scholarly journals Analysis of Engineering Students’ Responses to Flipped Classroom Methodology in the United Arab Emirates

2016 ◽  
Vol 12 (2) ◽  
pp. 93
Author(s):  
Majed Khodr ◽  
Lee Waller
Keyword(s):  
United Arab Emirates ◽  
Flipped Classroom ◽  
Online Survey ◽  
Engineering Students ◽  
Northern Region ◽  
Flipped Learning ◽  
Educational Benefits ◽  
Reduction Techniques ◽  
Major Factors ◽  
Dimension Reduction Techniques

<p>The aim of this study was to analyse student responses to the introduction of flipped learning methodology at an institution of higher education in the northern region of the United Arab Emirates to identify potential relationships between and among the responses and to determine underlying factors guiding the responses. A survey questionnaire was developed by a team of faculty and sent to students via online survey software. The analysis employed dimension reduction techniques to ascertain underlying factors guiding responses. Two major factors were identified: (1) the focus on educational benefits of the methodology and (2) the instructional relevance of the flipped classroom approach. The study concluded that flipped learning methodology can be useful for improving learning and holds the potential to more adequately engage today’s learners. </p>

scholarly journals The Effects of the Gamified Flipped Classroom Method on Petroleum Engineering Students' Pre-class Online Behavioural Engagement and Achievement

2021 ◽  
Vol 11 (5) ◽  
pp. 19
Author(s):  
Gulsum Asiksoy ◽  
Serhat Canbolat
Keyword(s):  
Natural Gas ◽  
Flipped Classroom ◽  
Engineering Students ◽  
Teaching Method ◽  
Study Data ◽  
Petroleum Engineering ◽  
Control Group ◽  
Flipped Learning ◽  
Learning Method ◽  
Positive Effect

The flipped learning is a widely-used teaching method that increases the interaction between the instructor and the students by changing the in-class instructional time and the out-of-class practices. In this method, if students come to the class without studying the pre-course materials, this might lead to failures in its application. Besides, the gamified flipped learning environment was obtained by integrating the gamification elements in the pre-class phase of the flipped learning. The effects of teaching in this environment on students’ online behaviors and achievements were investigated. The participants were fourth-year undergraduate petroleum and natural gas engineering students enrolled in a natural gas engineering course. A true-experimental design was used in the study. Data were collected from a natural gas concept test, weekly quizzes, and data logs from Moodle. The research results indicated that teaching in the gamified flipped learning method showed a significant increase in the students’ participation in the pre-class activities of the flipped learning compared to the control group. Moreover, there was a significant increase in the achievement levels of the experimental group as compared to the control group. Based on these findings, the use of gamification elements in the pre-class phase of the flipped learning method can have a positive effect on the pre-course online behavior engagements of students. Furthermore, it was determined that it has a positive effect on the achievements of students who completed the method.

scholarly journals Engineering Students’ Perceptions and Acceptance of the Online Flipped Classroom for Learning during the COVID-19 Pandemic

2021 ◽  
Vol 9 (3) ◽  
pp. 52-62
Author(s):  
Nor Fadhillah Mohamed Azmin ◽  
Mohd Firdaus Abd Wahab ◽  
Farah Ahmad ◽  
Ani Liza Asnawi ◽  
Ahmad Zamani Jusoh ◽  
...  
Keyword(s):  
Online Learning ◽  
Flipped Classroom ◽  
Engineering Students ◽  
Flipped Learning ◽  
Biochemical Engineering ◽  
Effective Manner ◽  
Class Meetings ◽  
Academic Courses ◽  
University Lecturers ◽  
Selection Of

This article reports on the results of an open-response survey sent out to IIUM Engineering students to elicit their thoughts and views about learning their courses online via the flipped learning mode. The decision to take academic courses online was brought about by the COVID-19 pandemic which has forced many sectors, including the education sector, to either cease operations or make changes to their approaches. Hence the objective of the survey was to explore Biochemical Engineering students’ perceptions and acceptance of online flipped learning during the COVID-19 pandemic. Responses were collected from 80 Year 2, 3 and 4 students of Engineering at the IIUM. The results showed an overwhelming acceptance of online flipped learning among the students where only a small percentage of 2.7% completely rejected it as a preferred online learning mode. A majority of the students expressed a reserved acceptance (64.9%) of it, while 27% accepted it unconditionally. A major concern that emerged from the findings was uncurated and poor selection of videos for students to study before class meetings. This suggests that the flipped classroom approach can result in ineffective online learning if it is not designed carefully. The findings have significant implications on the technological skills and pedagogical readiness of university lecturers to design and deliver online flipped learning in an effective manner.  

scholarly journals Polarized nature of the COVID-19 pandemic in Japan: associations with population age structure and behaviours

2021 ◽  
Vol 49 (1) ◽  
Author(s):  
Junko Okumura
Keyword(s):  
Age Structure ◽  
Public Transportation ◽  
Perceived Risk ◽  
Online Survey ◽  
Preventive Measures ◽  
Age Groups ◽  
Cumulative Number ◽  
Population Age Structure ◽  
Major Factors ◽  
Drinking Places

Abstract Background Although the scale of the coronavirus disease (COVID-19) pandemic was relatively small in Japan compared with the rest of the world, the polarisation of areas into high- and low-COVID-19-incidence areas was observed among the 47 prefectures. The aims of this study were not only identifying the factors associated with the polarised COVID-19 pandemic in Japan but also discussing effective preventive measures. Methods This was an ecological study using online survey data which was cross-sectionally conducted by the author. A total of 6000 respondents who resided in 10 low- and 10 high-COVID-19 incidence prefectures, with a wide gap in terms of COVID-19 incidence, in Japan were recruited. Data on COVID-19 cases and geodemographic information were obtained from official government sites. Statistical analyses were conducted to compare variables between the two areas and age groups. Results This study revealed that that age influenced people’s behaviours and perceptions, except one behaviour of ‘wearing facemasks’. The major factors significantly associated with the cumulative number of COVID-19 cases per 100,000 people were ‘commuting by private automobile’ (adjusted odds ratio [AOR], 0.444; 95% confidence interval [CI], 0.394–0.501), ‘commuting by public transportation’ (AOR, 6.813; 95% CI, 5.567–8.336), ‘washing hands’ (AOR, 1.233; 95% CI, 1.005–1.511), ‘opening windows regularly’ (AOR, 1.248; 95% CI, 1.104–1.412), ‘avoiding crowded places (AOR, 0.757; 95% CI, 0.641–0.893), ‘non-scheduled visits to drinking places’ (AOR, 1.212; 95% CI, 1.054–1.392) and ‘perceived risk of contracting COVID-19’ (AOR, 1.380; 95% CI, 1.180–1.612). These factors were strongly associated with age groups. Conclusions Effective preventive measures for COVID-19 transmission can be developed by understanding the characteristics of populated areas, such as public transportation infrastructure and younger people’s movements and behaviours in relation to the population age structure to contain the current epidemic and protect the most vulnerable elderly people.

scholarly journals ‘Flipped Learning’ in Disaster Triage – Polarising Medical Student Attainment?

2020 ◽  
pp. 1-3
Author(s):  
Anthony Mark Monaghan ◽  
Jake Hudson ◽  
Arion Romanos Alexopoulos
Keyword(s):  
Medical Education ◽  
Medical Student ◽  
Flipped Classroom ◽  
Independent Learning ◽  
Flipped Learning ◽  
Potential Utility ◽  
Self Directed Learning ◽  
Learning Skills ◽  
Directed Learning

Abstract ‘Flipped learning’ has become increasingly popular in medical education as a means of developing independent learning skills in students. The article by Zheng at al. (2020) highlights the potential utility of this approach in disaster triage training. However, the article also highlights to us some concerns regarding how ‘flipped learning’ may favour certain learners over others in the provision of disaster triage education. Specifically, the article demonstrates the necessity for increased pre-classroom preparation when a ‘flipped classroom’ model is employed which inevitably privileges those with a higher ability to engage with self-directed learning. Whilst such a skill is important to develop in medical education, we fear it may lead to polarised student attainment rather than ensuring a maximum number of students achieve the requisite standard required. More research is consequently needed to inform the most efficacious means of facilitating disaster triage training that supports all students sufficiently whilst also helping to nurture their independent learning skills.

scholarly journals Australian Foster Carers’ Views and Concerns Regarding Maternal Drug Use and the Safety of Breastmilk

Children ◽  
2021 ◽  
Vol 8 (4) ◽  
pp. 284
Author(s):  
Stacy Blythe ◽  
Kath Peters ◽  
Emma Elcombe ◽  
Elaine Burns ◽  
Karleen Gribble
Keyword(s):  
Home Care ◽  
Child Protection ◽  
Online Survey ◽  
Infant Health ◽  
Health Issues ◽  
Child Protection Workers ◽  
Out Of Home Care ◽  
Maternal Caregiving ◽  
Health And Development ◽  
Major Factors

Parental substance misuse and mental health issues are major factors associated with infant placement into out-of-home care. Such placements may result in disruption and/or cessation of breastfeeding. Provision of breastmilk to infants in out-of-home care (OOHC) is desirable in terms of infant health and development, and also in supporting maternal caregiving. However, little is known about how breastfeeding is supported for infants in out-of-home care. This study used an online survey to explore the facilitation of breastfeeding in the context of OOHC and foster carers’ management of expressed breastmilk (EBM). Foster carers were generally open to the idea of maternal breastfeeding and infants in their care receiving EBM from their mothers. However, the majority of respondents expressed concern regarding the safety of EBM for infant consumption due to the possibility of harmful substances in the milk. Concerns regarding the safety of handling EBM were also prevalent. These concerns caused foster carers to discard EBM. Findings suggest foster carers’ may lack knowledge related to maternal substance use and breastmilk. Better integration between health care and social service systems, where the voices of mothers, foster carers and child protection workers are heard, is necessary to develop solutions enabling infants living in OOHC access to their mother’s breastmilk.

scholarly journals Engineering Education through a Flipped Classroom Model

2018 ◽  
Author(s):  
David Wang ◽  
Adam Gomes
Keyword(s):  
Best Practices ◽  
Student Performance ◽  
Flipped Classroom ◽  
Core Curriculum ◽  
Engineering Students ◽  
Capstone Project ◽  
Variable Control ◽  
Flipped Classrooms ◽  
Comparison Of The Results ◽  
And Control

Abstract – A flipped classroom model is used to teach a 4th year multi-variable control systems course. This course is a technical elective and is not in the core curriculum. The capstone project is to model and control a nonlinear robot in simulation. The students are interdisciplinary Engineering students (Mechanical, Mechatronics, Computer and Electrical). Building upon accepted best practices for flipped classrooms, several additional enhancements are applied and evaluated. The results of student surveys as well as a comparison of the results of student performance in the capstone project between traditional and flipped lecturing techniques are presented. It is believed that the enhancements that were implemented can aid in future flipped classroom initiatives.  

scholarly journals Is it Worth Flipping? The Impact of Flipped Classroom on EFL Students’ Grammar

2020 ◽  
Vol 13 (6) ◽  
pp. 144 ◽  
Author(s):  
Ishaq Salim Al-Naabi
Keyword(s):  
Flipped Classroom ◽  
Positive Impact ◽  
Future Research ◽  
Flipped Learning ◽  
Structured Interviews ◽  
Intact Group ◽  
English Grammar ◽  
Post Test ◽  
Quasi Experimental ◽  
The Impact

In light of contemporary pedagogical methods, the flipped classroom has been recognised as an effective pedagogy in English as a Foreign Language (EFL). This study employed a quasi-experimental one-group research design to investigate the impact of flipped learning on Omani EFL learners&rsquo; grammar and to examine students&rsquo; perceptions on the flipped classroom. An intact group of students (n=28) enrolled at the foundation programme in Arab Open University-Oman was randomly selected. Seven videos on English grammar were developed and shared with the students prior to the class. A varaiety of activities were conducted in the class following task-based language teaching. Students met for 8 lessons over the period of 8 weeks. Pre-test, post-test and semi-structured interviews were used in the study. The findings indicated that flipped learning had a positive impact on students&rsquo; understanding and usage of English grammar. Students&rsquo; perceptions on the flipped approach were positive. The study also provided pedagogical insights for the flipped classroom and recommendations for future research.&nbsp;

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