scholarly journals Re-visiting the flipped classroom in a design context

2017 ◽  
Vol 10 (2) ◽  
pp. 1 ◽  
Author(s):  
Richard David Coyne ◽  
John Lee ◽  
Denitsa Petrova
Keyword(s):  
University Students ◽  
Flipped Classroom ◽  
Learning Experiences ◽  
Assessment Method ◽  
Course Evaluation ◽  
Approach To Learning ◽  
Learning And Teaching ◽  
Postgraduate Level ◽  
Lecture Recordings ◽  
Live Presentation

<p class="JLDAbstract">After explaining our experience with a flipped classroom model of learning, we argue that the approach brings to light the dramaturgical and mediatized aspects of learning experiences that favour a closer connection between recorded content and “live” presentation by the lecturer. We adopted the flipped classroom approach to learning and teaching in a class of over 100 postgraduate level university students, some learning at a distance, and run over two successive years. This article describes the format of the lecture recordings, class activities and assessment method. We also describe the outcome of course evaluation, and present what we learned from the process. </p>

scholarly journals Adopting a blended approach to learning: Experiences from Radiography at Queen Margaret University, Edinburgh

Radiography ◽  
2009 ◽  
Vol 15 (3) ◽  
pp. 242-246 ◽  
Author(s):  
M.M. Cockbain ◽  
C.M. Blyth ◽  
C. Bovill ◽  
K. Morss
Keyword(s):  
Learning Experiences ◽  
Approach To Learning

scholarly journals Comparing the Effectiveness of Flipped and Traditional Teaching Methods in Problem-solving Learning and Self-determination Among University Students

2020 ◽  
Vol 19 (3) ◽  
Author(s):  
Mahnaz Khayat ◽  
Fariba Hafezi ◽  
Parviz Asgari ◽  
Marzieh Talebzadeh Shoushtari
Keyword(s):  
Problem Solving ◽  
University Students ◽  
Flipped Classroom ◽  
Teaching Method ◽  
Self Determination ◽  
Analysis Of Covariance ◽  
Control Group ◽  
Traditional Teaching ◽  
Traditional Teaching Methods ◽  
Experimental Group

Background: The flipped classroom model provides an ideal ground to convert a traditional classroom into an interactive environment based on problem-solving learning with a focus on university students’ self-determination. Objectives: The present study aimed to investigate the effectiveness of flipped and traditional teaching methods in problem-solving learning and self-determination among university students. Methods: The research method was experimental with a pretest-posttest design and a control group. The statistical population included all female students of Farhangian University in Ahvaz city in the academic year 2019. Using a purposive sampling method, 36 students were selected and randomly divided into experimental and control groups (n = 18 per group). The research instrument included the Problem-Solving Inventory (PSI) and the Basic Psychological Need Satisfaction scale. The experimental group received the flipped teaching program during eight 120-min sessions once a week; however, the control group received the traditional teaching method. multivariate analysis of covariance (MANCOVA), univariate analysis of covariance (ANCOVA), and Bonferroni post hoc tests were used to analyze the data. Results: The posttest scores (mean ± SD) of problem-solving learning and self-determination were 83.77 ± 14.17 and 119.33 ± 13.79, respectively, in the experimental group, which were significantly different from the scores of the control group. The flipped classroom promoted problem-solving learning and components of self-determination among university students in the experimental group when compared to the control group (P = 0.01). The flipped teaching method was more effective than the traditional method in increasing problem-solving learning and self-determination among university students. Conclusions: According to the findings, the flipped teaching method had greater impacts on students’ problem-solving and self-determination than had the traditional method.

scholarly journals Narrative Frames as a Course Evaluation Instrument

2018 ◽  
Vol 42 (1) ◽  
pp. 3
Author(s):  
Takaaki Hiratsuka
Keyword(s):  
University Students ◽  
Teaching Methods ◽  
Empirical Studies ◽  
Course Evaluation ◽  
Student Feedback ◽  
Methods Course ◽  
Written Feedback ◽  
Evaluation Instrument ◽  
Japanese University ◽  
Long Time

Although getting student feedback on courses via questionnaires has been practiced for a long time, empirical studies on the topic are not substantial enough, nor are alternatives adequately considered. This study introduces and evaluates an alternative qualitative instrument known as narrative frames, which uses prompts to stimulate written feedback. In order to investigate its feasibility, I collected data from 26 Japanese university students in an English Teaching Methods course. Findings suggest that these narrative frames served as a useful tool for eliciting the students’ experiences in the course, their impressions of it, and its impact on them. These findings led me, as the instructor of the course, to be able to critically reflect on its content. Pedagogical and research implications for the future use of narrative frames are provided. 学生による授業評価アンケートは教育改善のために必要な手段として長年定着しているが、それらに関する研究、またそれに取って代わる手段の議論は不十分である。本論では、質的研究手法の1つで、書き手の文章作成を助長するとされているナラティブフレーム（物語枠組み）を授業評価の手段として用い、その評価を行った。データは英語科教育法を受講した26人の大学生から収集した。結果、ナラティブフレームは授業評価手段としての機能を十分に果たし、学生の授業への印象や彼らが授業から受けた影響の詳細を明らかにできることが分かった。また、これらの結果内容は担当教員が授業を批判的に精査し、振り返り活動を行うことに役立った。本論では最後に、ナラティブフレームの使用、研究に関する提言を行う。

scholarly journals Exploring Active Blended Learning Through the Lens of Team-Based Learning

2021 ◽  
pp. 172-192
Author(s):  
Rachel Maxwell ◽  
Roshni Khatri
Keyword(s):  
Blended Learning ◽  
Learning Experience ◽  
Teaching Strategy ◽  
Learning Technologies ◽  
Learning Spaces ◽  
Approach To Learning ◽  
Learning And Teaching ◽  
The Core ◽  
Team Based Learning ◽  
Core Concepts

This chapter showcases how the collaborative learning and teaching strategy known as Team-Based Learning™ (TBL) can deliver against the conceptual components within active blended learning (ABL), through exploration of different case studies from the authors' university. It begins by detailing the core concepts and theories underpinning each pedagogic approach before considering how adoption of TBL is consistent with the wider implementation of ABL. Case histories are used to highlight how these approaches enhance the student learning experience and how learning technologies can enable staff to do more of what they value within the classroom. The value of different learning spaces to facilitate TBL and augment the learning experience for both staff and students is considered. Finally, the chapter explores some of the more difficult questions around the lack of broader uptake of TBL within an institution committed to ABL as its standard approach to learning and teaching.

scholarly journals Measuring University Students’ Perceptions and Attitudes toward Sudden Transition to Online Learning and Academic Self- Efficacy

2021 ◽  
Vol 9 (4) ◽  
pp. 153
Author(s):  
Mona Saad Alamri
Keyword(s):  
Online Learning ◽  
University Students ◽  
Undergraduate Students ◽  
Self Efficacy ◽  
Student Attitudes ◽  
Learning Experiences ◽  
Statistical Correlation ◽  
Social Distancing ◽  
Sudden Transition ◽  
Academic Self Efficacy

Online learning has unquestionably shaped contemporary education. The emergence and spread in recent months of the COVID-19 virus, with the attendant preventative implementation of social distancing, has significantly enhanced online learning’s influence. In the Kingdom of Saudi Arabia, where strict social distancing precautions were implemented early in the pandemic, thousands of college students were rapidly shifted from conventional to online instructional environments. Now that these students have a semester of experience with online learning, the time is propitious to explore these students’ online learning experiences. One concept in connection with which students’ online learning experiences have not been extensively studied is that of academic self-efficacy. The present study seeks to investigate Jeddah University students’ experiences with online learning in light of their assessments of their academic self-efficacy. Employing a combined descriptive/correlational research design organized around a pair of survey instruments—one designed to query students’ online learning experiences and a second designed to measure their senses of their academic self-efficacy—the present study investigates attitudes of a population of 1,167 Jeddah University undergraduate students randomly selected from the available pool of 16,893 individuals. The study finds that student attitudes with respect to both online learning and self-efficacy are high. It shows, furthermore, significant statistical correlation between students’ highly positive experiences with online instruction and their high senses of their academic self-efficacy. By developing the understanding regarding student attitudes and self-efficacy, this research opens avenues for further research into the connections between online learning and students’ self-perceptions. Moreover, the study’s findings hold significant implications for bettering Saudi Arabian e-learning, an outcome fully in keeping with the policy goals outlined in the 2030 vision.

scholarly journals UNCOVERING LEARNERS’ EXPERIENCES TO NEW NORMAL EDUCATION: IMPLICATIONS OF ASYNCHRONOUS INSTRUCTION IN GE 5: SCIENCE, TECHNOLOGY, AND SOCIETY COURSE TEACHING

2021 ◽  
Vol 8 (10) ◽  
Author(s):  
Jeneva J. Diez ◽  
Emiernafe M. Ebro ◽  
Ronna Joy C. Dequito ◽  
Tomas Jr A. Diquito
Keyword(s):  
Assessment Tool ◽  
Learning Experiences ◽  
Course Evaluation ◽  
Assessment Tools ◽  
Instructional Materials ◽  
Technology And Society ◽  
New Normal ◽  
Asynchronous Instruction ◽  
Science Technology ◽  
Significant Difference

<p>The new normal education policy in response to the pandemic crisis pushed institutions to shift from traditional face-to-face to asynchronous instruction that posed challenges particularly to science courses in higher education. The purpose of this study was to understand the learning experiences of the students and the implications of asynchronous teaching instruction in the Science, Technology, and Society course. This study utilized a convergent parallel mixed method of research employing descriptive-comparative and descriptive phenomenological research designs. There were 100 respondents for the quantitative part and 12 participants for the qualitative part. Based on the quantitative findings, the overall implementation of asynchronous instruction in the course was "excellent." Specifically, the level of implementation was "very satisfactory" in terms of Content and Course Evaluation, while "excellent" in terms of Instructional Design, Student Assessment, and Technology. There was no significant difference in the level of implementation of the course asynchronous instruction when analyzed by specialization. Moreover, based on the qualitative analysis, the learning experiences of students in asynchronous instruction were both positive and negative that implied two-way learning experiences. The general recommendation gleaned from the students was science, technology, and society asynchronous delivery improvement that covered teacher improvement, SIM improvement, and assessment tool improvement. The general recommendations of this study were improving asynchronous instruction delivery through teachers training proposals, modification of self-instructional materials, increasing the awareness and effective use of the varied assessment tools in sustaining the needs and interest of students in studying the course, creating a safe learning environment for the students, and conducting future researches to reveal significant factors which affect the learning experiences of students and the other points that the current researchers have not yet explored.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0893/a.php" alt="Hit counter" /></p>

Music is music? Striking the balance in music education in Wales

2021 ◽  
Vol 5 (1) ◽  
pp. 39-54 ◽  
Author(s):  
Paula Gardiner ◽  
Rachel Kilby
Keyword(s):  
Music Education ◽  
Digital Literacy ◽  
Current Practice ◽  
Higher Order ◽  
Significant Shift ◽  
Approach To Learning ◽  
Practice Survey ◽  
Learning And Teaching ◽  
Mainstream Education ◽  
Independent Review

Through the examination of past and current practice, survey and interview, this article discusses how music from the widest parameters may be included in mainstream education in Wales. In 2014, the Welsh Government commissioned Professor Graham Donaldson to review the curriculum and assessment arrangements in schools in Wales. The outcome, Successful Futures: Independent Review of Curriculum and Assessment Arrangements in Wales (2015), was adopted by the Welsh Government for implementation by 2021. This new curriculum and its approach to learning and teaching offers the opportunity to re-examine the provision of music in schools, outlining a significant shift from ‘…“learning about” to “learning to” with a growing skills focus and an emphasis on application and development of higher-order skills, particularly creativity (entrepreneurship) and digital literacy’ (Donaldson 2015: 18). This vision requires exploration and engagement in a greater diversity of music.

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