scholarly journals Does the teaching-learning model based on the flipped classroom improve academic results of students at different educational levels?

2021 ◽  
Vol 32 (1) ◽  
pp. 27-39
Author(s):  
Carmen González-Velasco ◽  
Isabel Feito-Ruiz ◽  
Marcos González-Fernández ◽  
José-Luis Álvarez-Arenal ◽  
Nicolás Sarmiento-Alonso
Keyword(s):  
University Students ◽  
Information And Communication Technologies ◽  
Educational Level ◽  
Flipped Classroom ◽  
New Technologies ◽  
Learning Model ◽  
Traditional Model ◽  
Educational Levels ◽  
Teaching Learning ◽  
Academic Results

The teaching-learning model that still predominates in higher education is the traditional one, based on the master class taught by the teacher. However, it is necessary to resort to other models of teaching and learning that are more flexible and active for students. For this reason, the main objective of this paper is to apply the flipped classroom teaching-learning model in order to test and compare if the academic results of students with the flipped classroom model improve with respect to the traditional model at different educational levels. In addition, the students' assessment of this teaching-learning model and the use of Information and Communication Technologies is analyzed. This study presents the experience of teaching innovation based on the inverted class model, which has been carried out with 155 students belonging to different educational levels and with six subjects related to the Financial Economics discipline. For this, a descriptive statistical analysis is performed, as well as analysis of contingency tables to detect the degree of association between the educational level and the teaching-learning model applied for the evaluation of the students. Evidence is obtained that university students obtain better academic results with the traditional model, while non-university students achieve better grades with the flipped classroom model. However, the students' assessment of the flipped classroom model has been very positive, regardless of educational level. The results suggest that the flipped classroom model improves the academic results of non-university students because they are more accustomed to the application of new technologies than university students.

scholarly journals The Knowledge and the Use of Educational Applications from University Students in Spain and the Czech Republic

2020 ◽  
pp. 39
Author(s):  
Patricia De Casas Moreno ◽  
Mari-Carmen Caldeiro-Pedreira ◽  
Tereza Havránková
Keyword(s):  
Czech Republic ◽  
University Students ◽  
Information And Communication Technologies ◽  
New Technologies ◽  
Quantitative Methodology ◽  
Continuous Training ◽  
The Czech Republic ◽  
Knowledge And Attitude ◽  
Educational Applications ◽  
Teaching Learning

Technological evolution has led to many changes at both professional and academic levels. The inclusion of Information and Communication Technologies (ICT) has caused dizzying changes in the different contexts of life (educational, professional, social). More and more applications are being downloaded by users to their mobile devices, both for entertainment and training. For this reason, this study is based on the need to assess the knowledge and attitude of university students towards downloading existing educational applications. In this way, the use and frequency of these tools in the teaching-learning process of the students will be analyzed. In order to carry out this study, the quantitative methodology has been taken into consideration with the collection of data with a sample conformed by a total of 278 students of Higher Education between Spain and the Czech Republic. For this purpose, a survey has been prepared as an instrument of analysis, which has been validated by experts in the field. Among the most outstanding results, it can be seen that in both countries, students download educational apps to a greater or lesser degree, according to their interest and subject matter. Likewise, there is a lack of competences and skills in the use of these new technologies as a training complement. Based on this, we propose the continuous training of students and teachers in the knowledge and pedagogical use of ICT in general and educational apps in particular.

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 A New perspective to the Process of Education/Communication in the Era of Digital Technologies

2018 ◽  
Author(s):  
Paulo Cesar Sousa ◽  
Lucilene CURY
Keyword(s):  
Information And Communication Technologies ◽  
Undergraduate Students ◽  
Learning Model ◽  
Communication Process ◽  
Education Student ◽  
New Paradigm ◽  
New Perspective ◽  
The Individual ◽  
Teaching Learning ◽  
The University

This paper aims to discuss the challenges of higher education regarding the relationship between the university and the individual in the era of Information and Communication Technologies (ICTs). It proposes a new teaching-learning model that allows establishing an educational and transformative communication between university-student. Therefore, it is imperative to consider that technology by itself adds little to the construction of new knowledge and, in this sense, the university can wave towards the establishment of a new paradigm in the education-student relation. In order to justify this proposal, this paper will analyze how the course “Theory and Method of Research in Communication, taught in face-to-face format for the undergraduate students of the School of Communications and Arts of the University of São Paulo, will be converted into a distance-learning course. This conversion will contribute with the formation of new researchers in the scientific field and consequently with the democratization of knowledge. As it can be observed, the mass use of the e-learning modality in Brazil presents itself as a potential tool for consolidating this new teaching-learning model, when associated with the communication process

scholarly journals Development of a Learning Model of Quadric Surfaces With Augmented Reality and Didactic Engineering

2021 ◽  
Vol 15 (22) ◽  
pp. 142
Author(s):  
Luis Hernando Carmona-Ramírez ◽  
Vladimir Henao-Céspedes
Keyword(s):  
Augmented Reality ◽  
Engineering Students ◽  
Learning Model ◽  
Environmental Engineering ◽  
Educational Levels ◽  
Quadric Surfaces ◽  
Catholic University ◽  
Didactic Engineering ◽  
Mobile Ar ◽  
Teaching Learning

<p class="0abstract">Augmented reality (AR) is an emerging technology that has permeated different spheres of life, one of them is education, and specifically the teaching-learning process at different educational levels and objects of study. For this reason, this paper presents the development of a learning model of quadric surfaces mediated by a mobile AR application and based on didactic engineering. The model was applied to a group of environmental engineering students of the Catholic University of Manizales. To obtain information on the use of the application and the learning results obtained, some intervention instruments were developed. The students stated that the use of AR allowed them to better understand the concepts of quadric surfaces, even more so in a time of pandemic by COVID-19, where education was highly measured by ICTs.</p>

scholarly journals The Effectiveness of Flipped Classroom Learning Model for Increasing Students’ Reading Comprehension in Covid-19 Pandemic

2021 ◽  
Vol 2 (2) ◽  
pp. 66-77
Author(s):  
Miftahul Rachmat ◽  
Liliana Muliastuti ◽  
Ifan Iskandar
Keyword(s):  
Reading Comprehension ◽  
Flipped Classroom ◽  
English Education ◽  
Research Process ◽  
Learning Model ◽  
Modern Technology ◽  
Classroom Learning ◽  
Extensive Reading ◽  
Virtual Class ◽  
Teaching Learning

Since Covid-19 Pandemic hit Indonesia and the teaching learning in the classroom cannot be obtains and make unpleased teaching learning process, researcher used a flipped classroom learning model for teaching students’ reading comprehension as the solution. This model includes active learning; student involvement and modern technology by using ICT. In a flipped classroom, the material given through videos and Power Point via WhatsApp group and students watched in their homes before the virtual class is obtained. The objective of this research is to know the effectiveness of flipped classroom learning model for increasing students’ reading comprehension. The researcher took the samples from fourth semester students in extensive reading course from the English education department of UIN Sultan Maulana Hasanuddin Banten. After this experimental research process has been completed, this flipped classroom learning model increasing students' reading comprehension.

scholarly journals An Analysis of the Relationship among Teacher Feedback, Feedforward, and Grade on Swedish University Students’ Compositions in English as a Second Language

2019 ◽  
Author(s):  
Monica Karlsson
Keyword(s):  
Second Language ◽  
University Students ◽  
Educational Level ◽  
Writing Skills ◽  
Holistic Approach ◽  
Research Literature ◽  
Teacher Feedback ◽  
Educational Levels ◽  
The Relationship

In the present study, with the aim of analyzing the relationship among teacher feedback, feedforward, and grade, the corrections and comments made by four experienced assessors on 187 compositions were under scrutiny. These essays were written by 56 Swedish university students studying English as a second language at three different educational levels. The results reveal that while there were clear links between mid-essay corrections/comments and grades given, the links between mid-essay corrections/comments and end comments were not only comparatively few, but less clear. Moreover, although valued highly in the research literature because of their ability to promote writing skills in an enhanced manner, there were more summative end comments than formative ones. The conclusion was, therefore, drawn that it is quite taxing for assessors, even for experienced ones, to produce connections that involve an alignment among a) mid-essay corrections/comments, b) end comments and c) grade that will, at the same time, promote students’ writing skills in accordance with what is suggested by the research literature. The assessors were, however, irrespective of grade given, attuned to the educational level at hand, focusing more on analytic aspects at the two lower levels, while taking a more holistic approach at the highest educational level. This may indicate that offering corrections/comments does not only entail a developmental journey for students, but for teachers too.

scholarly journals Motivations of Iranian University Students for Participation in Sporting Activities

2013 ◽  
Vol 59 (1) ◽  
pp. 42-48 ◽  
Author(s):  
Hamidreza Mirsafian ◽  
Azadeh Mohamadinejad ◽  
Reza Homaei ◽  
Csaba Hédi
Keyword(s):  
Mental Health ◽  
University Students ◽  
Educational Level ◽  
Leisure Time ◽  
Participation Rate ◽  
Descriptive Statistics ◽  
Physical And Mental Health ◽  
Educational Levels ◽  
Fields Of Study ◽  
Sporting Activities

Abstract This study was designed to reveal university students’ motivations for sport. A sample of 934 students (male: 47.4%; female: 52.6%) with different educational levels and fields of study were involved in our research. A revised and developed scale was employed for measuring the students’ motivation. Inferential and descriptive statistics were used to describe the differences in students’ motivations for sport. The results indicated that having fun and experiencing joy, maintaining physical and mental health, and having a fit body were rated most frequently as the students’ motivations for sport; whereas spending leisure time, being with friends, and participating in competitions were found as the lowest motivational dimensions. Furthermore, various motivational differences could be observed between students regarding their gender, age, educational level, and field of study. In conclusion, it is suggested that preparing special plans based on the students’ different motivations and on their special needs for sport could improve their participation rate in sporting activities.

scholarly journals Aspectos críticos para aplicar con éxito el modelo flipped classroom a la enseñanza de la inmunología: resultados de 5 años de experiencias en la Universidad de Alcalá

2017 ◽  
Vol 1 ◽  
pp. 19
Author(s):  
Alfredo Prieto Martín ◽  
David Díaz Martín ◽  
Isabel Lara Aguilera ◽  
Jorge Monserrat Sanz ◽  
Raquel Oliva Martín ◽  
...  
Keyword(s):  
Standard Deviation ◽  
University Students ◽  
Flipped Classroom ◽  
Learning Model ◽  
Learning Assessment ◽  
Flipped Learning ◽  
Degree Of Satisfaction ◽  
The Mean ◽  
University Degree

<p>Resumen</p><p>Profesores de inmunología de la Universidad de Alcalá hemos implementado en los últimos cinco años el modelo de aula inversa en tres asignaturas del grado de Biología Sanitaria. El porcentaje de alumnos que estudiaron los materiales instructivos (documentos y vídeos) antes de que los temas fuesen tratados en clase ha aumentado desde valores minoritarios en los primeros años a porcentajes cercanos al 100% en los últimos años. La calificación media obtenida por los alumnos en las pruebas de evaluación del aprendizaje ha mejorado en las tres asignaturas en más de una desviación estándar con respecto a la que se obtenía con metodologías expositivas tradicionales antes de la implantación del modelo de aprendizaje inverso. Los porcentajes de alumnos que fracasan han disminuido y han aumentado los porcentajes de alumnos que alcanzan un nivel de maestría (calificación ¿8 en una escala de diez). Los alumnos reconocen desarrollar competencias con las actividades realizadas en los seminarios. El grado de satisfacción de los alumnos también ha aumentado. Concluimos que con el modelo inverso los alumnos universitarios dedican más trabajo no presencial al estudio de sus asignaturas y a consecuencia de ello sus calificaciones en la pruebas de evaluación del aprendizaje mejoran significativamente</p><p> </p><p>Abstract</p><p>Immunology teachers form Alcala’s University implementes flipped classroom model in the last five years into three immunology courses in sanitary biology university degree. The percentage of students that studied the instructive materials (documents and videos) before class has increased from minority values in the first years to percentages close to 100% in the last years. The mean grade obtained by the classes in the learning assessment exams has increased in the three courses in more than one standard deviation with respect to the original mean obtained in each course with traditional expositive methods before the implementation of the flipped learning model. The percentages of failed students have decreased and those of students that attain mastery levels (grades ¿80% of the maximum grade) have increased. The students recognize that the flipped model helps them to develop competencies in the activities developed in the seminars. The degree of satisfaction with the teaching has also increased We can conclude that university students thanks to the flipped model devote more time of work to the study of flipped courses and as a consequence of this increase in study they learn more and obtain increased grades in the learning assessment exams.</p>

scholarly journals TEACHING IN HIGHER EDUCATION: TEACHER TRAINING AND THE CHALLENGE OF NEW INFORMATION AND COMMUNICATION TECHNOLOGIES (ICT)

2021 ◽  
Keyword(s):  
Information And Communication Technologies ◽  
New Technologies ◽  
Communication Technologies ◽  
First Century ◽  
New Information ◽  
The Face ◽  
Information And Communication ◽  
Teaching Learning ◽  
Teaching In Higher Education

In the face of the advance of new technologies that has been occurring and reaching all sectors of society, this article presents a discussion guided by scholars about the changes that are occurring in education. It is important to think of how you can use so many resources available today while providing power changes in the teaching-learning process which until then was seen as something static and conservative. The task of the teacher in the twenty-first century is no longer ready to take the knowledge to the student, but rather has the role of acting as a mediator and facilitator in the process of knowledge construction. The changes that are taking place have led educators to seek knowledge and expertise so that they can perform satisfactorily their role in society.

scholarly journals The Project-Based Flipped Learning Model in Business English Translation Course: Learning, Teaching and Assessment

2018 ◽  
Vol 11 (9) ◽  
pp. 118
Author(s):  
Lijun Deng
Keyword(s):  
English Translation ◽  
Flipped Classroom ◽  
Learning Model ◽  
Assessment Model ◽  
Flipped Learning ◽  
Business English ◽  
Learning Context ◽  
Client Group ◽  
Teaching Learning ◽  
And Control

This study designs a project-based flipped learning model for Business English Translation course and tests its efficacy by an empirical study on 65 third-year English major students divided into the experimental class and control class. This study incorporates the learning, teaching and assessment activities of both the students and teachers into a project-based flipped learning model by setting translation projects and dividing the students of the experimental class into a client group and three translator groups in each business translation unit. After one 16-week semester of experiment, this study conducts a post-test, questionnaires and interviews on both the experimental class and control class to test the efficacy of this new flipped learning model. The statistics and facts collected from the above-mentioned research methods suggest that the project-based flipped learning model can significantly enhance the students’ motivation to learn out of class, stimulate their participation in class and raise their self-evaluation on translation competence. Additionally, this study finds that the traditional product-oriented summative assessment model is ineffective for Business English Translation course in a flipped-learning context. Therefore, this study tentatively proposes a process-oriented assessment model that is compatible to the flipped learning methodology so as to build integrated flipped classroom pedagogy with teaching, learning and assessment in a virtuous circle of mutual reinforcing.

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