Mixed Approaches to Learning in the Flipped Classroom: How Students Approach the Learning Environment

2020 ◽  
Vol 11 (1) ◽  
Author(s):  
Margrét Sigrún Sigurðardóttir ◽  
Thamar Melanie Heijstra
Keyword(s):  
Deep Learning ◽  
Active Learning ◽  
Learning Environment ◽  
Learning Process ◽  
Flipped Classroom ◽  
Approaches To Learning ◽  
Male Students ◽  
Learning Approach ◽  
Learning Approaches ◽  
Surface Approach

Flipped teaching is a trend within higher education. Through flipped teaching the learning environment can be altered by moving the lecture out of the classroom through online recordings, while in-classroom sessions focus on active learning and engaging students in their own learning process. In this paper, we used focus groups comprised of male students in a qualitative research course with the aim of understanding the ways in which we might improve active student engagement and motivation within the flipped classroom. The findings indicated that, within the flipped classroom, students mix surface and deep-learning approaches. The online recordings, which students interact with through a surface approach, can function as a stepping stone toward a deep-learning approach to in-class activities, but only if students come to class prepared. The findings therefore suggest that students must be made aware of the importance of preparation prior to flipped classroom in-class activities to ensure the active learning process is successful. By not listening to the recordings (e.g., due to technological failure, as was the case in this study), students can result in only employing a surface approach.

scholarly journals THE PREPARATION OF FUTURE TEACHERS: MODERN APPROACHES TO LEARNING

2020 ◽  
pp. 20-30
Author(s):  
Iryna Khalymon ◽  
Svitlana Shevchenko
Keyword(s):  
Deep Learning ◽  
Prospective Teachers ◽  
Approaches To Learning ◽  
Assessment System ◽  
Survey Study ◽  
Learning Approach ◽  
Deep Approach ◽  
Surface Approach ◽  
Teacher Trainers ◽  
High Level

The article is devoted to the issue of approaches to learning used by prospective teachers. The key difference between two main approaches to learning — deep and surface — lies in the intention or absence of intention to understand the material. Deep approach to learning is likely to result in a high level of understanding and better learning outcomes while surface approach leads to ineffective learning. Understanding students’ approaches to learning helps adjust teaching strategies for more effective learning. The purpose of the article is to identify the approaches to learning used by prospective teachers and consider the implications for teacher trainers. The article reports findings of a survey study into the approaches to learning used by prospective teachers of the Ukrainian language and literature mastering English as a specialism at a Ukrainian university. The main research tool was a questionnaire consisting of twenty statements. Ten statements concerning deep approach include such aspects as deep approach per se, relating ideas, use of evidence, intrinsic motivation. The other ten statements relate to surface approach and include such subscales as surface approach proper, syllabus boundness, fear of failure, extrinsic motivation. The respondents were asked to express how much they agreed with the statements using Likert scale. The data were analysed to find out mean scores and standard deviation. The findings demonstrate that students employ both approaches almost equally intensely: the mean scores of the Deep Learning Approach and the Surface Learning Approach scales are 3.64 and 3.34 correspondingly. However, according to the evaluation criteria the figures fall into different categories: deep approach has a high level of prevalence while surface approach has a moderate one. Basing on the obtained results, the authors suggest that teacher trainers should pay more attention to promoting deep learning approach through applying effective instructional strategies which improve the quality of learning; fostering students’ personal interest in learning; changing the focus of the assessment system from reproducing to understanding

scholarly journals Enhancing Students’ Deep Approaches to Learning Among Industrial Mechatronics Engineering Technology Students

2017 ◽  
Vol 9 (1-2) ◽  
Author(s):  
Norsyarizan Shahri ◽  
Roselainy Abdul Rahman ◽  
Noor Hamizah Hussain
Keyword(s):  
Deep Learning ◽  
Cooperative Learning ◽  
Teaching Method ◽  
Approaches To Learning ◽  
Traditional Learning ◽  
Learning Approach ◽  
Learning Approaches ◽  
Engineering Technology ◽  
Technology Program ◽  
Learning Success

Identification of students learning approaches and its characteristics that contribute to learning success are so important in achieving learning outcomes. A previous study has shown that most of the students use more of surface learning approach instead of deep learning approach in their studies. The study uses a questionnaire, R-SPQ-2F to evaluate students’ surface and deep learning approach. This paper will present findings from a study that was carried out to compare the effect of using cooperative learning and the traditional method among students in Industrial Mechatronics Engineering Technology Program at MARA High Skill College Balik Pulau, Penang, Malaysia. The aim is to investigate the effectiveness of each method. Using a quantitative approach, two groups of students, one group from each respective teaching method, were studied. Analysis of the findings found that using cooperative learning has a more positive effect when compared to the traditional learning.  

Flipped classrooms and student learning: not just surface gains

2016 ◽  
Vol 40 (1) ◽  
pp. 47-55 ◽  
Author(s):  
Sarah McLean ◽  
Stefanie M. Attardi ◽  
Lisa Faden ◽  
Mark Goldszmidt
Keyword(s):  
Online Learning ◽  
Active Learning ◽  
Learning Strategies ◽  
Flipped Classroom ◽  
Approaches To Learning ◽  
Independent Learning ◽  
Undergraduate Teaching ◽  
Time On Task ◽  
Learning Approaches ◽  
Class Time

The flipped classroom is a relatively new approach to undergraduate teaching in science. This approach repurposes class time to focus on application and discussion; the acquisition of basic concepts and principles is done on the students' own time before class. While current flipped classroom research has focused on student preferences and comparative learning outcomes, there remains a lack of understanding regarding its impact on students' approaches to learning. Focusing on a new flipped classroom-based course for basic medical sciences students, the purpose of the present study was to evaluate students' adjustments to the flipped classroom, their time on task compared with traditional lectures, and their deep and active learning strategies. Students in this course worked through interactive online learning modules before in-class sessions. Class time focused on knowledge application of online learning module content through active learning methods. Students completed surveys and optional prequiz questions throughout the term to provide data regarding their learning approaches. Our results showed that the majority of students completed their prework in one sitting just before class. Students reported performing less multitasking behavior in the flipped classroom compared with lecture-based courses. Students valued opportunities for peer-peer and peer-instructor interactions and also valued having multiple modes of assessment. Overall, this work suggests that there is the potential for greater educational gains from the flipped classroom than the modest improvements in grades previously demonstrated in the literature; in this implementation of the flipped classroom, students reported that they developed independent learning strategies, spent more time on task, and engaged in deep and active learning.

scholarly journals Preferences for deep-surface learning: A vocational education case study using a multimedia assessment activity

2010 ◽  
Vol 26 (7) ◽  
Author(s):  
Simon Hamm ◽  
Ian Robertson
Keyword(s):  
Deep Learning ◽  
Approaches To Learning ◽  
Management Program ◽  
Learning Preferences ◽  
Learning Approach ◽  
Learning Approaches ◽  
Structured Interviews ◽  
Assessment Activity ◽  
Surface Learning ◽  
Deep And Surface Learning

<span>This research tests the proposition that the integration of a multimedia assessment activity into a Diploma of Events Management program promotes a deep learning approach. Firstly, learners' preferences for deep or surface learning were evaluated using the revised two-factor Study Process Questionnaire. Secondly, after completion of an assessment exercise comprising a multimedia presentation with digital images and oral commentary, the respondents' self-described approaches to learning were collected using semi-structured interviews. Using these two data sets, learners preferred and implemented learning approaches were compared. Results show that whilst the multimedia assessment exercise did not prohibit the adoption of a deep learning approach, it tended to enable the adoption of both deep and surface learning approaches. In addition to informing our understanding of the relationship between deep and surface learning preferences and the implementation of a multimedia assessment item, the data gathered also provide some clues related to the sorts of factors that the respondents considered and how they responded to these factors in their undertaking of the assessment exercise.</span>

scholarly journals INCREASING LEARNING OUTCOMES RHYTMIC GYMNASTICS ACTIVITIES THROUGH ACTIVE LEARNING APPROACHES

2020 ◽  
Vol 6 (10) ◽  
pp. 65-70
Author(s):  
Abdullah ◽  
Moch. Asmawi ◽  
Samsudin
Keyword(s):  
Action Research ◽  
Active Learning ◽  
Learning Outcomes ◽  
Learning Process ◽  
Learning Approach ◽  
Learning Approaches ◽  
Rhythmic Gymnastics

The application of the rhythmic gymnastics learning approach must be in accordance with thecharacteristics of students, for that it requires an innovative and active learning approachaccording to all the existing characters. The method used is action research using Kemmis andMc. Taggart with the design of planning, observation, action and reflection. The results showedan increase in rhythmic gymnastics learning outcomes. This is evidenced by the average in thepre cycle which is 43.2 with a percentage of 42.29%, in the first cycle increased to 63.9 with apercentage of 55.26% and in the second cycle increased to 87.3 with a percentage of 100%. So,it can be concluded that the active learning approach can improve the learning outcomes ofrhythmic gymnastics. Because the application of an active learning approach is adapted to thecharacteristics of students who want to learn and facilitate the learning process inunderstanding the rhythmic gymnastics methods.

scholarly journals Distribution and academic significance of learning approaches among pre-clinical medical students at Trinity School of Medicine, St Vincent and the Grenadines

2018 ◽  
Vol 15 ◽  
pp. 9
Author(s):  
Keshab Raj Paudel ◽  
Hari Prasad Nepal ◽  
Binu Shrestha ◽  
Raju Panta ◽  
Stephen Toth
Keyword(s):  
Deep Learning ◽  
Medical Students ◽  
Basic Science ◽  
T Test ◽  
Learning Approach ◽  
Learning Approaches ◽  
Surface Approach ◽  
Cronbach Alpha ◽  
School Of Medicine ◽  
Significant Difference

Purpose: Different students may adopt different learning approaches: namely, deep and surface. This study aimed to characterize the learning strategies of medical students at Trinity School of Medicine and to explore potential correlations between deep learning approach and the students’ academic scores. Methods: The study was a questionnaire-based, cross-sectional, observational study. A total of 169 medical students in the basic science years of training were included in the study after giving informed consent. The Biggs’s Revised Two-Factor Study Process Questionnaire in paper form was distributed to subjects from January to November 2017. For statistical analyses, the Student t-test, 1-way analysis of variance followed by the post-hoc t-test, and the Pearson correlation test were used. The Cronbach alpha was used to test the internal consistency of the questionnaire. Results: Of the 169 subjects, 132 (response rate, 78.1%) completely filled out the questionnaires. The Cronbach alpha value for the items on the questionnaire was 0.8. The score for the deep learning approach was 29.4± 4.6, whereas the score for the surface approach was 24.3± 4.2, which was a significant difference (P< 0.05). A positive correlation was found between the deep learning approach and students’ academic performance (r= 0.197, P< 0.05, df= 130). Conclusion: Medical students in the basic science years at Trinity School of Medicine adopted the deep learning approach more than the surface approach. Likewise, students who were more inclined towards the deep learning approach scored significantly higher on academic tests.

Peningkatan Hasil Belajar Fisika Melalui Pendekatan Numbered Head Together Dengan Pemberian Reward di SMP Negeri 5 Kota Jambi

2012 ◽  
Vol 1 (1) ◽  
Author(s):  
Delismar Delismar
Keyword(s):  
Action Research ◽  
Active Learning ◽  
Learning Outcomes ◽  
Learning Process ◽  
Learning Outcome ◽  
Class Action ◽  
Learning Approach ◽  
Physics Learning ◽  
Lecture Method ◽  
Student Observation

In classical learning approach, conventional lecture method is commonly used by teachers in implementing learning process in classes.  The teacher becomes the main source of learning.  The current student’s habit that tends to be passive and individualistic resulted in a passive and monotone learning.      To overcome these problems, I was interested to implement the model of numbered heads together in learning Physics in the Class VII B of SMP Negeri 5 Kota Jambi. The purpose of this learning approach is to enable students to develop cooperative skill and more active learning of physics and to improve learning results. This research is a class action research, which were performed in two cycles.  All students’ activities in the class were observed and recorded in observation sheet, consisting of teacher observation sheet and student observation sheet. To find out the learning outcomes, formative test was performed using a written instrument form.  The results show the increase of students’ discipline, cooperation, liveliness, timeliness in learning Physics.  In addition, the learning model also increases the students’ learning outcomes. The average learning results increased to 75.38 (increase 3.25 points).  To conclude, the implementation of Number Head Together increase students’ discipline, cooperation, activities, and timeliness.  The model also increase the Physics learning outcome of student in SMP Negeri 5 Kota  Jambi.

scholarly journals Mechatronics: Experiential Learning and the Stimulation of Thinking Skills

2021 ◽  
Vol 11 (2) ◽  
pp. 46
Author(s):  
Maki K. Habib ◽  
Fusaomi Nagata ◽  
Keigo Watanabe
Keyword(s):  
Critical Thinking ◽  
Experiential Learning ◽  
Learning Process ◽  
Laboratory Experiments ◽  
Thinking Skills ◽  
Project Based Learning ◽  
Critical Thinking Skills ◽  
Learning Approach ◽  
Learning Approaches ◽  
Experimental Systems

The development of experiential learning methodologies is gaining attention, due to its contributions to enhancing education quality. It focuses on developing competencies, and build-up added values, such as creative and critical thinking skills, with the aim of improving the quality of learning. The interdisciplinary mechatronics field accommodates a coherent interactive concurrent design process that facilitates innovation and develops the desired skills by adopting experiential learning approaches. This educational learning process is motivated by implementation, assessment, and reflections. This requires synergizing cognition, perception, and behavior with experience sharing and evaluation. Furthermore, it is supported by knowledge accumulation. The learning process with active student’s engagement (participation and investigation) is integrated with experimental systems that are developed to facilitate experiential learning supported by properly designed lectures, laboratory experiments, and integrated with course projects. This paper aims to enhance education, learning quality, and contribute to the learning process, while stimulating creative and critical thinking skills. The paper has adopted a student-centered learning approach and focuses on developing training tools to improve the hands-on experience and integrate it with project-based learning. The developed experimental systems have their learning indicators where students acquire knowledge and learn the target skills through involvement in the process. This is inspired by collaborative knowledge sharing, brainstorming, and interactive discussions. The learning outcomes from lectures and laboratory experiments are synergized with the project-based learning approach to yield the desired promising results and exhibit the value of learning. The effectiveness of the developed experimental systems along with the adopted project-based learning approach is demonstrated and evaluated during laboratory sessions supporting different courses at Sanyo-Onoda City University, Yamaguchi, Japan, and at the American University in Cairo.

scholarly journals Learning Approaches, Learning Difficulties and Academic Performance of Undergraduate Students of Physiotherapy

2004 ◽  
Author(s):  
Shreemathi Mayya ◽  
A. Krishna Rao ◽  
Ramnaryana K.
Keyword(s):  
Academic Performance ◽  
Undergraduate Students ◽  
English Language ◽  
Learning Difficulties ◽  
Positive Association ◽  
Learning Approach ◽  
Learning Approaches ◽  
Academic Problems ◽  
Significant Positive Association ◽  
Surface Approach

A locally developed ‘Approaches to Learning Inventory (ALI)’ was administered to explore the learning difficulties and learning approaches of undergraduate students of Bachelor of Physiotherapy, College of Allied Health Sciences, Manipal. University examination marks of these students were also collected. Learning approach and learning difficulties were summarized by computing mean, standard deviation and percentage of students experiencing some of the academic and non-academic problems. Spearman’s correlation was computed between standardized scores of examination marks, learning approach and learning difficulty scale scores. Academic performance has shown significant negative correlation with surface approach and various problems of learners like fear of failure and lack of confidence, non-academic distracters and poor English language ability. This study demonstrated significant positive association between surface approach and various problems of the learners. The students have also reported a number of academic and non-academic problems.

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