scholarly journals Evolución del comportamiento de los estudiantes de Biomecánica en el campus virtual

2021 ◽  
Author(s):  
María Teresa Angulo Carrere ◽  
Yolanda Fuentes-Peñaranda ◽  
Ana María Álvarez-Méndez ◽  
Carmen Bravo-Llatas ◽  
Jesús Cristobal Barrios ◽  
...  
Keyword(s):  
Academic Performance ◽  
Flipped Classroom ◽  
Classroom Practices ◽  
Teaching Methodology ◽  
Clinical Practices ◽  
Virtual Campus ◽  
The Poor ◽  
Academic Courses ◽  
Formative Evaluations ◽  
Academic Grades

Este estudio compara el uso realizado del campus virtual por los estudiantes de la asignatura de Biomecánica del Grado en Podología de la Universidad Complutense de Madrid, durante los cursos académicos, 2017-18 y 2019-20, y su relación con el rendimiento académico. En el segundo curso la metodología docente se implementó introduciendo evaluaciones formativas en el aula y la clase invertida en las prácticas clínicas de sala. Se extrajeron de las asignaturas virtualizadas un total de 52.779 registros almacenados en la plataforma Moodle entre ambos cursos académicos. Los logs fueron depurados, anonimizados y analizados con los programas R y SPSS v.25. Frente a un comportamiento errático y malos resultados del primer curso, en el segundo los resultados académicos mejoraron y el uso del campus correlacionó significativamente con las calificaciones finales de la asignatura y con las notas de prácticas. Los resultados sugieren que las evaluaciones formativas desarrolladas en el aula y el grado de motivación y compromiso conseguido con la metodología invertida para las prácticas de sala han sido clave para lograr un uso útil del CV y mejorar el rendimiento académico.This study compares the use of the virtual campus performed by the students of Biomechanics, a subject of the Podiatry Degree from the Complutense University of Madrid during 2017-18 and 2019-20 academic courses, and its relationship with the academic marks. In the second academic course, teaching methodology was implemented applying formative evaluations in the classroom and flipped classroom in their clinical practices. A total of 52,779 records from the virtualized subjects stored in Moodle platform in both academic courses were extracted. The logs were debugged, anonymized and analysed with the R and SPSS v.25 programs. In contrast from the erratic behaviour and the poor results in the first course, in the second one, the academic performance improved, and the use of virtual campus significantly correlated with both the final and the practice grades. Results suggest that the formative evaluations carried out in the classroom and the attained motivation and commitment levels with the flipped classroom practices were key to achieving a better CV performance and improving the academic grades.

scholarly journals Benefícios do flipped classroom no período pré-clínico: uma revisão sistemática

2019 ◽  
Vol 3 (1) ◽  
pp. 68
Author(s):  
Ticiane Rodrigues Figueiredo ◽  
Iêda Maria Barbosa Aleluia
Keyword(s):  
Academic Performance ◽  
Flipped Classroom ◽  
Qualitative Evaluation ◽  
Bloom's Taxonomy ◽  
Teaching Methodology ◽  
Process Data ◽  
Active Teaching ◽  
Bloom’S Taxonomy ◽  
Electronic Database Search ◽  
Teaching Learning

INTRODUCTION: Flipped Classroom (FC) is an active teaching methodology in which the lower levels of Bloom's taxonomy are realized at home: watching videos made available by teachers or studying through the teaching material offered, while the classroom is reserved to work the levels of taxonomy through discussions. OBJECTIVE: Identify the benefits of the HR method compared to traditional education in the pre-clinical years of medical graduation. METHODS: Systematic review through electronic database search in the period defined between 12/31/1999 and 6/25/2017. RESULTS: A total of 262 articles were found, of which 04 fully satisfy the inclusion and exclusion criteria previously established. The academic performance measured through applied tests was superior in the FC method in two studies. One study demonstrated that students performed better on analysis-type questions, according to Bloom's taxonomy. In the FC method the students had contact with more sources of study. In addition, the studies that brought qualitative evaluation of the students about the methodology obtained opinions favorable to its application. CONCLUSION: The FC method was advantageous in motivating students. The results suggest that this method promotes greater content retention. The FC methodology becomes superior to traditional teaching in the analysis-type questions, according to Bloom’s taxonomy, indicating the possibility that this method is better to address higher levels of complexity in the teaching-learning process. Data related to students' academic performance in each method are still inconclusive.

scholarly journals Building on Strategic eLearning Initiatives of Hybrid Graduate Education a Case Study Approach: MHEI-ME Erasmus+ Project

2021 ◽  
Vol 13 (14) ◽  
pp. 7675
Author(s):  
Radovan Madleňák ◽  
Stephen P. D’Alessandro ◽  
Agostino Marengo ◽  
Jenny Pange ◽  
György Iván Neszmélyi
Keyword(s):  
Collaborative Learning ◽  
Online Community ◽  
Flipped Classroom ◽  
Teaching Method ◽  
Teaching Methodology ◽  
Case Study Approach ◽  
Study Approach ◽  
Strategic Commitment ◽  
Self Learning

Online courses are gaining popularity because they provide extensive and varied course material, information, knowledge, and skills, whilst also creating an effective educational online community. This research adopts a case study approach to focus on the teaching method and the manner in which a strategic commitment to eLearning provides scope for the development and implementation of top quality educational online fully accredited programs. Entrepreneurship focuses on developing businesses that add value and create wealth and prosperity in our societies. Therefore, entrepreneurship is a key area of learning for graduate students seeking to set up and operate their own SME organizations. It can serve as a benchmark for the teaching of other graduate subjects that require a sound correlation for the correlation of concepts and theories to the challenging complexities of the real world. The program was developed on the basis of the implementation of a state-of-the-art eLearning platform that allowed for a combination of varied self-learning and collaborative learning elements and activities within a single platform. This enabled students to access the online content material efficiently and effectively. It allows for the development of a program based on the flipped classroom teaching methodology. The underlying concept of the flipped classroom methodology is that effective eLearning should comprise both synchronous and asynchronous learning activities. This combination of self-learning and collaborative learning calls for careful planning by the tutor to ensure that the learning objectives are clearly defined for each activity and that the relevant deliverables are monitored. The content material for each subject course module was designed, developed, produced, and presented by the different project partners in a holistic manner structured to motivate participants to learn. The results of our analysis have shown that students were able to learn, discuss their projects, and cooperate during an online course in an effective and participant-focused manner with their tutors. The feedback given highlights the importance of ongoing communications between students and the tutors who often need to act as mentors to retain student engagement.

scholarly journals Learning and Engagement in the Flipped Classroom of Analytical Mathematics

2020 ◽  
pp. 93-111
Author(s):  
Anastasia Sofroniou
Keyword(s):  
Student Engagement ◽  
Active Learning ◽  
Flipped Classroom ◽  
Mathematical Thinking ◽  
Further Education ◽  
Teaching Methodology ◽  
Mathematical Education ◽  
Learning Approaches ◽  
Problem Solving Skills ◽  
Learning Techniques

Learning techniques have changed over time in order to try and improve student engagement across different subjects in higher education. Mathematics has dominantly adhered to certain learning methods that use a more conventional approach. Interactive and active learning in Mathematics tend to be more common in further education yet, university level Mathematics is more complex, heavy in content and poses more difficulty in applying active learning approaches as a passive approach of traditional lectures has always been applied. The issues of learning problems in mathematics is ignored and the lack of metacognitive awareness of mathematical thinking and problem-solving skills seem to persist despite differences amongst educators on an effective learning methodology. Following the reform movement in mathematics education in the mid 1980’s, resulting from the dissatisfaction of conventional approaches, recommending the restructuring of mathematical delivery marked the need for modifications in teaching methodology. Employing multiple models to deliver lessons may implement the changes needed to drive student engagement and satisfaction to improve the experience in learning mathematics. In order for these methods to become applicable and effective in students’ experiences in mathematical education, educators need to be encouraged to present active learning techniques so that students can begin to facilitate their own learning which can be done through introducing approaches specific to the individual such as student-centred approaches. This paper evaluates the techniques used by mathematicians to deliver lessons and how it reflects on learning and engagement of students in comparison to the flipped classroom approach which inverts the common traditional lecture style used in classrooms. The flipped classroom model in this study is adopted to a topic from the university foundation level module, Analytical Mathematics, whereby results from the quantitative analysis undertaken show a decrease in the success of students’ performance suggesting a lesser impact on improved learning. With regards to engagement, observations from the qualitative analysis of the study highlight positive aspects of the flipped classroom model, specifically an optimistic engagement amongst peers.

scholarly journals Analysis of Different Interactive Teaching Methodology

2020 ◽  
Vol 5 (01) ◽  
Author(s):  
Dr Subrat Panda ◽  
Dr Ananya Das ◽  
Dr Surajit Ray Baruah ◽  
Lina Baruah
Keyword(s):  
Flipped Classroom ◽  
Evaluation Methodology ◽  
Rank Test ◽  
P Value ◽  
Teaching Methodology ◽  
Immediate Feedback ◽  
Interactive Teaching ◽  
Signed Rank ◽  
Signed Rank Test ◽  
Class Room

Introduction: The interactive teaching system is one such tool which aims at improving the conventional lecture. In this study we had compared three types of interactive teaching viz., flipped class room, MCQ (Multiple Choice Question) based interactive teaching and confusion technique by kircpatrics level 1 evaluation. Methodology: It was an academic study conducted for a period of 1year for final year M.B.B.S students’ batch of 50 in Obstetrics and Gynaecology department of NEIGRIHMS from March 2018 to March 2019. Out of a total of 12 topics selected for interactive teaching technique, 4 topics were taught in flipped classroom technique, another 4 taught with putting MCQ in the class and remaining 4 topics were taught using confusion technique. Immediate feedback was obtained from students using likert chart. All the data were collected and analysed by Wilcoxon Signed rank test by using SPS Software 22. Observation: Flipped classroom technique of teaching was found preferable to MCQ technique (p value<0.01). Also flipped class room technique was preferred by student to confusion technique (p value<0.01). On comparision between MCQ and Confusion technique, MCQ was preferred by the students (p value <0.01). Conclusion: Interactive techniques and strategies make the students actively involved in the learning process, retaining more information and hence leaving them satisfied. In our study, flipped classroom method was the most preferred method by the students as a modality of interactive teaching when compared to MCQ based teaching and Confusion technique.

Impact of Social Networking Sites on Student Academic Performance

2016 ◽  
Vol 18 (2) ◽  
pp. 35-50 ◽  
Author(s):  
Youssef Harrath ◽  
Hadeel Alobaidy
Keyword(s):  
Social Sciences ◽  
Academic Performance ◽  
Social Networking ◽  
Social Networking Sites ◽  
Online Survey ◽  
Teaching Methodology ◽  
Student Academic Performance ◽  
Negative Impacts ◽  
University Of Bahrain ◽  
The Impact

The purpose of this research is to study the impact of Social Networking Sites on student academic performance. An online survey was conducted and 628 students of University of Bahrain replied. This research studies and explores the relationships between the use of SNS and students' academic performance. The survey questions (21) were grouped into 8 variables that identify the interest that the students draw from SNS. Furthermore, these variables aim to show the effects of SNS on students' academic performance and the futuristic online and offline paradigms that can enhance teaching methodology. The Statistical Package for Social Sciences (SPSS) was used to analyse the collected data and find correlations between SNS and the students' academic performance. From this research it was found that the SNS have positive and negative impacts on student academic performance. At the end, the authors came up with fruitful recommendations on how to get benefit from the SNS to improve the learning process.

scholarly journals Flipped Classroom to Improve University Student Centered Learning and Academic Performance

2019 ◽  
Vol 8 (11) ◽  
pp. 315 ◽  
Author(s):  
Mingorance Estrada ◽  
Granda Vera ◽  
Rojas Ruiz ◽  
Alemany Arrebola
Keyword(s):  
Academic Performance ◽  
University Students ◽  
Classroom Environment ◽  
Flipped Classroom ◽  
Student Centered ◽  
Student Centered Learning ◽  
Traditional System ◽  
Quasi Experimental ◽  
Analytical Research ◽  
Teaching Learning

In recent years, educational research has focused on analyzing significant differences in the academic performance of university students according to the intervention model of the traditional methodology vs. the flipped classroom. This empirical-analytical research is based on a quasi-experimental design with non-equivalent groups. The results reveal significant differences on the average grades of university students; those participating in the flipped classroom obtained higher scores than students following a traditional methodology, regardless of the specialization. Moreover, this research concludes that the flipped classroom approach offers an opportunity to transform the traditional system by improving the classroom environment, the teaching-learning process and the student’s assessment.

scholarly journals Active Methodologies in Chemistry

Proceedings ◽  
2018 ◽  
Vol 2 (21) ◽  
pp. 1339
Author(s):  
María J. Ibáñez-González ◽  
Tania Mazzuca-Sobczuk
Keyword(s):  
Cooperative Learning ◽  
Flipped Classroom ◽  
Negative Effects ◽  
Daily Work ◽  
First Semester ◽  
Agricultural Engineering ◽  
Academic Courses ◽  
The Subject ◽  
Blackboard Learn ◽  
Laboratory Experiences

Cooperative learning is not easy to develop when we encounter large classes of approximately 70 students. This handicap is increased when the subject is taught in the first year and the first semester. This is the case of the subject of Chemistry 1 of the Degree in Agricultural Engineering, the student comes to the University without having worked in a group, with little knowledge of the subject and attending classes at random. To diminish these negative effects, the informal cooperative learning methodology has been used both in the classroom and through the Blackboard Learn platform. At the same time the student has self-evaluations on the Blackboard Learn platform, which must be done before going to class and before going to the laboratory. Summaring, in order to increase student participation and daily work, a series of methodologies that have been implemented throughout the academic courses are proposed: (1) in the classroom, participatory master class and informal cooperative learning, (2) in the laboratory, laboratory experiences, cooperative learning and (3) On the Blackboard platform, informal cooperative learning, self-evaluations and portfolios of laboratory experiences and self-evaluations of theoretical topics. The final purpose is flipped classroom, to work before, during and after the class.

scholarly journals Effects on students of working in industry

2015 ◽  
Vol 8 (4) ◽  
pp. 32
Author(s):  
Aaron Simon Blicblau ◽  
Tracey Louise Nelson ◽  
Kourosh Dini
Keyword(s):  
Academic Performance ◽  
Project Work ◽  
Work Outcomes ◽  
Work Experiences ◽  
Short Term ◽  
Capstone Project ◽  
Academic Grades ◽  
Short Time ◽  
The Impact

This study investigated the impact of two arrangements of work experiences; short term (over 12 weeks, STIE) and long- term (over 52 weeks, LTIE) on both final academic grades and capstone project grades. The results from this work will inform future approaches of determining the benefits to students of the usefulness of industry placed learning experiences (short or long term) as both an indicator of academic performance, and success in capstone project work. Outcomes have shown that engineering graduates without substantial industrial experience often find employment difficult to find in the short time after completing their studies.

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