Research on the Teaching Methods of Accounting Major in Application-oriented Universities Based on Flipped Classroom

2021 ◽  
Keyword(s):  
Teaching Methods ◽  
Flipped Classroom ◽  
Accounting Major

THE FLIPPED CLASSROOM AS AN INSTRUCTIONAL MODEL

2021 ◽  
Vol 10 (1) ◽  
pp. 56-67
Author(s):  
SANDA VEREŞ ◽  
ADRIAN-DANIEL MUNTEAN
Keyword(s):  
Teaching Methods ◽  
Flipped Classroom ◽  
Learning Processes ◽  
High Time ◽  
Instructional Model ◽  
International Context ◽  
Learning Framework ◽  
Advantages And Disadvantages ◽  
Innovative Learning ◽  
Teaching Paradigm

The current national and international context has determined teachers to evaluate teaching methods and utilise active student involvement strategies in the classroom during learning processes. This article presents the Flipped Classroom instructional model, analyses its application, and proposes stages to follow in order to create a successful flipped classroom. Even though the flipped classroom instructional model is not utilised in Romania, the authors aim to attract attention to it, presenting its advantages and disadvantages. A change is due in the current teaching paradigm and it is high time to promote an innovative learning framework using the flipped classroom instructional model.

scholarly journals Quality-Improving Strategies of College English Teaching Based on Microlesson and Flipped Classroom

2017 ◽  
Vol 10 (5) ◽  
pp. 243 ◽  
Author(s):  
Fan Zhang
Keyword(s):  
Teaching Methods ◽  
Evaluation System ◽  
Flipped Classroom ◽  
Information Technologies ◽  
College English ◽  
English Teaching ◽  
Classroom Time ◽  
Educational Information

Microlesson and flipped classroom, which incorporate the educational information technologies, are a new trend of college English teaching. Exploration on how the flipped classroom and microlesson promote innovation and application of educational information technology are of great significance. According to a survey among teachers, strategies that can improve the quality of college English teaching may include: strengthening teacher training; reforming the previous teaching evaluation system; managing the pre-class and classroom time; correctly understanding the role of modern education technology in college English teaching; paying attention to convergence between teaching materials and teaching software; implementing a variety of teaching methods, and strengthening the interaction inside and outside of the classroom.

scholarly journals Flipped Classroom Instruction as a Teaching Tool for Meaningful Learning of the core Subjects in Junior High School: Basis for Instructional Development Plan

2021 ◽  
Vol 2 (3) ◽  
pp. 97-104
Author(s):  
Renz Jervy Book
Keyword(s):  
Instructional Development ◽  
Teaching Methods ◽  
Flipped Classroom ◽  
Classroom Instruction ◽  
Junior High ◽  
Meaningful Learning ◽  
Conventional Instruction ◽  
The Core ◽  
Core Subjects ◽  
Post Test

This study aimed to determine the effects of two teaching methods namely, flipped classroom instruction and conventional instruction in teaching the least mastered competencies in the core subjects among Grade 8 students in one of the Junior High Schools in Zamboanga City who were purposively selected. A Quasi-Experimental Research using the non-randomized pre-test - post-test control group design and qualitative approach explored the effectiveness of the two teaching methods. The findings indicated that students in flipped classroom instruction and conventional instruction obtained higher scores in the post-test than the pre-test results in the core subjects. But, flipped classroom students got slightly higher mean scores as compared to those students who have been taught in the conventional instruction. However, statistically, no significant difference was found between the two methods in learning the least mastered competencies in Science, Mathematics and English. Further, results revealed that the students who were exposed to flipped classroom instruction and the conventional instruction improved in their level of knowledge in mastering the least learned concepts in the core subjects. The problems encountered in the flipped classroom model, however, were identified based on the interview conducted. It was found out that teachers were unfamiliar with the flipped classroom model and lack of time and resources hindered them to utilize the approach in their classes. Students were also challenged particularly on the availability of resources like gadgets and internet connection that resulted to disengagement of the students to watch the flipped videos at home. This study revealed that whatever method or approach used in teaching least mastered competencies would be considered effective in achieving life-long and meaningful learning. An instructional development program was developed to capacitate and elevate the performance of teachers in the implementation of the flipped classroom instruction to improve students’ performance.

scholarly journals Flipping The Classroom: Turning An Instructional Methods Course Upside Down

2015 ◽  
Vol 12 (4) ◽  
pp. 241-248 ◽  
Author(s):  
Diane B. Marks
Keyword(s):  
Best Practices ◽  
Teaching Methods ◽  
Curriculum Design ◽  
Information Society ◽  
Flipped Classroom ◽  
Teacher Educators ◽  
New Technologies ◽  
Instructional Methods ◽  
Learning Objectives ◽  
Methods Course

Higher education and teacher education in particular are entering a time of transformation.  With major forces like shifting demographics, new technologies, and the move from an industrial to an information society, teacher educators need not only to prepare teachers for new ways of teaching, but also must adopt and model best practices for these new teaching methods.  This study examines how several key strategies from Flipped Classroom theory can be adapted to an instructional methods course.  Findings show that with careful curriculum design, both content and methods learning objectives can be taught and mastered with Flipped Classroom methods.

scholarly journals Pedagogical Approaches in the Knowledge Society: The Flipped Classroom Method for the Development of Creativity and Dialogical Learning

2020 ◽  
Vol 15 (03) ◽  
pp. 4 ◽  
Author(s):  
Inmaculada Aznar-Díaz ◽  
Francisco-Javier Hinojo-Lucena ◽  
María-Pilar Cáceres-Reche ◽  
José-María Romero-Rodríguez
Keyword(s):  
Teaching Methods ◽  
Flipped Classroom ◽  
Quantitative Method ◽  
Ad Hoc ◽  
Teaching Method ◽  
Knowledge Society ◽  
Pedagogical Approach ◽  
Academic Level ◽  
Flipped Classrooms ◽  
Pedagogical Approaches

Dialogical learning and teamwork have become the principles demanded by the knowledge society, given that we are currently living in a completely globalised world that requires skilled citizens to collaborate on a social, pro-fessional and academic level. Likewise, creativity is another key element re-quested by organisations to solve problems. Against this background, some student-centred teaching methods like flipped classrooms are appearing. Therefore, this paper aimed to analyse the implementation of the flipped classroom method as a factor to develop dialogical learning and creativity. To this regard, a quantitative method was used, applying a survey prepared ad hoc to a sample of 308 students from Spain and Colombia, in order to know whether implementing the flipped classroom truly enhances the develop-ment of such skills. According to the results obtained, it is stated that devel-oping the flipped classroom method promotes a team-based work dynamic, which generates dialogical learning among students. It also enhances creativ-ity, since it provides students with autonomy to carry out their tasks. Final-ly, the flipped classroom pedagogical approach is a teaching method with numerous advantages and benefits for students to adapt to the competencies required by the knowledge society.

scholarly journals Evaluationof Integrated Modular Teaching in Chinese Ophthalmology Trainee Courses

2019 ◽  
Author(s):  
Wei Xin ◽  
Yuxian Zou ◽  
Yong Ao ◽  
Yu Cai ◽  
Zheqian Huang ◽  
...  
Keyword(s):  
Medical Students ◽  
Teaching Methods ◽  
Test Scores ◽  
Flipped Classroom ◽  
Research Training ◽  
Steering Committee ◽  
Innovative Teaching ◽  
Final Grade ◽  
Significant Difference ◽  
Class Test

Abstract Background: Before receiving ophthalmology trainee courses in Zhongshan Ophthalmic Centre, the medical students of Sun Yat-sen University had finished two years of premedical education, following thesix years of medical courses including basic medical course, clinical medical courses, clerkship, and research training in medical school. Integrated modular teaching using different problem-based teaching methods in Ophthalmology was designed bythe teaching steering committee of Zhongshan Ophthalmic Centre. This study aimed to evaluate the effectiveness and satisfaction scales of the integrated modular teaching among the trainee students. Methods: A total of 100 medical students who was receiving ophthalmology trainee courses in Zhongshan Ophthalmic Centre were enrolled, which were randomly allocated to 4 groups according to teaching arrangement, each of which contained 6 small groups.The trainee courses included several sections and multiple methods, such as "flipped classroom"section and team-based learning section. The pre-class test and post-class test were used to evaluate the effectiveness of the integrated modular teaching, and participants satisfaction survey questionnaire was collected to investigate the satisfaction among the participants.Results: Comparing with the first-day-test scores, the last-day-test score was significantly improved in total (t=3.288, P=0.001) in a pair t test. There was no significant difference of the last-day-test scores (F=1.163, P=0.328) in an ANOVA test among the four groups, even when the final grade of ophthalmology before entering the trainee courses was significantly different, and a significant difference of the first-day-test scores was found (F=7.614, P=0.000) among the four groups. Since the pre-class knowledge of ophthalmology could be evaluated by the final grade of ophthalmology before entering the trainee courses and the first-day-test scores, these results just showed us that the integrated modular teaching using in trainee courseswas effective and useful. There were 19 students who had an outstanding improvement with ranking ahead of more than 10 in all the participants in the last-day-test, which did not have higher average scores for daily performance than other students (t=0.469, P=0.654). According to the participant satisfaction questionnaires, these innovative teaching methods were considered effective and popular.Conclusions:Integrated modular teaching was effective and popular to the medical college students in ophthalmology trainee courses.

Sign in / Sign up

Export Citation Format

Share Document