Flipped University Classrooms

2014 ◽  
Vol 16 (2) ◽  
pp. 26-38 ◽  
Author(s):  
Michael Sankey ◽  
Lynne Hunt
Keyword(s):  
Case Studies ◽  
Flipped Classroom ◽  
Teaching And Learning ◽  
Learning Technologies ◽  
University Teaching ◽  
Instructional Designers ◽  
Support Teams ◽  
University Teachers ◽  
Teachers And Students ◽  
University Classrooms

The three case studies in this paper show how flipped classroom approaches can facilitate the renewal of university teaching. The case studies form part of a scholarship of teaching and learning that provides opportunities for educators to learn from the experiences of others. Descriptions of course preparation illuminate the application of constructivist pedagogy, the affordances of a range of learning technologies, and a role for university teachers that facilitates their students' engagement with learning. The cases outline the application of flipped classroom approaches at early and later stages of students' learning journeys and show how they introduce parity of learning experiences for on-campus and off-campus students. The case studies show how flipped classroom approaches can be an instrument of change, forming part of institution-wide planning for coherent and effective student learning journeys. They reveal the importance of an infrastructure of learning technologies to facilitate active and interactive learning and the significance of professional development and organized support teams, including technology experts, librarians and instructional designers, in preparing the groundwork for teachers and students using flipped classroom methodologies.

Flipped University Classrooms

2017 ◽  
pp. 233-246
Author(s):  
Michael Sankey ◽  
Lynne Hunt
Keyword(s):  
Case Studies ◽  
Flipped Classroom ◽  
Teaching And Learning ◽  
Learning Technologies ◽  
University Teaching ◽  
Instructional Designers ◽  
Support Teams ◽  
University Teachers ◽  
Teachers And Students ◽  
University Classrooms

The three case studies in this paper show how flipped classroom approaches can facilitate the renewal of university teaching. The case studies form part of a scholarship of teaching and learning that provides opportunities for educators to learn from the experiences of others. Descriptions of course preparation illuminate the application of constructivist pedagogy, the affordances of a range of learning technologies, and a role for university teachers that facilitates their students' engagement with learning. The cases outline the application of flipped classroom approaches at early and later stages of students' learning journeys and show how they introduce parity of learning experiences for on-campus and off-campus students. The case studies show how flipped classroom approaches can be an instrument of change, forming part of institution-wide planning for coherent and effective student learning journeys. They reveal the importance of an infrastructure of learning technologies to facilitate active and interactive learning and the significance of professional development and organized support teams, including technology experts, librarians and instructional designers, in preparing the groundwork for teachers and students using flipped classroom methodologies.

scholarly journals From Banking Model to Critical Pedagogy: Challenges and Constraints in the University Classrooms

2020 ◽  
Vol 3 (1) ◽  
pp. 25-44
Author(s):  
Sadia Kalsoom ◽  
Nazia Kalsoom ◽  
Rafia Javaid Mallick
Keyword(s):  
Critical Pedagogy ◽  
Teaching And Learning ◽  
Small Scale ◽  
Cluster Sampling ◽  
Student Interest ◽  
University Teachers ◽  
Mixed Methods Case Study ◽  
Teaching And Learning Environment ◽  
Teachers And Students ◽  
The University

Critical pedagogy, contrary to the banking concept of education, seeks to empower learners to think critically to transform their living conditions. This mixed-methods case study aims at exploring the actual teaching practices of the university teachers in order to demystify the challenges and constraints impeding the implementation of critical pedagogy in the universities of Punjab, Pakistan. Women University in Multan was the selected case and exploratory sequential design the method selected for this study. The researchers personally collected data using a small-scale survey with 100 students using cluster sampling, and in-depth interviews with ten teachers purposively selected from various departments of the university, ensuring equal representation. The study concluded that large class size, lack of needed resources and trained personnel, lengthy and fixed syllabus, and lack of student interest and motivation were the reasons for continuing with the 'banking method.' Based on the findings, the researchers recommend that for the critical pedagogy to take root in Pakistan, the teachers and students should be cognizant of the utility of critical pedagogy, and adequate resources must supplant the teaching and learning environment to enjoy best outcomes.

scholarly journals Editorial: JUTLP Issue 16.5

2019 ◽  
Vol 16 (5) ◽  
pp. 2-3
Author(s):  
Alisa Percy ◽  
◽  
Jo-Anne Kelder ◽  
Keyword(s):  
Flipped Classroom ◽  
Teaching And Learning ◽  
Phenomenological Study ◽  
Positive Impact ◽  
Peer Assessment ◽  
Deep Understanding ◽  
University Teaching ◽  
First Year ◽  
The Us ◽  
Heated Debate

Welcome to the final issue of the Journal of University Teaching and Learning Practice for 2019. In this issue we have papers from Finland, the US, Ecuador, Thailand and Australia covering a range of topics and approaches exploring university teaching and learning practice. Evaluating an intervention into students’ wellbeing and organising strategies in Finland, Asikanen, Kaipainen and Katajavouri provides evidence that pharmacy students undertaking a 7 week online course designed to promote psychological flexibility had a positive impact on their study behaviors during the intervention. Addressing issues of engagement in first year, Kearney makes the case for his Authentic Self and Peer Assessment for Learning (ASPAL) Model as a particular kind of transition pedagogy that engages students in the development of a deep understanding of assessment expectations and standards of performance. Also focused on student transition, Pattanaphanchai reports on students’ learning achievement and their positive perceptions of the flipped classroom in an introductory computing class in Thailand. Dealing with contentious content in first year, Ford, Bennett and Kilmister report on a study they conducted into pedagogical models in a large first year history subject that services teacher education students and had its own history of heated debate and conflict when exploring the ANZAC mythologies. Considering how content transforms perceptions and values, Njoku reports on a longitudinal evaluation of the use of learner-centred teaching and its impact on learning outcomes in an undergraduate rural public health course in the US. And finally, Freyn introduces the pedagogical strategies used in a LGBTQ literature course in Ecuador, and reports on the results of a phenomenological study of its impact on the participants’ agency in terms of advocacy and support for the LGBTQ community.

scholarly journals The Effective Integration of Flipped Classroom in ELT Contexts: A Review of Recent Literature

2021 ◽  
Author(s):  
Maryam Haghi
Keyword(s):  
Flipped Classroom ◽  
Teaching And Learning ◽  
English Language ◽  
Recent Literature ◽  
English Language Teaching ◽  
Flipped Learning ◽  
Advantages And Disadvantages ◽  
Learning Contexts ◽  
Technological Tools ◽  
Teachers And Students

The emergence of new technological tools has affected and changed the realm of education to a great extent which has led many language practitioners to adopt gradual innovative steps in their teaching methods. Accordingly, flipped learning has been adopted and implemented in different contexts such as ELT. The purpose of this paper is to provide information regarding the definition of flipped learning, its recent literature, its advantages and disadvantages, and to focus on how to apply this approach in English language teaching and learning contexts. The review shows that this approach meets the principles of personalized learning, constructivism, and student-centered instruction which has brought many benefits for both teachers and students and clearly shows teachers’ and students’ roles have been significantly changed comparing with traditional methods of teaching and learning. The significance of this study lies in the fact that it has brought numerous insights and implications for ELT practitioners. The paper concludes with the recommendations in the literature on promoting flipped classroom environments in ELT teaching and learning contexts, which will help ELT teachers and practitioners who are thinking of implementing new technological tools in their teaching practices

scholarly journals University teaching staff as learners of the pedagogical use of ICT

Seminar.net ◽  
2007 ◽  
Vol 3 (1) ◽  
Author(s):  
Erika Löfström ◽  
Anne Nevgi
Keyword(s):  
Teaching And Learning ◽  
Learning Experience ◽  
University Teaching ◽  
Teaching Staff ◽  
Web Based ◽  
Student Collaboration ◽  
University Teachers ◽  
Pedagogical Skills ◽  
Information And Communication ◽  
Collegial Interaction

The aim of the article is to increase the understanding of how university teachers think about pedagogy in web-based teaching. The orientation to pedagogy that teachers have in their instruction is evident from their thoughts about student learning. The focus of this study is on the pedagogy that the teachers displayed in their collegial interaction during a web-based staff training course. The objective of this course was to enhance the teachers’ pedagogical skills in their web-based teaching. The qualitative data consisting of the teachers’ web-based discussions provides insight into their conceptions of what constitutes good teaching and learning. These conceptions can be understood in light of the theoretical model of meaningful learning (Jonassen, 1995). Furthermore, deepening a teacher’s understanding by taking the learner’s position appears to be a powerful tool in understanding the prerequisites for the successful use of information and communication technology (ICT) in teaching. The results show that teachers were more focused on how to facilitate student collaboration in their web-based teaching and less on how to contextualise the content or how to facilitate the transferability of the content taught into other contexts and situations. The teachers’ own experiences of what it means to be a learner in a web-based environment may be an essential learning experience through which they realise that when teaching in web-based environments, it is necessary that every choice they make be justifiable in terms of pedagogy.

scholarly journals A Comparative Study on Perceptions of English Teachers’ Mediation Between Private University Teachers and Students

2018 ◽  
Vol 11 (8) ◽  
pp. 1 ◽  
Author(s):  
Lili Zhang ◽  
Sukwoo Kim
Keyword(s):  
Qualitative Research ◽  
Teaching And Learning ◽  
Private University ◽  
English Teachers ◽  
English Teaching ◽  
University Teachers ◽  
Quantitative And Qualitative Research ◽  
Mediation Theory ◽  
Teachers And Students ◽  
Similarities And Differences

Mediation theory facilitates teachers and students to tackle the barriers in English teaching and learning process. It offers a sound systematic theoretical fort on which teachers could rely, redefines teachers’ roles and functionings in the process of learners’ cognitive development and growing self-regulations. The famous psychologist Lev Vygotsky (1978) raised notions in his ZPD theory, Feuerstein (1980) illuminates capable adults as mediators, and defined twelve main features of mediation, which has empirical study value for English teaching. Thus, through quantitative and qualitative research, this paper aims to investigate the perceptions of English teachers’ mediation between private university teachers and students, analyze and compare the similarities and differences between them. The results reveal that both teachers and students coming from the two private universities have been aware of the importance of teachers’ mediation, however, have different perceptions in the frequency of teachers’ mediation. Teachers’ actual employment on mediation is weaker than their beliefs on the importance of it.

Laboratory Teaching in Classroom 3.0: an exploratory survey on the perceptions of teachers and students

2019 ◽  
Author(s):  
Alberto Parola ◽  
Alessia Rosa
Keyword(s):  
Teaching And Learning ◽  
Functional Space ◽  
Learning Spaces ◽  
University Teachers ◽  
Perceptions And Attitudes ◽  
Exploratory Survey ◽  
Teachers And Students ◽  
History Of ◽  
Laboratory Teaching ◽  
Interest And Motivation

The workshop approach has a long and rich history of supporting teaching and learning activities in different training contexts. The workshop proposals pursue important training objectives, including: the enhancement of theoretical knowledge and their applications; the development of practical skills; the ability to solve problems; a scientific mindset; interest and motivation. The organization of space and the use of supports, especially if technological, represent two central aspects of any educational planning, but assume within the laboratory proposals a founding role. For this reason, following the preparation of a room 3.0, an exploratory survey was carried out, of which this article explores the results, aimed at gathering information on the opinions, perceptions and attitudes of university teachers and students (future teachers) who participated in training proposals in a technologically equipped and functional space for a continuous redefinition of learning spaces

scholarly journals Conceptual Analysis of Influential Factors in the Motivation and Involvement of the University Student towards the Assessment in Physical Education

2020 ◽  
Vol 12 (21) ◽  
pp. 8842
Author(s):  
Raúl A. Barba-Martín ◽  
David Hortigüela-Alcalá ◽  
Ángel Pérez-Pueyo ◽  
José Sánchez-Santamaría
Keyword(s):  
Physical Education ◽  
Teaching And Learning ◽  
Conceptual Analysis ◽  
Influential Factors ◽  
Substantial Contribution ◽  
University Teachers ◽  
Five Factors ◽  
Development Of Competencies ◽  
The University ◽  
University Classrooms

The involvement of university students in their own assessment leads to motivation towards learning. The aim of this study is twofold. The first aim is to analyze the factors of evaluation in Physical Education that generate motivation and involvement. To do this, we have discussed five factors: (1) to generate awareness of what is being learned; (2) to delimit the deadlines in the development of tasks; (3) to associate it with the development of competencies; (4) to apply it in a variety of contexts and tasks; and (5) to allow reflection on the teaching and learning process. The second aim, based on the previous one, tries to delimit strategies to implement a quality evaluation in the university classrooms. Five strategies have been analyzed: (1) triadic assessment; (2) grade distribution; (3) collaborative creation of instruments; (4) elaboration of formative questions; and (5) use of apps. Finally, a series of reflections are proposed to put into practice the formative and shared assessment as opposed to the traditional evaluation. This manuscript is a substantial contribution to the existing literature, as it serves as a clear guide for university teachers to implement this type of assessment in the classroom, generating student motivation and transferability of their learning.

scholarly journals New Ways with Technology in the Twenty-First Century

2002 ◽  
Vol 3 (2) ◽  
pp. 289-292 ◽  
Author(s):  
Sue Hawthorne
Keyword(s):  
Teaching And Learning ◽  
Learning Technologies ◽  
Early Childhood Teacher ◽  
First Century ◽  
Information And Communications Technologies ◽  
Communications Technologies ◽  
Teachers And Students ◽  
Software And Hardware ◽  
Integration Of Learning ◽  
The Many

In recent years, schools have been presented with the challenge to integrate the use of information and communications technologies (ICTs) in the classroom. This challenge places many demands on schools and classrooms, teachers and students. Teachers develop strategies to enable them to cope with the many changes required of them, both in their thinking about teaching and learning and in their ability to use software and hardware. Schools and teachers often reflect on their practices and consider how best to connect teaching and learning with the use of learning technologies. This colloquium shares the journey of one early childhood teacher and describes the processes related to integration of learning technologies into classroom practices.

scholarly journals University teaching with digital technologies

Comunicar ◽  
2015 ◽  
Vol 23 (45) ◽  
pp. 117-124 ◽  
Author(s):  
Carlos Marcelo-García ◽  
Carmen Yot-Domínguez ◽  
Cristina Mayor-Ruiz
Keyword(s):  
Digital Technologies ◽  
Learning Technologies ◽  
Learning Activities ◽  
University Teaching ◽  
Small Range ◽  
University Teachers ◽  
Use Of Technology ◽  
Frequency Of Use ◽  
Level Of Use ◽  
Teaching Learning

This research aims to analyze the level of use of technology by university teachers. We are interested by the frequency of their use in designing the teaching-learning process. The research questions were: what types of learning activities which include are designed by university teachers? What types of technologies do teachers use in the design of their instruction? What is the level of use of digital technologies in the learning designs? To respond to these issues, we designed an inventory of activities of learning technologies at the university which was completed by 941 Andalusian teachers. We have identified the type and frequency of use of technology by university lecturers in their different fields at the same time as studying learning activities that predominate in their learning designs. The results, first of all, reveal a poor integration of ICT in the teaching-learning processes which are, essentially, the teacher-centered learning activities. Secondly, we have identified four profiles which differentiate between d teachers depending on their level of use of ICT. The profile comprising an increased number of teachers makes making reference to the rare use of technology. There are teachers who use technology sparingly, and this is a very small range. Esta investigación tiene por objetivo analizar el nivel de uso que de las tecnologías hace el profesorado universitario, interesándose tanto por la frecuencia de uso de ellas, como por el tipo de actividades de aprendizaje en las que se utilizan. Los problemas de investigación se centraron en: ¿qué tipos de actividades de aprendizaje con tecnologías diseñan los docentes universitarios?, ¿qué tipo de tecnologías utilizan los docentes en el diseño de su enseñanza?, ¿cuál es el nivel de uso de las tecnologías digitales en los diseños del aprendizaje del profesorado universitario? Hemos diseñado el Inventario de Actividades de Aprendizaje con Tecnologías en la Universidad que fue respondido por 941 docentes andaluces. A través de él hemos identificado el tipo y frecuencia de uso que de la tecnología hace el profesorado universitario en sus materias al tiempo que hemos estudiado las actividades de aprendizaje que predominan en sus diseños del aprendizaje. Los resultados revelan una pobre integración de tecnologías en los procesos de enseñanza-aprendizaje los cuales se constituyen, esencialmente, de actividades de aprendizaje centradas en el docente. Hemos identificado cuatro perfiles diferenciados de docentes en función del nivel de uso que hacen de las TIC. De los cuatro, el perfil que mayor número de docentes agrupa es el que hace referencia a un uso poco frecuente de la tecnología; son docentes que emplean escasamente la tecnología y esta es de una gama muy reducida.

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