A Flipped Classroom

2021 ◽  
Vol 11 (1) ◽  
pp. 23-37
Author(s):  
Su Ting Yong ◽  
Kung Ming Tiong ◽  
Andy Chan ◽  
Poi Sim Khiew
Keyword(s):  
Test Performance ◽  
Flipped Classroom ◽  
Negative Impact ◽  
Positive Impact ◽  
Qualitative Interview ◽  
Female Students ◽  
Male Students ◽  
Face To Face ◽  
Video Lectures ◽  
Self Study

This study explored students' perceptions of a flipped classroom for an introductory programming class. Students were required to watch video lectures and read lecture notes in advance (pre-class self-study) to prepare themselves for the in-class lectures and tutorials. A mix-methods approach was employed: quantitative survey (n=204) and qualitative interview (n=7) were administered simultaneously. The results suggested that students are not fully ready for a flipped classroom. Most of the students still prefer face-to-face in-class lectures and tutorials. The in-class activities have a positive impact on students' test performance, especially the male students. Peer learning however induces a negative impact on students' test performance, especially among the female students. Pre-class self-study has no impact on students' test performance, except for those without prior programming experience. Females outperform males even though they lack prior programming experience. Students, regardless of programming background, respond equally to a flipped classroom approach.

scholarly journals Factors Influencing Sense of Coherence: Family Relationships, High School Life and Autism Spectrum Tendency

Children ◽  
2020 ◽  
Vol 7 (9) ◽  
pp. 108
Author(s):  
Tomoko Omiya ◽  
Naoko Deguchi ◽  
Taisuke Togari ◽  
Yoshihiko Yamazaki
Keyword(s):  
High School ◽  
High School Students ◽  
Sense Of Coherence ◽  
Family Relationships ◽  
Negative Impact ◽  
Autism Spectrum ◽  
Female Students ◽  
Male Students ◽  
School Students ◽  
Factors Influencing

Adolescence is marked by significant life stress. Recently, school refusal and dropouts as well as suicide among Japanese adolescents have increased. Sense of coherence (SOC) is recognized as a competency that helps people deal with stress. The purpose of this study was to examine the factors influencing SOC in male and female high school students. We conducted a survey with 203 pairs of high school students and their mothers, in Tokyo, to explore their SOC, family relationships, school belonging, and autistic traits. Analysis of the data revealed a weak relationship between female students’ SOC and that of their mothers, and no relationship between male students’ SOC and their mothers’ SOC. Feelings of acceptance and recognition from teachers improved students’ SOC, irrespective of gender. Low SOC in mothers had a negative impact on female students’ SOC, and children’s lack of imagination (an autism spectrum tendency) had a negative impact on male students’ SOC. This study revealed the importance of support at home and school according to the needs of both genders.

Defending either a personal or an assigned standpoint

2018 ◽  
Vol 7 (1) ◽  
pp. 72-100
Author(s):  
Timo Salminen ◽  
Miika Marttunen
Keyword(s):  
Secondary School ◽  
Role Play ◽  
Female Students ◽  
Male Students ◽  
School Students ◽  
Face To Face ◽  
Personal Opinion ◽  
Upper Secondary ◽  
Support Students

Abstract This study clarifies whether a specific type of role play supports upper secondary school students’ collaborative argumentation. Data consist of 12 dyadic face-to-face and 12 chat debates. Data analysis focused on the quality of students’ argumentation. Comparisons were made between students who defended standpoints at variance with their personal opinions on the topics, between the two study modes and topics, and by gender. When the students defended a standpoint differing from their personal opinion, the male students engaged in counterargumentation more often than the female students. When, in turn, the students defended their personal standpoint, they produced both counterargumentative and non-argumentative speech turns equally often, and their arguments were more poorly elaborated than when they defended an assigned standpoint. The study suggests that role play in which both counterargumentation and students’ personal standpoints on an issue are taken into account is a viable means to support students’ high quality argumentation.

scholarly journals GENDER, VOICE, AND LEARNING IN ONLINE COURSE ENVIRONMENTS

2019 ◽  
Vol 9 (1) ◽  
Author(s):  
David M. Anderson ◽  
Carol J. Haddad
Keyword(s):  
Deep Learning ◽  
Learning Outcomes ◽  
Negative Impact ◽  
Male Students ◽  
Online Course ◽  
Positive Relationships ◽  
Online Students ◽  
Face To Face ◽  
Regional University ◽  
Voice Control

A self-selected sample of 109 online students at a midwestern regional university was surveyed and asked to compare expression of voice, control over learning, and perceived deep learning outcomes in face-to-face versus online course environments. We found that females experience greater perceived deep learning in online than in face-to-face courses, and that expression of voice appears to contribute to this outcome. This effect did not occur for male students. We also found that professor support and, to a lesser extent, control over one's learning each had positive relationships with perceived deep learning in both course environments. Concern for the feelings of other students did not have a negative impact on voice as was originally hypothesized.

scholarly journals Flipping theClassroom; Developing listening Material

2016 ◽  
Vol 1 (1) ◽  
Author(s):  
Jenny Ika Misela
Keyword(s):  
Classroom Environment ◽  
Flipped Classroom ◽  
Teaching And Learning ◽  
Listening Skills ◽  
Guided Practice ◽  
Face To Face ◽  
Video Lectures ◽  
Listening Skill ◽  
Traditional Homework ◽  
Online Sources

Flipped classroom is an approach to teach listening in which students participate in online learning in place of traditional homework and then attend school for face-to-face, teacher-guided practice or projects. It is a part of larger education system called blended learning. In this approach, students could learn new content on their own by watching video lectures or other online sources and assigned problems (traditional “homework”) are completed in class with teachers offering personalized guidance instead of lectures. The paper here examined an ESL listening class. Listening skill is much more than hearing. Unfortunately, in students’ opinion, listening is an uninteresting activity. Many students feel very bored in listening class. That is why teachers should know about how to make the students more interested in listening. The aim of this paper is discuss best practices and challenges of implementing the flipped classroom in teaching and learning listening. By using this approach, it is expected that students will develop their listening skills as well as have a lot of fun. The main findings of the study indicate that the students enjoyed learning listening in a flipped classroom environment. They can practice not only listening but also all language skills in listening class.

scholarly journals Analysis of the Practice Path of the Flipped Classroom Model Assisted by Big Data in English Teaching

2021 ◽  
Vol 2021 ◽  
pp. 1-12
Author(s):  
Zhan Du ◽  
Jie Su
Keyword(s):  
Big Data ◽  
Collaborative Learning ◽  
Flipped Classroom ◽  
Negative Impact ◽  
Positive Impact ◽  
Learning Ability ◽  
Learning Performance ◽  
Basic Knowledge ◽  
Data Set ◽  
Mining Algorithm

This paper makes a detailed analysis of the integrated mining algorithm, analyzes the characteristics of curriculum big data, and analyzes the existing problems of the current association rule mining algorithm, as well as the defects and deficiencies when applied to the curriculum data. Aiming at the problem of mining the entire data set by the mining algorithm, this topic proposes the idea of using the K-means algorithm for clustering processing and uses the Ball-tree structure on the basis of the original K-means algorithm to improve the efficiency of the algorithm. The data set is separated into several clusters of an appropriate number. In the flipped classroom, the basic knowledge is put before the class for learning, and the further deepening and practical application of language knowledge is completed in the class. Teachers can give timely guidance when encountering unsolvable difficulties so that students’ learning can be more effective. This new teaching model not only strengthens students’ confidence in learning and increases their interest in learning, but also increases the opportunities for students to interact with teachers and classmates in the classroom, allowing them to construct the meaning of knowledge in the fun of interactive communication. The classroom has become relaxed, lively, and attractive, and students’ sense of autonomy, self-learning ability, and collaborative inquiry ability have also been unknowingly improved. Among the main factors, the willingness to flip, emotional state, leadership role, and online learning input have a significant positive impact on collaborative learning performance, and the sense of competition has a partial negative impact on collaborative learning performance, of which positively affecting individual knowledge mastery. Among the nonmain factors, the degree of difficulty of the course, teacher-student interaction, teacher motivation, and evaluation mechanism have a significant positive impact on collaborative learning performance. Classroom assistive technology has a partial negative impact on collaborative learning performance. From the perspective of group performance, group-level performance considerations such as the quality of group conversations and the degree of group knowledge sharing in collaborative learning performance are more affected by nonsubject factors.

Adult Versus Juvenile Sanctions: Voices of Incarcerated Youths

2002 ◽  
Vol 48 (3) ◽  
pp. 431-455 ◽  
Author(s):  
Jodi Lane ◽  
Lonn Lanza-Kaduce ◽  
Charles E. Frazier ◽  
Donna M. Bishop
Keyword(s):  
Life Skills ◽  
Negative Impact ◽  
Positive Impact ◽  
Relative Impact ◽  
Face To Face ◽  
Youthful Offenders ◽  
Beneficial Impact ◽  
The Impact

This article reports findings from face-to-face interviews with youthful offenders in Florida, about half of whom had been transferred to the adult system and half of whom were retained in the juvenile system. The focus is on the youths’global assessments of the impact of their correctional experiences relevant to subsequent offending. The overall impact of each recalled correctional disposition was rated (ranging from beneficial impact to negative impact). For respondents who had experienced multiple correctional dispositions, comparisons were made about the relative impact of low-end versus deepend juvenile commitments and juvenile versus adult sanctions. Youths believed deep-end juvenile placements were most beneficial. Those programs were viewed as having provided education or life skills. When youths viewed adult sanctions as being beneficial, the benefit was linked to the time and pain of prison confinement. Those youths who attributed positive impact to prison had “skipped” deep-end juvenile placements.

scholarly journals Integrating SDGs in Higher Education—Case of Climate Change Awareness and Gender Equality in a Developing Country According to RMEI-TARGET Strategy

2021 ◽  
Vol 13 (6) ◽  
pp. 3101
Author(s):  
Mona Nabil Demaidi ◽  
Khaled Al-Sahili
Keyword(s):  
Climate Change ◽  
Higher Education ◽  
Gender Equality ◽  
Undergraduate Students ◽  
Positive Impact ◽  
Female Students ◽  
Male Students ◽  
Active Member ◽  
The Mediterranean ◽  
And Gender

Universities play an essential role in spreading climate change awareness. However, slight information on climate change and environmental issues had been integrated into the curricula. Moreover, minimal research had been carried out to understand university role in spreading awareness, and students level of awareness and daily behaviour towards climate change, especially in developing countries. This paper aims to investigate the aforementioned issues. An experimental study was carried out on 448 undergraduate students enrolled at An-Najah National University Palestine. The study aimed to examine students’ knowledge and daily behaviour towards climate change, and the important role the university and students’ societies play in terms of spreading and enhancing awareness. The results revealed that female and male students had a non satisfactory interest level in environmental topics and activities, and gender equality did not seem to be an issue. Moreover, female students tend to have a significantly lower level of awareness on climate change compared to male students. On the other hand, being an engineering students or a member in students’ societies had a positive impact on students’ level of awareness and especially females. The results revealed that female students who are enrolled in the engineering faculty or members of students’ societies had a significantly higher level of awareness compared to female students who are enrolled in other faculties or not members of students’ societies. In general, students had a low level of awareness regardless of gender or faculty and universities should offer undergraduate students and especially female students’ opportunities to learn more about climate change by integrating climate change topics into higher education. Moreover, universities should support extracurricular activities held by student societies, and some of these activities should be directed towards environmental and climate change issues. This study entails the activities of the Mediterranean Gender Equality Community of Practice co-created by the Mediterranean Network of Engineering Schools (RMEI), where An-Najah University is an active member, with the support of the EU TARGET project entitled ’Taking a reflexive approach to gender equality at Institutional transformation’.

scholarly journals What Motivates Students to Study Engineering? A Comparative Study between Males and Females in Saudi Arabia

2021 ◽  
Vol 11 (4) ◽  
pp. 147
Author(s):  
Wafa Labib ◽  
Amal Abdelsattar ◽  
Yasser Ibrahim ◽  
Abdelhakim Abdelhadi
Keyword(s):  
Saudi Arabia ◽  
Undergraduate Students ◽  
Engineering Students ◽  
Positive Impact ◽  
Considerable Effect ◽  
Female Students ◽  
Male Students ◽  
Engineering Majors ◽  
Male And Female ◽  
Engineering Programs

Motivation to study engineering in undergraduate study is of great importance to students. It encourages undergraduate students to enroll in an engineering program and continue their studies without dropping out. Male students enroll in engineering programs with large numbers compared to female students in many parts of the world. In Saudi Arabia, there were limited engineering programs for female students. In this research, the motivation to study engineering is studied and compared between male and female students in the College of Engineering at Prince Sultan University, the first private university in Saudi Arabia. The study was conducted through a detailed survey distributed to 41 male engineering management students and 45 female architectural engineering students. These students’ performance and experience were considered and compared considering their gender to evaluate their persistence toward engineering study. According to the results obtained, the highest degree of the parents had a considerable effect on the selection of engineering major for male and female students. Most surveyed male and female students select an engineering major because of its positive impact on the community and its role in improving the way of life. Male students may differ in that they considered engineering in order to start their own business after graduation with a higher percentage compared to female students. There was a very limited role of the school in selecting engineering majors according to the surveyed male and female students. This role should be enhanced and utilized to encourage more female students to consider engineering majors in their college study.

scholarly journals The impact of the universities closure on physical activity and academic performance in physical education in university students during the COVID-19 pandemic

2021 ◽  
Vol 25 (1) ◽  
pp. 20-27
Author(s):  
Aleksander Yu. Osipov ◽  
Tatyana I. Ratmanskaya ◽  
Elena A. Zemba ◽  
Vladimir Potop ◽  
Mikhail D. Kudryavtsev ◽  
...  
Keyword(s):  
Physical Activity ◽  
Academic Performance ◽  
Physical Education ◽  
University Students ◽  
Female Students ◽  
Student Population ◽  
Male Students ◽  
Lower Amount ◽  
Face To Face ◽  
The Impact

Background and Study Aim. Physical activity (PA) is regarded as a critical component of a healthy lifestyle and disease prevention. Different constraints placed upon social interaction and public spaces due to COVID-19 could decrease PA and academic performance in physical education (PE) in student population. The purpose of the research was to assess overall and sport/fitness PA level and academic performance in PE in a sample of university students pre- to post-cancellation of face-to-face PE classes due to the COVID-19 pandemic. Material and Methods. Participants (n=209) – university students (19-20 years old). The overall period of the research is September-December 2020. All participants (male–n=106 and female–n=103) were divided into approximately equal groups: humanities students (male–MG-1, female–FG-1), medicine students (male–MG-2, female–FG-2), technical students (male–MG-3, female–FG-3). The main research tools: modified student self-reported questionnaire (on the base of IPAQ), academic grading (scores for self-completed PE tasks). In surveys, all participants self-rated overall and sport/fitness PA level pre- to post-cancellation of face-to-face PE classes. The participants had to complete 32 special PE tasks, during the research period. PE teachers rated participants by a special grading scale. Results. For the male and female students’ groups there were no significant differences of overall PA, sport/fitness PA level and academic performance in PE pre-cancellation of face-to-face PE classes. All participants significantly (p≤0.05) decreased overall PA, sport/fitness PA level and academic performance in PE post-cancellation. There was a significant (p≤0.05) large amount of overall PA level in MG-2 students and sport/fitness PA level in MG-1 students’ post-cancellation of face-to-face PE classes. For the male students there were no significant differences of grading in PE pre- to post-cancellation of face-to-face PE classes between participants groups. There was a significant (p≤0.05) large amount of overall PA level post-cancellation of face-to-face PE classes in FG-2 students. There was a significantly (p≤0.05) lower amount of sport/fitness PA level post-cancellation of face-to-face PE classes in FG-3 students. There was a significant drop in mean grading scores in PE post-cancellation of face-to-face PE classes in students. FG-2 participants had significantly (p≤0.05) higher grading scores in PE post-cancellation of face-to-face PE classes. Conclusions. The universities closure and cancellation of face-to-face PE classes due to the COVID-19 pandemic decreased overall PA, sport/fitness PA level and academic performance in PE in all participants. It is important to note that the proportional decrease in overall PA for the male students was actually large, then decrease in overall PA for the female students was less. The findings highlight the need for active interventions of PA promotion targeted at the student population in the context of self-isolation measures during the COVID-19 pandemic.

scholarly journals Flipped classroom improves results in pathophysiology learning: results of a non-randomised controlled study.

2019 ◽  
Author(s):  
J. Ignacio Herrero ◽  
Jorge Quiroga
Keyword(s):  
Flipped Classroom ◽  
Female Students ◽  
Male Students ◽  
Controlled Study ◽  
General Pathology ◽  
Randomised Controlled Study ◽  
Student’S T ◽  
Randomised Controlled ◽  
Academic Delay ◽  
Student’S T Test

Abstract Background. The flipped classroom has become increasingly popular in health professions education. The aim of this study was to analyse its effect on learning in a pathophysiology course. Methods. Flipped classroom was introduced to teach respiratory pathophysiology in 2018. We compared exam results with the results the previous year and with the exam results from blood pathophysiology from both years (taught by the same teacher, in a traditional way). Groups were compared with the Student’s T test. Students answered a survey after finishing the term. Results. 201 students were examined in 2018 (and 229 in 2017). Gender distribution and the qualifications obtained in general pathology were comparable in both years. The results in respiratory pathophysiology were significantly better in 2018 than in 2017 (mean: 48 versus 42 out of 100; P=0.004), but the results in blood pathophysiology remained similar. The improvement was significant only in students that scored below the median (mean: 40 versus 33; P=0.009) and was more evident in male than in female students (mean: 52 versus 44; P=0.010) and in those who had the same age as (were not older than) the rest of their classmates (mean 51 versus 44; P=0.002). Most students considered that flipped classroom was more attractive and helped them to learn more and with less effort. Conclusions. Flipped classroom increases medical students’ knowledge acquisitions in pathophysiology. It is more beneficial to male students and those with lower qualifications without academic delay.

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