scholarly journals 'It can't be found in books': how a flipped-classroom approach using online videos can engage postgraduate students in dissertation writing

2019 ◽  
Author(s):  
Jessica Clare Hancock
Keyword(s):  
Flipped Classroom ◽  
Teaching Method ◽  
Master's Level ◽  
Video Content ◽  
Postgraduate Students ◽  
Face To Face ◽  
Dissertation Writing ◽  
Online Videos ◽  
The Face ◽  
Approach To Teaching

This article explores action research that introduced a flipped-classroom approach to teaching dissertation writing. The cohort involved postgraduates studying at master’s level, with a high proportion of international students. Dissertation writing had previously been taught in a lecture-based format, with limited time for activities. Moving some of the information-based content to online videos, which students were asked to watch before the teaching sessions, meant that face-to-face content could be entirely based around active learning and a social-constructivist approach. The students who experienced this flipped-classroom approach became more positive about the use of online videos during the teaching period. Many favourable comments were made about the videos, although several students appeared to prefer to use video content as a recap of face-to-face teaching, rather than appreciating a true flipped-classroom approach. Nevertheless, students agreed that the face-to-face activities helped put their learning from the videos into practice, the videos helped them to complete face-to-face activities, and that the teaching was beneficial for their dissertation writing abilities. Despite an absence of existing research for this context, a flipped-classroom approach to teaching dissertation writing is therefore recommended, as long as the students are fully briefed about the reasons for teaching in this way. This teaching method may be particularly beneficial for postgraduate students who are familiar with online learning through videos in earlier parts of their master’s level courses.

scholarly journals The Challenges and Dynamics of Flipped Learning Totally Online: The Case of Training Research Postgraduates to Be University Instructors

2020 ◽  
Vol 7 (4) ◽  
pp. p36
Author(s):  
Tiffany Ko ◽  
Lisa Y. N. Law ◽  
Theresa Kwong ◽  
Eva Y. W. Wong
Keyword(s):  
Online Learning ◽  
Active Learning ◽  
Flipped Classroom ◽  
Learning Approaches ◽  
Flipped Learning ◽  
Postgraduate Students ◽  
Face To Face ◽  
Use Of Technology ◽  
Traditional Lectures ◽  
The Face

“Flipped classroom” is one of the popular blended learning approaches in Higher Education (HE) with significant use of technology. A “flipped” course typically engages students to do pre-class online learning at their own pace; the teachers then design active learning activities to reinforce students’ online learning in a physical classroom setting. Although literatures suggest that active learning after self-directed online learning can take place not only in traditional lectures hall but also online learning spaces, there is a lack of studies that investigate how the “relocation” of the face-to-face component online would affect students’ learning. As the COVID-19 pandemic has suspended face-to-face teaching on HE campuses worldwide, this article seizes the opportunity to examine the difficulties and possibilities of conducting flipped learning totally online. By evaluating the delivery of a flipped course for 46 research postgraduate students in Hong Kong during the pandemic-stricken period, the teaching team of the captioned course summarizes how the paradigm shift of flipped learning from partially online to totally online simultaneously distort and create new dynamics of in-class interaction and collaboration. Recommendations on how to better implement and research “flipped learning totally online” as a pedagogy across multiple disciplines will also be highlighted.

scholarly journals The flipped classroom: A learning model to increase student engagement not academic achievement

2017 ◽  
Vol 8 (2) ◽  
pp. 43-53 ◽  
Author(s):  
Masha Smallhorn
Keyword(s):  
Student Engagement ◽  
Learning Outcomes ◽  
Flipped Classroom ◽  
Student Attendance ◽  
Face To Face ◽  
Online Videos ◽  
Before And After ◽  
The Face ◽  
Face Time ◽  
The Impact

A decrease in student attendance at lectures both nationally and internationally, has prompted educators to re-evaluate their teaching methods and investigate strategies which promote student engagement. The flipped classroom model, grounded in active learning pedagogy, transforms the face-to-face classroom. Students prepare for the flipped classroom in their own time by watching short online videos and completing readings. Face-to-face time is used to apply learning through problem-solving with peers. To improve the engagement and learning outcomes of our second year cohort, lectures were replaced with short online videos and face-to-face time was spent in a flipped classroom. The impact of the flipped classroom was analysed through surveys, attendance records, learning analytics and exam data before and after the implementation of the flipped classroom. Results suggest an increase in student engagement and a positive attitude towards the learning method. However, there were no measurable increases in student learning outcomes.

Teaching Tip: Designing Flipped Classrooms to Enhance Learning in the Clinical Skills Laboratory

2021 ◽  
pp. e20210043
Author(s):  
Sarah Baillie ◽  
Annelies Decloedt ◽  
Molly Frendo Londgren
Keyword(s):  
Student Engagement ◽  
Flipped Classroom ◽  
Clinical Skills ◽  
Face To Face ◽  
Use Of Time ◽  
Skills Laboratory ◽  
The Face ◽  
Expected Benefits ◽  
Time Required ◽  
Effective Use

Flipped classroom is an educational technique in which content is delivered online for students to study at their own pace in preparation for in-class learning. Benefits include increased flexibility, enhanced student engagement and satisfaction, and more effective use of time spent during face-to-face teaching. However, the development and implementation of flipped classroom teaching are also associated with challenges, including time required to develop learning materials and getting students to engage with the preparatory work. This teaching tip describes a structured approach to designing and implementing the flipped classroom approach for clinical skills to allow a greater focus on practicing the hands-on skills and the provision of feedback during the laboratory session. First, the rationale for flipping the classroom and the expected benefits should be considered. On a practical level, decisions need to be made about what to include in the flipped component, how it will complement the face-to-face class, and how the resources will be created. In the design phase, adopting a structured template and aligning with established pedagogical principles is helpful. A well-designed flipped classroom motivates learners by including different elements such as quality educational media (e.g., videos), the opportunity to self-assess, and well-defined connections to relevant knowledge and skills. Student engagement with the flipped material can be promoted through different strategies such as clear communication to manage student expectations and adapting the delivery of the face-to-face component. Finally, gathering feedback and evaluating the initiative are important to inform future improvements.

scholarly journals Fostering Self and Peer Learning Inside and Outside the Classroom through the Flipped Classroom Approach for Postgraduate Students

10.28945/4212 ◽  
2019 ◽  
Keyword(s):  
Online Learning ◽  
Flipped Classroom ◽  
Peer Interactions ◽  
Learning Experience ◽  
Group Discussion ◽  
Learning Approaches ◽  
Postgraduate Students ◽  
Face To Face ◽  
Post Test ◽  
Face To Face Learning

[This Proceedings paper was revised and published in the 2019 issue of the journal Issues in Informing Science and Information Technology, Volume 16] Aim/Purpose: The flipped classroom approach is one of the most popular active learning approaches. This paper explores the effectiveness of a new pedagogy, known as FOCUSED, for postgraduate students. Background: The flipped classroom approach is a trendy blended learning pedagogy which capitalizes on the flexibility of online learning and the stimulating nature of face-to-face discussion. This article describes a pilot study involving post-graduate students who experienced the flipped classroom approach in one of their courses. Methodology: In additional to online activities, students adopted a newly learned approach to solve a related problem that was given by another group of students during classes. Quantitative data were collected from pre- and post-tests for both self-learned online materials and group discussion during classes so that the effectiveness of the flipped classroom pedagogy could be examined from the perspective of a holistic learning experience. Findings: It was found that the average scores for the post-test for the self-learned online video were much higher than for pre-test, even though the post-tests for both online and face-to-face learning were higher than the respective pre-tests. The qualitative data collected at the end of the flipped classroom activities further confirmed the value of the flipped classroom approach. Even though students could self-learn, more students valued peer interactions in the classroom more than the flexibility of online learning.

scholarly journals "The best part was the contact!": Understanding postgraduate students’ experiences of wrapped MOOCs

Open Praxis ◽  
2017 ◽  
Vol 9 (2) ◽  
pp. 207 ◽  
Author(s):  
Tasneem Jaffer ◽  
Shanali Govender ◽  
Cheryl Brown
Keyword(s):  
Student Mobility ◽  
Learning Experiences ◽  
Structural Factors ◽  
Substantial Impact ◽  
Student Preparedness ◽  
Postgraduate Students ◽  
Face To Face ◽  
Postgraduate Studies ◽  
The Face ◽  
Complex Relationships

Mandated to provide support to postgraduate students, the Office of Postgraduate Studies at the University of Cape Town operates in a context characterised by limited funding and resourcing, varied student preparedness for postgraduate study, and increasing student mobility. Extra-curricular academic and professional skills support is offered through a range of modes, including the wrapping of MOOCs. This research explored the contribution of face-to-face, facilitated sessions to the learning experiences of wrapped MOOC participants. Interviews, surveys and course evaluations were analysed using the Community of Inquiry (CoI) framework. Although the CoI framework surfaced complex relationships between the three presences and students’ learning experiences, with students expressing strong appreciation for the face-to-face contact in addition to online learning, the framework does not surface the substantial impact of learner and structural factors as contributors to learning.

scholarly journals Fostering Self and Peer Learning Inside and Outside the Classroom through the Flipped Classroom Approach for Postgraduate Students

10.28945/4290 ◽  
2019 ◽  
Vol 16 ◽  
pp. 051-059
Author(s):  
Eugenia M. W. Ng
Keyword(s):  
Online Learning ◽  
Flipped Classroom ◽  
Peer Interactions ◽  
Learning Experience ◽  
Group Discussion ◽  
Learning Approaches ◽  
Postgraduate Students ◽  
Face To Face ◽  
Post Test ◽  
Face To Face Learning

Aim/Purpose: The flipped classroom approach is one of the most popular active learning approaches. This paper explores the effectiveness of a new pedagogy, known as FOCUSED, for postgraduate students. Background: The flipped classroom approach is a trendy blended learning pedagogy which capitalizes on the flexibility of online learning and the stimulating nature of face-to-face discussion. This article describes a pilot study involving post-graduate students who experienced the flipped classroom approach in one of their courses. Methodology: In additional to online activities, students adopted a newly learned approach to solve a related problem that was given by another group of students during classes. Quantitative data were collected from pre- and post-tests for both self-learned online materials and group discussion during classes so that the effectiveness of the flipped classroom pedagogy could be examined from the perspective of a holistic learning experience. Findings: It was found that the average scores for the post-test for the self-learned online video were much higher than for pre-test, even though the post-tests for both online and face-to-face learning were higher than the respective pre-tests. The qualitative data collected at the end of the flipped classroom activities further confirmed the value of the flipped classroom approach. Even though students could self-learn, more students valued peer interactions in the classroom more than the flexibility of online learning.

scholarly journals Effects of Jigsaw Strategy into Flipped Learning on EFL Pre-serviced Kindergarten Teachers‟ English Attitude and Motivation with Online-Based Classroom

2021 ◽  
Vol 11 (11) ◽  
pp. 510-516
Author(s):  
Hyelin Jeong ◽  
Keyword(s):  
English Learners ◽  
Teaching Method ◽  
Kindergarten Teachers ◽  
Control Group ◽  
Flipped Learning ◽  
Face To Face ◽  
Educational Methods ◽  
The Face ◽  
Attitude And Motivation ◽  
Experimental Group

This research applied a jigsaw strategy in flipped learning to improve English attitude and motivation of EFL pre-kindergarten teachers. For this purpose, online-based flipped learning was planned and executed by dividing 48 pre-serviced kindergarten teachers into an experimental group (n=25) and a control group (n=23). In particular, the jigsaw strategy was applied by differentiating the discussion method between the experimental group and the control group, and various topics for 'English in Early Childhood' lecture were provided for about 10 weeks. As a result, the English attitude and motivation post-scores of the experimental group were improved, and there were significant differences between the experimental group and the control group. Accordingly, this research verified the effectiveness of the teaching method to encourage learners' participation in the distance learning environments caused by COVID-19 pandemic. At the same time, this research also significant in that it has prepared new alternatives to EFL English learners that rely on the face-to-face educational methods.

scholarly journals Innovative Food Systems Teaching and Learning: overcoming disciplinary and teaching silos to fix the food system

2017 ◽  
Author(s):  
Raquel Ajates Gonzalez
Keyword(s):  
Higher Education ◽  
Flipped Classroom ◽  
Food Systems ◽  
Teaching And Learning ◽  
Food System ◽  
Virtual Learning Environment ◽  
First Year ◽  
Higher Education Funding ◽  
Postgraduate Students ◽  
Face To Face

While inter-university and interdisciplinary research projects are very common in Higher Education (HE), inter-university and interdisciplinary teaching programmes are still very rare. This paper reflects on the first year of the Innovative Food Systems Teaching and Learning (IFSTAL) programme. IFSTAL is a three-year project funded by the Higher Education Funding Council for England (HEFCE) with the aim of bringing together postgraduate students from very different programmes to learn about food and farming beyond their own disciplines. IFSTAL creates learning environments and activities that encourage students to think systemically about the transdisciplinary challenges facing the food system. IFSTAL combines both face to face events and an inter-university virtual learning environment (VLE) that was created from scratch for this project. At the end of its first year, a survey was carried out to evaluate the programme and inform the structure for year two (Y2). Survey data revealed students preferred interacting at face to face events over the shared VLE. The programme for Y2 was re-designed to incorporate more flipped classroom features with an andragogy-based approach.

Using Web-Based Tools for Flipped ESL Learning in the Korean Language Education System

2017 ◽  
pp. 177-195 ◽  
Author(s):  
YunJoon Jason Lee
Keyword(s):  
College Students ◽  
Flipped Classroom ◽  
Flipped Learning ◽  
Top Down ◽  
Web Based ◽  
Face To Face ◽  
The Face ◽  
Korean College Students ◽  
Conversation Class ◽  
Set Up

With the continued proliferation of digital technologies, students are absorbing more information than ever. As a result, the relationship between students and teachers in a traditional face-to-face classroom can be limiting. As the flipped classroom approach has emerged, the classroom culture has changed. The active environment, interactive approach, and content-specific flipped learning has great potential for the ESL-learning context, especially for Korean college students. Korean college students were accustomed to the face-to-face, top-down structure of learning, and flipped learning provided an opportunity for them to look at and experience learning differently. More specifically, the top-down relationship between teacher and student shifted into a more balanced and interactive learning culture. The positive aspects of flipped learning were beneficial for the Korean ESL college students. This chapter features a case study of a college English language conversation class in Korea and explores how to set up a flipped classroom through web-based tools in order to keep the students motivated and generate a participatory environment.

scholarly journals Space Race: An Interactive Digital Tool in the Classroom. Are You Ready?

Proceedings ◽  
2018 ◽  
Vol 2 (21) ◽  
pp. 1319
Author(s):  
Mª José Luesma ◽  
Irene Cantarero ◽  
Jesús Sergio Artal-Sevil
Keyword(s):  
Flipped Classroom ◽  
Meaningful Learning ◽  
Teaching Experience ◽  
Game Based Learning ◽  
Digital Tool ◽  
Face To Face ◽  
Teacher Student ◽  
Space Race ◽  
The Face ◽  
Educational Methodology

This document presents an interdisciplinary teaching experience based on Game-based Learning as an educational methodology complementary to the Flipped Classroom pedagogical approach in higher education. The tool used was the Space Race application integrated into the free Socrative software. A more active and meaningful learning has been promoted in the student with its implementation. Likewise, it has allowed the face-to-face classes to be energized, creating a relaxed atmosphere. The reflective and critical use of technological applications and mobile devices in the classroom has also been encouraged. The use of the Space Race has increased the participation of students in the classroom, their motivation and interest, collaborating in the development of skills and abilities. This tool has been very useful to obtain bidirectional teacher-student feedback in real time. As a result, a more cooperative, reflective and meaningful learning has been obtained.

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