology ◽  
Education Students ◽  
Scientific Texts ◽  
Face To Face ◽  
Information And Communication ◽  
Technology And Teaching

Os avanços dos recursos tecnológicos colocam grandes desafios para as Instituições de Ensino Superior que necessitam incorporar as tecnologias de informação e comunicação em suas atividades pedagógicas. A metodologia da Sala de Aula Invertida - SAI corresponde ao método de ensino com aulas presenciais e o suporte de conteúdos em ambientes virtuais.  O artigo apresenta um modelo de avaliação das competências informacional e midiática de alunos do Ensino Superior para utilização da metodologia SAI em sua potencialidade. O modelo foi baseado em revisão de literatura e testado em uma instituição, que adota a SAI como metodologia de ensino. Os resultados demonstraram um desempenho satisfatório dos alunos nas dimensões relacionadas ao acesso e exploração hipertextual dos recursos disponíveis na plataforma, no entanto identificou-se um gap referente às habilidades relacionadas com os aspectos éticos, que devem balizar a produção de textos acadêmicos e científicos. Palavras-chave:Competência Informacional e Midiática. Uso de Tecnologias no Ensino. AbstractAdvances in technological resources pose great challenges for higher education institutions that need to incorporate information and communication technologies into their pedagogical activities.The methodology of the Flipped Classroom corresponds to the method of teaching with face-to-face classes and with the contents support in virtual environments. This paper presents a model for the evaluation of the informational and mediatic competences of higher education students to use the SAI methodology in its potentiality. The model was based on literature review and tested in an institution that adopts SAI as a teaching methodology. The results showed a satisfactory performance of the students in the dimensions related to access and hypertextual exploitation of the resources available in the platform, nevertheless a gap was identified regarding the skills related to the ethical aspects that should be used to produce the academic and scientific texts. Keywords: Informational and Mediatic Competences;Technology and Teaching. 

scholarly journals Creative use of information and communication technologies according to university professors and students

2021 ◽  
Vol 38 ◽  
Author(s):  
Daniela Rezende VILARINHO-PEREIRA ◽  
Denise de Souza FLEITH
Keyword(s):  
Information And Communication Technologies ◽  
Teaching Practices ◽  
Digital Technologies ◽  
Communication Technologies ◽  
Traditional Use ◽  
University Professors ◽  
Information And Communication ◽  
Motivation Scale ◽  
University Classrooms

Abstract The purpose of this study was to investigate the role of technologies in fostering students’ creativity and motivation in university classrooms, according to professors and students. Nine professors from three groups – those who use information and communication technologies creatively, those who make traditional use of these technologies, and those who do not use information and communication technologies –, were interviewed. Additionally, 249 students completed the Inventory of Teaching Practices for Creativity in Higher Education and the Motivation Scale for Learning. In the professors’ report, it was not noticed a link between technology and the development of creativity. Students whose teachers did not use information and communication technologies evaluated the teaching practices for creativity more positively. The use of digital technologies in the classroom should be planned according to the purposes that are sought to achieve.

scholarly journals Use of emerging technologies in flipped classes

2017 ◽  
Author(s):  
Carme Huguet ◽  
Jillian Pearse ◽  
Leslie F. Noè ◽  
Nataly Castillo Ruiz ◽  
Diego Valencia ◽  
...  
Keyword(s):  
Information And Communication Technologies ◽  
Flipped Classroom ◽  
Communication Technologies ◽  
Group Activities ◽  
Post Class ◽  
Information And Communication ◽  
Basic Concepts ◽  
Science Major ◽  
Different Levels

The need for this innovation stems from the constraints of teaching an applied science course to a large cohort of approximately 500 students which makes it impossible to include practical activities. This was compounded by the fact that the course had students with different levels of science knowledge. The aim of our pedagogic innovation was two-fold: to make the basic concepts more understandable for a broad audience of non-science major students; and to maintain a level of difficulty and rigour sufficient to challenge and provide a sound basis for students from the Geosciences undergraduate program. We used a flipped classroom strategy supported by the use of information and communication technologies. Material was provided online before the class so students could aquire basic concepts and identify gaps in their knowledge, and in the classroom the concepts were applied in group activities. Additionally we used the online quiz tool Socrative for students to self-assess their learning. This work was supported by post-class follow-up activities. As a result we observed a substantial increased in student motivation and engagement in their learning process and greater interaction between students and between students and teachers

Sign in / Sign up

Export Citation Format

Share Document