Cultural Conceptions of Flipped Learning

2019 ◽  
pp. 132-143
Author(s):  
Shannon Skelcher
Keyword(s):  
United States ◽  
Institutional Support ◽  
The United States ◽  
Cultural Barriers ◽  
Access Time ◽  
Educational Institutions ◽  
Flipped Learning ◽  
Pedagogical Approach ◽  
Cultural Considerations ◽  
Asian Context

The use of flipped learning as a pedagogical approach has increased in the 21st century. While there is an existing survey of literature regarding the development in American educational institutions – and fewer in an Asian context – there are some unique cultural considerations that may need to be examined regarding flipped learning's adoption and adaptation in Asia. This paper serves as a literature review focusing on several Asian nations with respect to three major considerations in comparison to the United States: geographical, educational, and cultural. After the comprehensive review, which comments on the number of relevant publications available per nation, this paper concludes that there is no significant barrier to the implementation of flipped learning in Asia beyond the existing considerations apparent in the United States (access, time, and institutional support). Additionally, the prevalence of flipped learning in Asia, and the purposes of various studies surveyed, indicate that cultural barriers, at least in this area, are becoming less notable or authoritative as national or historical distinctions are diminishing through Millennials' tendencies toward globalization.

Cultural Conceptions of Flipped Learning

2017 ◽  
Vol 13 (4) ◽  
pp. 17-27 ◽  
Author(s):  
Shannon Skelcher
Keyword(s):  
United States ◽  
The United States ◽  
Cultural Barriers ◽  
Access Time ◽  
Educational Institutions ◽  
Flipped Learning ◽  
Pedagogical Approach ◽  
Cultural Considerations ◽  
Significant Barrier ◽  
Asian Context

The use of flipped learning as a pedagogical approach has increased in the 21st century. While there is an existing survey of literature regarding the development in American educational institutions – and fewer in an Asian context – there are some unique cultural considerations that may need to be examined regarding flipped learning's adoption and adaptation in Asia. This paper serves as a literature review focusing on several Asian nations with respect to three major considerations in comparison to the United States: geographical, educational, and cultural. After the comprehensive review, which comments on the number of relevant publications available per nation, this paper concludes that there is no significant barrier to the implementation of flipped learning in Asia beyond the existing considerations apparent in the United States (access, time, and institutional support). Additionally, the prevalence of flipped learning in Asia, and the purposes of various studies surveyed, indicate that cultural barriers, at least in this area, are becoming less notable or authoritative as national or historical distinctions are diminishing through Millennials' tendencies toward globalization.

Educational Entrepreneurs in Tamil Nadu - A Profile

2015 ◽  
Vol 4 (1) ◽  
Author(s):  
Siluvai Raja
Keyword(s):  
Higher Education ◽  
United States ◽  
World Bank ◽  
Education System ◽  
Tamil Nadu ◽  
The United States ◽  
Educational Institutions ◽  
Higher Education System ◽  
The Third ◽  
The World

Education has been considered as an indispensable asset of every individual, community and nation today. Indias higher education system is the third largest in the world, after China and the United States (World Bank). Tamil Nadu occupies the first place in terms of possession of higher educational institutions in the private sector in the country with over 46 percent(27) universities, 94 percent(464) professional colleges and 65 percent(383) arts and science colleges(2011). Studies to understand the profile of the entrepreneurs providing higher education either in India or Tamil Nadu were hardly available. This paper attempts to map the demographic profile of the entrepreneurs providing higher education in Arts and Science colleges in Tamil Nadu through an empirical analysis, carried out among 25 entrepreneurs spread across the state. This paper presents a summary of major inferences of the analysis.

Validation of Institutional Support Survey for Anesthesiology Training Programs in the United States

2006 ◽  
Vol 102 (2) ◽  
pp. 644 ◽  
Author(s):  
Kevin K. Tremper ◽  
Amy Shanks ◽  
Michelle Morris ◽  
Dave A. Burnett
Keyword(s):  
United States ◽  
Training Programs ◽  
Institutional Support ◽  
The United States

scholarly journals Estimated transmissibility and impact of SARS-CoV-2 lineage B.1.1.7 in England

Science ◽  
2021 ◽  
Vol 372 (6538) ◽  
pp. eabg3055 ◽  
Author(s):  
Nicholas G. Davies ◽  
Sam Abbott ◽  
Rosanna C. Barnard ◽  
Christopher I. Jarvis ◽  
Adam J. Kucharski ◽  
...  
Keyword(s):  
United States ◽  
Severe Acute Respiratory Syndrome ◽  
Reproduction Number ◽  
The United States ◽  
Control Measures ◽  
Transmission Model ◽  
Educational Institutions ◽  
Stringent Control ◽  
Dynamic Transmission Model ◽  
Credible Intervals

A severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2) variant, VOC 202012/01 (lineage B.1.1.7), emerged in southeast England in September 2020 and is rapidly spreading toward fixation. Using a variety of statistical and dynamic modeling approaches, we estimate that this variant has a 43 to 90% (range of 95% credible intervals, 38 to 130%) higher reproduction number than preexisting variants. A fitted two-strain dynamic transmission model shows that VOC 202012/01 will lead to large resurgences of COVID-19 cases. Without stringent control measures, including limited closure of educational institutions and a greatly accelerated vaccine rollout, COVID-19 hospitalizations and deaths across England in the first 6 months of 2021 were projected to exceed those in 2020. VOC 202012/01 has spread globally and exhibits a similar transmission increase (59 to 74%) in Denmark, Switzerland, and the United States.

Cultural Considerations in the United States

2020 ◽  
pp. 241-254
Author(s):  
Cecil R. Webster ◽  
Cynthia J. Telingator
Keyword(s):  
United States ◽  
The United States ◽  
Cultural Considerations

National Endowment for the Arts

1978 ◽  
Vol 8 (2-3) ◽  
pp. 110-110
Keyword(s):  
United States ◽  
The United States ◽  
Educational Institutions ◽  
National Endowment ◽  
The Arts ◽  
Dance Companies

The National Endowment for the Arts awards grants for projects related to the arts, and makes grants to museums, theatres, dance companies, and educational institutions in the United States to help support and improve their programs. Because of the Endowment's organization it was not possible to compile a list of Africa-related grants.

National Science Foundation

1978 ◽  
Vol 8 (2-3) ◽  
pp. 110-110
Keyword(s):  
United States ◽  
National Science Foundation ◽  
The United States ◽  
Educational Institutions ◽  
International Programs ◽  
Cooperative Research ◽  
Non Profit ◽  
Grant Support ◽  
Food And Nutrition ◽  
National Science

Within the National Science Foundation, the Division of International Programs administers the United States-Africa Cooperative Science Program. Three types of cooperative activities receive grant support under the program: cooperative research projects, scientific seminars or workshops, and scientific visits including travel to plan or confer about scientific activities. Priority is given to projects which focus on resources, food and nutrition, ecology, and engineering. Organizations which are eligible for grant funding include non-profit higher educational institutions, scientific institutes, scientific and technical institutes and similar organizations that are chartered to do business in the United States. A list of project grants for FY 1976 and FY 1977 was not obtained.

MarketMaker™

2015 ◽  
pp. 501-523
Author(s):  
Chyi-Lyi (Kathleen) Liang
Keyword(s):  
United States ◽  
Emerging Economies ◽  
The United States ◽  
Educational Institutions ◽  
The Internet ◽  
Network Marketing ◽  
Organizational Network ◽  
Government Organizations ◽  
Exchange Information ◽  
Geological Boundaries

Given the fast growing interest in emerging economies, this chapter introduces an innovative network marketing framework in the United States represented by the MarketMaker™ program. For almost 10 years, the MarketMaker™ program successfully designed, planned, and implemented mixed strategies of inter-organizational network marketing, inter-market marketing, and opportunity marketing to encourage and improve communications between buyers, sellers, public sectors, government organizations, and educational institutions. MarketMaker™ has revolutionized the internet system by offering network participants the opportunity to exchange information, create knowledge, and provide services across time and geological boundaries, thus generating values and benefits for all. The perspective and structure of MarketMaker™ is applicable to emerging economies when Internet is available, when individuals and organizations are willing and able to adopt the concept of e-commerce, and when taking into consideration culture and heritage differences.

Social work academia and policy in the United States

2017 ◽  
Author(s):  
Arati Maleku ◽  
Richard Hoefer
Keyword(s):  
United States ◽  
Social Work ◽  
Social Policy ◽  
Welfare State ◽  
Policy Process ◽  
Institutional Support ◽  
The United States ◽  
The Social ◽  
Work Education ◽  
Policy Engagement

This chapter examines the engagement of social work academics in the policy process in the United States. It begins by presenting an overview of social policy and the welfare state in the United States and by discussing the emergence of the social work profession in that country. The development of social work education in the United States and its contemporary features are then depicted. Following these, the methodology and the findings of a study of the policy engagement of American social work academics are presented. The findings relate to the levels of engagement in policy and the forms that this takes. The study also offers insights into various factors that are associated with these, such as perceptions, capabilities, institutional support and the accessibility of the policy process. The chapter concludes with an analysis of the findings and their implications.

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