scholarly journals Peruse this! Use of an educational social platform for a Global Entrepreneurship flipped clas

2020 ◽  
Author(s):  
Arturo Ortigosa-Blanch ◽  
Enrique Planells-Artigot
Keyword(s):  
Higher Education ◽  
International Students ◽  
Information Transfer ◽  
Online Teaching ◽  
Flipped Classroom ◽  
Classroom Teaching ◽  
Reading Behaviors ◽  
Different Types ◽  
Global Entrepreneurship ◽  
Exchange Programmes

The COVID-19 pandemic made all of our universities to move to a full-online teaching scheme this March. Online teaching presents different drawbacks compared to classroom teaching, but probably the main one is the difficulty to keep the interactivity with the students throughout the online sessions. This is why a flipped classroom scheme becomes even more relevant in the new normal.A key aspect for a flipped class is that the information transfer, traditionally performed through lectures, is moved out of the classroom to different types of pre-class assignments. Students are expected to fulfill those assignments before the class allowing the instructor to engage in more interactive activities with the students in the classroom. Nevertheless, getting students to read the proposed contents before the class is a very important problem in higher education. In this work, we show the results of the implementation of pre-class reading assignments in a Global Entrepreneurship course through an educational social platform that allows students to discuss the reading online with their classmates: PERUSALL. We use the platform to understand how students are reading and understanding the different materials, their reading behaviors and how the instructor can take advantage of all that information. Considering the type of group (50 students, 65% of them international students from exchange programmes we have also performed a survey to assess the platform and evaluate the perception of the students of their learning process.

The Continuous and Systematic Study of the College Algebra Flipped Classroom

2016 ◽  
pp. 41-71 ◽  
Author(s):  
Lori Ogden ◽  
Neal Shambaugh
Keyword(s):  
Online Teaching ◽  
Flipped Classroom ◽  
Teaching Strategy ◽  
Mathematics Learning ◽  
College Algebra ◽  
Teaching Approach ◽  
Classroom Teaching ◽  
Individual Student ◽  
Face To Face ◽  
Development Framework

A flipped classroom teaching approach was used in the teaching of college algebra within a broader initiative for mathematics learning. The flipped classroom approach was documented as an integrated teaching model acknowledging multiple teaching approaches, including in-class cooperative learning, mentored laboratory activities, and online teaching videos. A design and development framework was used to describe the design decisions, model implementation, and model evaluation across three deliveries (cases 1, 2, and 3a/3b) of a college algebra course from fall of 2012 through fall of 2013. Key findings included students perceiving video outside of class as resources and not instruction. What replaced the lecture during face-to-face class time was integral to the success of the flipped classroom teaching approach. The use of videos does not constitute a flipped classroom, but requires an overall teaching strategy with an involved teacher who pays attention to individual student needs.

The Continuous and Systematic Study of the College Algebra Flipped Classroom

2016 ◽  
pp. 1240-1271
Author(s):  
Lori Ogden ◽  
Neal Shambaugh
Keyword(s):  
Online Teaching ◽  
Flipped Classroom ◽  
Teaching Strategy ◽  
Mathematics Learning ◽  
College Algebra ◽  
Teaching Approach ◽  
Classroom Teaching ◽  
Individual Student ◽  
Face To Face ◽  
Development Framework

A flipped classroom teaching approach was used in the teaching of college algebra within a broader initiative for mathematics learning. The flipped classroom approach was documented as an integrated teaching model acknowledging multiple teaching approaches, including in-class cooperative learning, mentored laboratory activities, and online teaching videos. A design and development framework was used to describe the design decisions, model implementation, and model evaluation across three deliveries (cases 1, 2, and 3a/3b) of a college algebra course from fall of 2012 through fall of 2013. Key findings included students perceiving video outside of class as resources and not instruction. What replaced the lecture during face-to-face class time was integral to the success of the flipped classroom teaching approach. The use of videos does not constitute a flipped classroom, but requires an overall teaching strategy with an involved teacher who pays attention to individual student needs.

scholarly journals Creative Merging and Practical Application of "History of Modern Design" Course Online Teaching Platform Construction and Flipped Classroom Teaching Mode

2017 ◽  
Vol 12 (02) ◽  
pp. 118
Author(s):  
Tiejun Zhu
Keyword(s):  
Online Teaching ◽  
Flipped Classroom ◽  
Teaching And Learning ◽  
Classroom Teaching ◽  
Design History ◽  
Modern Design ◽  
Teaching Mode ◽  
Universities And Colleges ◽  
Teaching Platform ◽  
History Of

Design major students of Chinese universities and colleges exists a common learning concept on emphasizing the practice but contempt of theory. Students' interest in learning theoretical courses, especially design history courses is more diluted. In order to explorative change such phenomenon, researchers conducted a "History of Modern Design" course teaching of Sino-foreign cooperative education program as a pilot reform, drawing the current international hot network teaching resources and methods, innovatively constructing multivariate course online teaching platform, and combined with the flipped classroom teaching model which was vigorously advocated by the Chinese educational department. Empirical research and practice results show virtual course and online teaching and learning space. Application of flipped classroom teaching mode changed boring theory taught into exciting interactive teaching and learning. It not only trained independence of students' thinking, learning autonomy and the ability to explore knowledge, it also highly pushed students to innovatively apply design history theory. The course innovative reform achieved significant results. It was proved that can widely spread and apply in design history courses teaching of art and design majors of Chinese universities and colleges in the future.

Flipping the Classroom in STEM Education

2021 ◽  
pp. 155-173
Author(s):  
Qunxing Ding ◽  
Haiyan Zhu
Keyword(s):  
Higher Education ◽  
Virtual Reality ◽  
Stem Education ◽  
Online Teaching ◽  
Classroom Teaching ◽  
Special Position ◽  
Face To Face ◽  
Hands On ◽  
Unique Approach ◽  
And Mathematics

STEM (science, technology, engineering, and mathematics) holds a special position in higher education, and data indicated that online teaching may increase the rate of dropout in STEM courses. Meanwhile, much higher percentage of STEM courses require hands-on experience that cannot be satisfied by online teaching and the virtual reality (VR) techniques. Flipping classroom provides a unique approach to utilize the components of online teaching and the advantage of traditional face-to-face classroom teaching. This chapter summarizes the development of flipping classroom and practical examples to explain the general principles to improve the design and conduction of flipping classroom, especially in STEM education.

scholarly journals The flipped classroom: Improving critical thinking for critical reading of EFL learners in higher education

2021 ◽  
Vol 8 (2) ◽  
pp. 508-522
Author(s):  
Ryani Yulian
Keyword(s):  
Higher Education ◽  
Critical Thinking ◽  
Language Learning ◽  
Flipped Classroom ◽  
Teaching And Learning ◽  
Reading Skills ◽  
Thinking Skills ◽  
Classroom Teaching ◽  
Teaching Model ◽  
Critical Reading

The immersion of the flipped classroom teaching model in blended and online language learning is indispensable. The purpose of this study was to propose improvement in critical thinking in reading through the flipped classroom teaching model of EFL (English as a Foreign Language) learners in higher education. A quasi-experimental design was used to improve reading skills based on the framework of critical thinking for critical reading with a paired t-test of pre-test and post-test. The participants were 37 second-semester students in the English for Academic Purposes class. The results show that the flipped classroom teaching model enhanced students’ critical thinking for critical reading in the aspects of accuracy, clarity, precision, depth, relevance, and logic from the mean score of the pre-tests (12.4865) to the post-tests (18.3243). Students had a positive perception of the implementation of this model in terms of self-directed learning. This study implies that critical thinking for critical reading skills needs supportive teaching and learning environment that can allow students to have self-study prior to the class so that online learning can be effective to synergize the application of flipped classrooms with critical thinking skills in reading. 

scholarly journals Higher Education for International Students in China: A Review of Policy from 1978 to 2020

2021 ◽  
pp. 209653112097438
Author(s):  
Yuting Zhang ◽  
Yu Liao
Keyword(s):  
Higher Education ◽  
International Students ◽  
Text Analysis ◽  
Central Government ◽  
Historical Context ◽  
Policy Issue ◽  
Ministry Of Education ◽  
High Quality ◽  
Different Types ◽  
Higher Education Internationalization

Purpose: By reviewing policies on higher education for international students, this article aims to investigate the change of social–historical context, policy issue, and policy solution and provide implications for policymaking. Design/Approach/Methods: The study used qualitative text analysis. One hundred and twelve policy papers were collected from PKULAW database and Ministry of Education official website. Deductive categories were constructed under themes like social–historical context, policy issue, and policy solution separately. Findings: Four stages have emerged from the text analysis. The policy focus witnessed a shift from openness to expansion and then to quality. The policies made by central government changed a lot accordingly. China is increasingly active in higher education internationalization and eager to make the education for international students an attractive brand with high quality. To realize this target, policies should be made based on different types of international students. Additionally, it is necessary that policies provide detailed guidance and accelerate capacity building in all majors. Originality/Value: This study contributes to existing knowledge of higher education for international students in China by providing qualitative policy text analysis and the insights gained from this study may be of assistance to policymaking in the future.

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