scholarly journals Student Perceptions Towards the Use of the Mobile Flipped Classroom Approach

2021 ◽  
Vol 16 (6) ◽  
pp. 1-13
Author(s):  
Siti Hajar Halili ◽  
Norharyanti Mohsin ◽  
Rafiza Abdul Razak
Keyword(s):  
Student Perceptions ◽  
Undergraduate Students ◽  
Computer Animation ◽  
Flipped Classroom ◽  
Descriptive Analysis ◽  
Internet Access ◽  
Learning Cycle ◽  
Future Research ◽  
Depth Information ◽  
Kolb's Learning Cycle

This study aimed at identifying students’ perception in terms of motivation, learning and engagement in using mobile flipped classroom approach based on Kolb’s Learning Cycle (1984). This quantitative study was conducted using a questionnaire to collect the data. The collected data was analyzed using descriptive analysis (percentage, means and standard deviations) utilizing the SPSS 20. The research took place in one of the top private universities in Malaysia and equipped with adequate free internet access. The researcher applied homogenous purposive sampling by selecting 40 undergraduate students registered in multimedia and computer animation course. The result showed that students had positive perceptions in terms of students’ motivation, learning and engagement in multimedia and animation course using mobile flipped classroom approach. Future research is recommended to focus on different age and a group of participants to obtain in-depth information on the implementation of mobile flipped classroom approach in a different context.

scholarly journals The perceived satisfaction with emergency remote teaching (ERT) amidst COVID-19: An exploratory case study in higher education

2021 ◽  
Vol 23 (5) ◽  
pp. 116-130
Author(s):  
K. Fuchs ◽  
S. Karrila
Keyword(s):  
Online Learning ◽  
Online Education ◽  
Student Perceptions ◽  
Undergraduate Students ◽  
Descriptive Analysis ◽  
Practical Significance ◽  
Global Pandemic ◽  
Perceived Satisfaction ◽  
Traditional Classroom Teaching ◽  
Socio Demographic Factors

Introduction. Online learning is a well-established pedagogical paradigm that has been researched and discussed from a number of perspectives. Educators associate a variety of opportunities and challenges with online education, and recently an unprecedented global pandemic, COVID-19, made traditional classroom teaching temporarily impossible. Emergency remote teaching (ERT) is a newly emerging sub-paradigm that possesses characteristics and challenges that differ from traditional online learning.Methodology and research methods. This study quantitatively examined undergraduate students' (n = 219) perspectives on the most important attributes that are associated with ERT. Moreover, the students' satisfaction with ERT was assessed, and the relationships between socio-demographic factors were analysed.Results and scientific novelty. A descriptive analysis revealed that most students preferred a traditional on-site classroom arrangement, while they were satisfied with the alternative ERT having fully virtual delivery. Also, the study highlighted that the students rated being knowledgeable, friendly, and patient as the most important characteristics of their lecturer in these unusual circumstances.Practical significance. The current research informs educators about student perceptions and preferences during these extraordinary circumstances of uncertain duration.

Sexuality Content in the BSW Curriculum: A Pilot Study of Student Perceptions

2012 ◽  
Vol 17 (1) ◽  
pp. 85-102
Author(s):  
Clementine Laverman ◽  
David Skiba
Keyword(s):  
Pilot Study ◽  
Student Perceptions ◽  
Undergraduate Students ◽  
Human Sexuality ◽  
Future Research ◽  
Private Institutions ◽  
Northeastern United States ◽  
Convenience Sample ◽  
Public And Private ◽  
Study Participants

As attitudes about sexuality change, social workers may confront client issues and/or problems related to human sexuality. This article describes a pilot study of student perceptions of human sexuality curriculum content and their views regarding their sense of preparedness and anticipation in dealing with this area of practice. A convenience sample of undergraduate students (n=170) from BSW programs at public and private institutions in the northeastern United States completed a study- specific questionnaire. Preliminary findings suggest study participants were unable to identify sexuality content within their curriculum. Only 42% (n=71) perceived that they were adequately prepared to handle most sexuality issues, although many anticipate working with clients with sexuality issues in practice. Limitations of the study are addressed. Directions for future research are discussed that may contribute to a better understanding of the delivery of human sexuality content to BSW students.

Student perceptions of a flipped classroom management course

2016 ◽  
Vol 8 (3) ◽  
pp. 316-328 ◽  
Author(s):  
Brian J Beatty ◽  
Michael Albert
Keyword(s):  
Higher Education ◽  
Classroom Management ◽  
Student Performance ◽  
Student Perceptions ◽  
Flipped Classroom ◽  
Future Research ◽  
Classroom Experience ◽  
Content Type ◽  
Student Grades ◽  
The Impact

Purpose – The purpose of this paper is twofold: first, to assess student perceptions of a flipped classroom model used in an introduction to management course; and second, to determine the relationship between student perceptions and student grades. Design/methodology/approach – A quantitative approach was used, and a survey was created to assess student perceptions of their flipped classroom experience. Correlation analysis was used to explore the possible association between student performance (measured by test scores) and perceptions of the flipped classroom experience. Findings – Results indicate several significant differences in student perceptions of a flipped classroom model between successful (grades A-C) and unsuccessful (grades D-F) students. Originality/value – During the past several years, an active learning approach called the “flipped classroom model” has begun to be applied to higher education. Research on the effectiveness of the flipped classroom model in higher education has focussed on either grade outcomes or student perceptions, and is recent and limited. Findings can contribute to educators using a flipped classroom model, as well as to researchers investigating the impact of key factors related to student perceptions of their flipped classroom experience. Implications for applying the flipped classroom model are discussed along with implications for much-needed future research.

Undergraduate Student Perceptions of Social Work Licensure: An Exploratory Study

2015 ◽  
Vol 20 (1) ◽  
pp. 43-61 ◽  
Author(s):  
J. Jay Miller ◽  
Stacy M. Deck ◽  
Erlene Grise-Owens ◽  
Kevin Borders
Keyword(s):  
Social Work ◽  
Student Perceptions ◽  
Undergraduate Students ◽  
Exploratory Study ◽  
Social Work Students ◽  
Future Research ◽  
The Social ◽  
Dynamic Source ◽  
Social Work Licensure ◽  
Work Education

Professional regulation, namely licensing, has been a dynamic source of debate for the social work profession. Amid this debate, schools of social work are increasingly considering licensing factors as a mechanism to gauge programmatic outcomes. However, nominal literature exists on social work curricula and licensing. Further, few published articles explore social work licensing from the perspective of those most affected: social work students. This exploratory study used a scaled questionnaire, with supplemental open- ended questions, to examine undergraduate students' (N=207) perceptions about social work licensing. Data from this study suggest that although undergraduate students are confident in their ability to pass the exam, they are ambiguous about the process for taking the exam and need additional preparation. After a review of the literature, this article explicates key findings from the study, discusses implications for undergraduate social work education, and identifies relevant areas for future research.

scholarly journals Negative stereotypes: an analysis of Social Cognition in different ethnic groups. Social cognition of stereotypes

psicogente ◽  
2019 ◽  
Vol 22 (42) ◽  
pp. 1-15
Author(s):  
Diana Ramos-Oliveira ◽  
Andrzej Pankalla
Keyword(s):  
Social Cognition ◽  
Undergraduate Students ◽  
Minority Groups ◽  
Descriptive Analysis ◽  
Future Research ◽  
Stressful Event ◽  
Negative Stereotypes ◽  
Negative Stereotype ◽  
Social Sciences And Humanities ◽  
Cognitive Component

Introduction: The processes related to social cognitions contribute as a traumatic and stressful event for some ethnic and minority groups, causing a series of psychic suffering in individuals. Social cognition considered stereotypes as characteristics of a group included in its mental representation. Objective: The study was conducted to analyze the negative stereotypes in two cultures with very different history and geopolitical context, especially how stereotypes are reflected in the cognitive component of prejudiced attitudes. Method: Four hundred fifty one (N=451) undergraduate students volunteered to take part in the study, the participants came from careers in the area of Social Sciences and Humanities in the non-probabilistic sample. After receiving the information, participants completed Negative Stereotype Index. A descriptive analysis and the T-test to know the differences between the perception and self-perception of the groups. Results: Show that negative stereotype traits in Poland and Brazil, found negative stereotypic traits attributed to an out-group resulted in more unfavorable evaluations than descriptions consisting of positive attributes. In both groups, and their antecedents were associated with negative out-group attitudes, however, is a more general and more important one. Conclusion: The findings found that expectations about the out group and negative stereotypes occur in conjunction with other negative emotions, which intensify negative out-group attitudes. The assessment that the Poles made of the Germans was like that of the Brazilians of the Argentines or of a group of relatively higher status. That is, they considered the Germans as more arrogant, sincere and less modest. The different groups of people may dislike each other for similar reasons. Explanations are offered for the limitations of the study and proposal for future research.

scholarly journals Flipped Classroom Research and Trends from Different Fields of Study

2016 ◽  
Vol 17 (3) ◽  
Author(s):  
Zamzami Zainuddin ◽  
Siti Hajar Halili
Keyword(s):  
Achievement Motivation ◽  
Flipped Classroom ◽  
Descriptive Analysis ◽  
Poor Quality ◽  
Classroom Research ◽  
Learning Activities ◽  
Future Research ◽  
Technology Tools ◽  
Teaching Learning ◽  
K 12

<p class="2">This paper aims to analyse the trends and contents of flipped classroom research based on 20 articles that report on flipped learning classroom initiatives from 2013–2015. The content analysis was used as a methodology to investigate methodologies, area of studies, technology tools or online platforms, the most frequently keywords used and works cited references, impacts for students’ learning, and flipped classroom challenges. The results of the analysis were interpreted using descriptive analysis, percentages, and frequencies. This analysis found that various fields were practiced in the flipped classroom approach, and some technology tools were used as the online platform for its practice. Analysis of the impacts showed that flipped classroom brought positive impacts toward students’ learning activities such as achievement, motivation, engagement, and interaction. Several issues in this discussion become implications that can be taken into consideration for future research. Some challenges found in applying flipped classroom are needed to be addressed by future researchers, such as suitability of the flipped classroom for poor quality of video lectures and untrained instructor. This study also becomes an implication for government or policymakers to determine the flipped classroom as a contemporary model to be implemented in teaching-learning activities for higher education, even K-12 students.</p>

A systematic review of flipped classroom empirical evidence from different fields: what are the gaps and future trends?

2019 ◽  
Vol 27 (2) ◽  
pp. 72-86 ◽  
Author(s):  
Zamzami Zainuddin ◽  
Hussein Haruna ◽  
Xiuhan Li ◽  
Yin Zhang ◽  
Samuel Kai Wah Chu
Keyword(s):  
Empirical Evidence ◽  
Flipped Classroom ◽  
Descriptive Analysis ◽  
Classroom Research ◽  
Future Research ◽  
Learning Skills ◽  
Classroom Implementation ◽  
Content Type ◽  
The Impact ◽  
Positive Impacts

Purpose Despite the enhanced popularity of flipped classroom research, there is a lack of empirical evidence reported about the different impacts revealed by the implementation of this concept. Therefore, to respond to this issue, this study aims to review and analyze the trends and contents of flipped classroom research based on 48 studies recently published in 2017 and 2018. The analysis was based on flipped classroom impacts from various fields. Design/methodology/approach A systematic literature review and content analysis were used as a methodology to investigate positive impacts and challenges of flipped classroom implementation. Findings The results of the analysis were interpreted using descriptive analysis. Analysis of the impact revealed that the flipped classroom yielded positive impacts on students’ learning activities such as academic performance, learning motivation and/or engagement, social interaction and self-directed learning skills. Meanwhile, the most significant challenges encountered by the instructors is a lack of students’ motivation to watch the pre-recorded video lectures or to study the contents outside of the class time. Practical implications Several issues in this discussion become implications that can be taken into consideration for future research. The findings suggest that the flipped classroom concept might be effective in promoting the twenty-first century learning skills. Originality/value While highlighting the limitations of an ineffective flipped classroom implementation, this study proposes further recommendations for future research.

scholarly journals Investigating Students’ Attitudes, Motives, Participation and Performance Regarding Out‑of‑Class Communication (OCC) in a Flipped Classroom

2021 ◽  
Vol 18 (6) ◽  
Author(s):  
Tristan Cui ◽  
Andrew Coleman
Keyword(s):  
Academic Performance ◽  
Student Perceptions ◽  
Flipped Classroom ◽  
Future Research ◽  
Business Law ◽  
Online Participation ◽  
Class Time ◽  
Teacher Student ◽  
Significant Difference ◽  
And Performance

In a flipped classroom, students engage in active learning during class time and have individual information‑transmission outside class time. University students need to complete the pre/post‑class activities to fully benefit from flipped classroom. It is important that teachers adopt practical methods including teacher‑student out‑of‑classroom communication (OCC) to help students manage their time effectively and stay on task. This research examines the practice of OOC in a flipped first‑year postgraduate Business Law course at an Australian university that comprises a large overseas student cohort. By means of a questionnaire, the researcher collected data about student perceptions of OCC, their motives for engaging in OCC, and the change of the motives in a flipped classroom. Student demographics, online participation, and academic performance data were exported from the university database. The student answers, participation, and performance were measured and compared with t‑tests. The preliminary results show that in a flipped classroom, students were more motivated to engage in OCC. Moreover, the short‑term online participation improved for the students who were communicated by the teacher outside classroom. However, an analysis of the data indicated no statistically significant difference in students’ academic performance. In the concluding sections of this paper, the limitations of this study are acknowledged, followed by several recommendations for future research.

scholarly journals We Want to be More Involved: Student Perceptions of Students as Partners Across the Degree Program Curriculum

2017 ◽  
Vol 1 (2) ◽  
Author(s):  
Kelly E Matthews ◽  
Lauren J Groenendijk ◽  
Prasad Chunduri
Keyword(s):  
Student Perceptions ◽  
Undergraduate Students ◽  
Degree Program ◽  
Future Research ◽  
Assessment Practices ◽  
Level Of Involvement ◽  
Progressive Development ◽  
Future Research Directions ◽  
University Curricula ◽  
The University

Engaging students-as-partners is gaining momentum in the higher education sector. This study explores undergraduate students’ perceptions of how involved they were in partnership activities across their degree programs, and whether this matched their desired level of involvement in such practices. Analysis of a quantitative study of 268 students showed statistically significant differences between perceived levels of importance and involvement for all the partnership practices (n=18) investigated in our survey. These results highlight that the students in this study want to be more substantially involved in partnership practices across their degree program. We argue against the consumerist rhetoric about the role of students as passive learners and advocate for greater inclusion of partnership activities that foster active student participation in shaping the university curricula. We discuss implications for Students as Partners in relation to the progressive development of university curricula and assessment practices along with future research directions. 

scholarly journals Developing Professionals

2019 ◽  
Vol 24 (1) ◽  
Author(s):  
Brenda McKenzie ◽  
Susan V. Iverson ◽  
Kyle P. Reynolds
Keyword(s):  
Higher Education ◽  
Student Affairs ◽  
Undergraduate Students ◽  
Graduate Program ◽  
Analytical Framework ◽  
Learning Cycle ◽  
Common Path ◽  
The Common ◽  
Kolb's Learning Cycle

The common path into a career in higher education and student affairs (HESA) involves undergraduate campus leadership, involvement, and mentorship from professionals in the field and leads to enrolling in a graduate program in HESA. What is less common is intentional preparation or curricula to transition undergraduates into a graduate program in HESA and a career in the field. This paper describes how one “Careers in Higher Education” course for undergraduate students at one university informed students’ decisions to enter the field. This study uses Kolb’s learning cycle (Kolb, 1984) as a conceptual and analytical framework.

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