Employing Active Learning and the Flipped Classroom Model in Developing Countries

2017 ◽  
pp. 73-87
Author(s):  
Ajlan M. Alshehri
Keyword(s):  
Developing Countries ◽  
Saudi Arabia ◽  
Active Learning ◽  
Flipped Classroom ◽  
Instructional Approaches ◽  
Educational Settings

This chapter examines the discourse on the need to employ active learning and flipped classroom model in educational settings in developing countries particularly in Saudi Arabia. Specifically, this chapter examines the concept and importance of Active Learning and Flipped Classroom Model. It also reviews the efforts and readiness of educational settings for implementing these instructional approaches. The chapter also elaborates and discusses various opportunities, which surround active learning and flipped classroom model in educational settings. Additionally, the chapter illustrates primary challenges that might hinder the implementation of active Learning and Flipped Classroom Model.

Employing Active Learning and the Flipped Classroom Model in Developing Countries

2016 ◽  
pp. 272-285
Author(s):  
Ajlan M. Alshehri
Keyword(s):  
Developing Countries ◽  
Saudi Arabia ◽  
Active Learning ◽  
Flipped Classroom ◽  
Instructional Approaches ◽  
Educational Settings

This chapter examines the discourse on the need to employ active learning and flipped classroom model in educational settings in developing countries particularly in Saudi Arabia. Specifically, this chapter examines the concept and importance of Active Learning and Flipped Classroom Model. It also reviews the efforts and readiness of educational settings for implementing these instructional approaches. The chapter also elaborates and discusses various opportunities, which surround active learning and flipped classroom model in educational settings. Additionally, the chapter illustrates primary challenges that might hinder the implementation of active Learning and Flipped Classroom Model.

Employing Emerging Technologies in Educational Settings

2017 ◽  
pp. 605-620
Author(s):  
Ajlan M. Alshehri
Keyword(s):  
Developing Countries ◽  
Saudi Arabia ◽  
Emerging Technologies ◽  
Decision Makers ◽  
Educational Settings ◽  
Integration Of Technology ◽  
The Future ◽  
Open Discussion ◽  
Educational Field ◽  
Shed Light

This chapter aims to enrich knowledge and open discussion towards employing the emerging technologies in educational settings particularly in developing countries such as Saudi Arabia. To shed light on this topic, the chapter introduces emerging technologies and their importance to the educational field. It also elaborates and discusses various issues surrounding the employment of emerging technologies, at the organizational and individual levels. In addition, it clarifies the roles of those involved in the educational settings such as decision makers, educators, and users of technologies in order to enable them to employ and use technology in educational settings optimally. Moreover, the chapter illustrates the different challenges that might hinder the integration of technology in the field of education. Finally, exploring the future of employing emerging technologies will be addressed in this chapter by developing strategies and recommendations that should be considered as crucial factors for employing and integrating technologies in the educational settings.

Employing Emerging Technologies in Educational Settings

2013 ◽  
pp. 148-162
Author(s):  
Ajlan M. Alshehri
Keyword(s):  
Developing Countries ◽  
Saudi Arabia ◽  
Emerging Technologies ◽  
Decision Makers ◽  
Educational Settings ◽  
Integration Of Technology ◽  
The Future ◽  
Open Discussion ◽  
Educational Field ◽  
Shed Light

This chapter aims to enrich knowledge and open discussion towards employing the emerging technologies in educational settings particularly in developing countries such as Saudi Arabia. To shed light on this topic, the chapter introduces emerging technologies and their importance to the educational field. It also elaborates and discusses various issues surrounding the employment of emerging technologies, at the organizational and individual levels. In addition, it clarifies the roles of those involved in the educational settings such as decision makers, educators, and users of technologies in order to enable them to employ and use technology in educational settings optimally. Moreover, the chapter illustrates the different challenges that might hinder the integration of technology in the field of education. Finally, exploring the future of employing emerging technologies will be addressed in this chapter by developing strategies and recommendations that should be considered as crucial factors for employing and integrating technologies in the educational settings.

Teaching Poetry through Classroom Flipping among Prospective Teachers in a College of Education ? Action Research Report

2017 ◽  
Vol 3 (10) ◽  
Author(s):  
Dr. A. Joycilin Shermila
Keyword(s):  
Active Learning ◽  
Learning Community ◽  
Prospective Teachers ◽  
Flipped Classroom ◽  
New Technologies ◽  
Thinking Skills ◽  
College Of Education ◽  
Learning Technologies ◽  
Research Report ◽  
Digital Era

Times have changed and teachers have evolved. New technologies have opened up the classroom to the outside world. Teachers who were seen with textbooks and blackboard are now using varied technological tools to empower learners to publish works and engage learners with live audience in real contexts. In this digital era an ever-expanding array of powerful software has been made available. The flipped classroom is a shift from passive to active learning to focus on higher order thinking skills such as analysis, synthesis and evaluation. This model of teaching combines pedagogy and learning technologies. Significant learning happens through facilitating active learning through engaged learners. In this approach learning materials are provided through text, video, audio and multimedia. Students take responsibility of their learning. They work together applying course concepts with guidance from the instructor. This increased interaction helps to create a learning community that encourages them to build knowledge inside and outside the classroom.

scholarly journals Attitudes of pharmacy students towards patient safety: a cross-sectional study from six developing countries

BMJ Open ◽  
2020 ◽  
Vol 10 (12) ◽  
pp. e039459
Author(s):  
Abdallah Y Naser ◽  
Zahra Khalil Alsairafi ◽  
Ahmed Awaisu ◽  
Hassan Alwafi ◽  
Oriana Awwad ◽  
...  
Keyword(s):  
Developing Countries ◽  
Saudi Arabia ◽  
Patient Safety ◽  
Quality Improvement ◽  
Core Competencies ◽  
Linear Regression Analysis ◽  
Cross Sectional Study ◽  
Pharmacy Students ◽  
Sectional Study ◽  
Cross Sectional

ObjectiveTo evaluate the attitudes of undergraduate pharmacy students towards patient safety in six developing countries.DesignA cross-sectional study.SettingParticipants were enrolled from the participating universities in six countries.ParticipantsUndergraduate pharmacy students from the participating universities in six developing countries (Jordan, Saudi Arabia, Kuwait, Qatar, India and Indonesia) were invited to participate in the study between October 2018 and September 2019.Primary outcomeAttitudes towards patient safety was measured using 14-item questionnaire that contained five subscales: being quality-improvement focused, internalising errors regardless of harm, value of contextual learning, acceptability of questioning more senior healthcare professionals’ behaviour and attitude towards open disclosure. Multiple-linear regression analysis was used to identify predictors of positive attitudes towards patient safety.ResultsA total of 2595 students participated in this study (1044 from Jordan, 514 from Saudi Arabia, 134 from Kuwait, 61 from Qatar, 416 from India and 429 from Indonesia). Overall, the pharmacy students reported a positive attitude towards patient safety with a mean score of 37.4 (SD=7.0) out of 56 (66.8%). The ‘being quality-improvement focused’ subscale had the highest score, 75.6%. The subscale with the lowest score was ‘internalising errors regardless of harm’, 49.2%. Female students had significantly better attitudes towards patient safety scores compared with male students (p=0.001). Being at a higher level of study and involvement in or witnessing harm to patients while practising were important predictors of negative attitudes towards patient safety (p<0.001).ConclusionPatient safety content should be covered comprehensively in pharmacy curricula and reinforced in each year of study. This should be more focused on students in their final year of study and who have started their training. This will ensure that the next generation of pharmacists are equipped with the requisite knowledge, core competencies and attitudes to ensure optimal patient safety when they practice.

scholarly journals Enhancing generic capabilities and metacognitive awareness of first-year nursing students using active learning strategy

BMC Nursing ◽  
2021 ◽  
Vol 20 (1) ◽  
Author(s):  
Carmen Wing Han Chan ◽  
Fiona Wing Ki Tang ◽  
Ka Ming Chow ◽  
Cho Lee Wong
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Active Learning ◽  
Flipped Classroom ◽  
Learning Strategy ◽  
Interactive Learning ◽  
Metacognitive Awareness ◽  
University Education ◽  
Strong Impact ◽  
Active Learning Strategy

Abstract Background Developing students’ generic capabilities is a major goal of university education as it can help to equip students with life-long learning skills and promote holistic personal development. However, traditional didactic teaching has not been very successful in achieving this aim. Kember and Leung’s Teaching and Learning Model suggests an interactive learning environment has a strong impact on developing students’ generic capabilities. Metacognitive awareness is also known to be related to generic capability development. This study aimed to assess changes on the development of generic capabilities and metacognitive awareness after the introduction of active learning strategy among nursing students. Methods This study adopted a quasi-experimental single group, matched pre- and posttest design. It was conducted in a school of nursing at a university in Hong Kong. Active learning approaches included the flipped classroom (an emphasis on pre-reading) and enhanced lectures (the breaking down of a long lecture into several mini-lectures and supplemented by interactive learning activities) were introduced in a foundational nursing course. The Capabilities Subscale of the Student Engagement Questionnaire and the Metacognitive Awareness Inventory were administered to two hundred students at the start (T0) and at the end of the course (T1). A paired t-test was performed to examine the changes in general capabilities and metacognitive awareness between T0 and T1. Results A total of 139 paired pre- and post-study responses (69.5 %) were received. Significant improvements were observed in the critical thinking (p < 0.001), creative thinking (p = 0.03), problem-solving (p < 0.001) and communication skills (p = 0.04) with the implementation of active learning. Significant changes were also observed in knowledge of cognition (p < 0.001) and regulation of cognition (p < 0.001) in the metacognitive awareness scales. Conclusions Active learning is a novel and effective teaching approach that can be applied in the nursing education field. It has great potential to enhance students’ development of generic capabilities and metacognitive awareness.

scholarly journals Can blended learning and the flipped classroom improve student learning and satisfaction in Saudi Arabia?

2016 ◽  
Vol 7 ◽  
pp. 281-285 ◽  
Author(s):  
Muhammad R. Sajid ◽  
Abrar F. Laheji ◽  
Fayha Abothenain ◽  
Yezan Salam ◽  
Dina AlJayar ◽  
...  
Keyword(s):  
Saudi Arabia ◽  
Blended Learning ◽  
Student Learning ◽  
Flipped Classroom ◽  
Improve Student Learning

scholarly journals The effectiveness of a proposed training program based on active learning to develop teaching skills of Shari'a Sciences’ teachers and their attitudes towards it at the kingdom of Saudi Arabia: فاعلية برنامج تدريبي مقترح قائم على التعلّم النشط في تنمية المهارات التدريسية لدى معلمي العلوم الشرعية واتجاهاتهم نحوه في المملكة العربية السعودية

2019 ◽  
Vol 3 (27) ◽  
Author(s):  
Fahad Ayed Al Radaddi , Amal Mahmoud Ali ,   Iman Mohamed Ma
Keyword(s):  
Saudi Arabia ◽  
Active Learning ◽  
Secondary School ◽  
Training Program ◽  
Learning Strategies ◽  
Positive Impact ◽  
Teaching Skills ◽  
Kingdom Of Saudi Arabia ◽  
Before And After ◽  
Planning Implementation

Research Goal: To measure the effectiveness of the use of a proposed training program based on active learning to develop teaching skills of Shari'a Sciences’ teachers and their attitudes towards it at the kingdom of Saudi Arabia. The Research depended on the descriptive approach during building the program that based on active learning strategies, as assign experimental method when applying the program to identify its effectiveness in developing teaching of Shari'a Sciences’ teachers for the secondary school in the city of Medina and their attitudes toward it in teaching. Research instruments: The Card Note of teaching skills consisted of (45) sub-skill divided into three main areas which are (planning, implementation and evaluation). The measure of the attitude towards active learning in teaching included (26) phrases, therefore, the program is based on active learning in developing the teaching skills. After the researcher has checked the sincerity of research instruments, he began to be apply it to a stratified random sample, which consisted of (34) teachers of Shari'a Sciences’ teachers for the secondary school. The research contain a number of appropriate statistical methods, which are arithmetic averages, standard deviations, (T) test for the associated groups, the coefficient of Peerson, ETA square, the equation of the Blak, the coefficient of alpha Cronbach and the equation of Cooper. After conducting statistical analyzes, the research found the existence of Statistical differences among the average performance of the research sample in the Card Note of teaching skills in (planning, implementation and evaluation) Separated and combined in the light of active learning before and after the proposed training program for the benefit of the telemetric. In the light of the findings, the research recommended: Taking advantage of the current research program in training Shari'a Sciences’ teachers in different stages of education, especially Secondary School Teachers, because of its positive impact on the development of their teaching skills, and benefit from the list of teaching skills of the current research when assessing teachers' performance during service.   ، ، ، 

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