scholarly journals Computer Programming Teachers’ Challenges for Promoting Students Regulation on Flipped Learning Activities during COVID-19

2021 ◽  
Vol 21 (71) ◽  
Author(s):  
Anderson Cavalcante Gonçalves ◽  
Deller James Ferreira ◽  
Valdemar Vicente Graciano Neto
Keyword(s):  
Computer Programming ◽  
Learning Activities ◽  
Flipped Learning

scholarly journals ТЕХНОЛОГІЇ НАВЧАННЯ УЧНІВ У ХМАРО ОРІЄНТОВАНОМУ НАВЧАЛЬНОМУ СЕРЕДОВИЩІ ЗАГАЛЬНООСВІТНЬОГО НАВЧАЛЬНОГО ЗАКЛАДУ

2015 ◽  
Vol 47 (3) ◽  
pp. 49
Author(s):  
Svitlana G. Lytvynova
Keyword(s):  
Learning Environment ◽  
Technology Implementation ◽  
Learning Activities ◽  
Traditional Learning ◽  
Learning Technology ◽  
Flipped Learning ◽  
Intensive Training ◽  
Video Clips ◽  
Educational Establishment ◽  
Teachers And Students

The paper analyzes the «flipped» learning and «Web Quest» technologies. The features of the «flipped» learning technology are generalized, as well as compared with traditional learning, clarified the benefits of the technology for teachers and students, described the features of the technology used by teacher and students, developed a teacher’s and student’s flow chart for preparation to the lesson, generalized control and motivation components for activating learning activities of students, found out that a component of cloud oriented learning environment (COLE) – Lync (Skype Pro) can be used to develop video clips and support «flipped» learning technology. The author defines the concept of «Web Quest» technology, generalizes the «Web Quest» structure components. In the article the functions, features of this technology, the types of problems that can be solved with the help of this technology, as well as «Web Quest» classification are presented. It has been found out that the cloud oriented learning environment gives all the possibilities for «Web Quest» technology implementation in teaching of different subjects of all branches of science. With the help of «flipped» technology training and «Web Quest» a number of important problems of education can be solved – providing the continuous communication intensive training beyond general educational establishment and activation of learning activities of students.

The Acrobatics of Flipping

2017 ◽  
pp. 48-72
Author(s):  
David Starr-Glass
Keyword(s):  
Collaborative Learning ◽  
Subject Matter ◽  
Learning Experience ◽  
Learning Activities ◽  
Flipped Learning ◽  
Flipped Instruction ◽  
Structure And Dynamics ◽  
Learner Centered ◽  
The Subject ◽  
Active Learner

The flipped learning experience provides learners with pre-class activities that allow them to understand subject matter. This understanding is subsequently use during the class to develop higher-level appreciations of the subject through problem-based and collaborative learning activities. The reoriented roles and dynamics of learning afforded by flipping provide opportunities for active learner-centered learning; however, these opportunities are sometimes not considered or underappreciated. This chapter rethinks the structure and dynamics of flipped courses and explores the instructional possibilities offered. In particular, it considers the opportunities and challenges of flipped instruction and examines the author's experience in flipping an Introduction to Accounting course. The chapter provides suggestions on how instructors and learners can best take advantage of the opportunities created when the learning experience is flipped.

scholarly journals An Evaluation of the Flipped-Learning Pedagogical Approach

He Rourou ◽  
2021 ◽  
Vol 1 (1) ◽  
Author(s):  
Devender Chendri
Keyword(s):  
Conceptual Understanding ◽  
Qualitative Data ◽  
Mathematical Reasoning ◽  
Learning Experience ◽  
Thinking Skills ◽  
Learning Activities ◽  
Educational Goals ◽  
Flipped Learning ◽  
Customized Learning ◽  
Collection Methods

In recent years the emerging possibilities in the education system are flexibility (Nuhoğlu et al., 2020) and self-paced learning (Priscila, 2020). The flexibility of studying anywhere and anytime can provide opportunities for learners to achieve their educational goals. A self-paced and customized learning environment could enhance the learning experience of the students.  This research evaluates flipped-learning pedagogical approaches for year 13 Maths students. Quantitative and qualitative data collection methods track and monitor students’ academic outcomes. The findings suggest that flipped-learning improved students’ academic achievement and progress. Additionally, students who missed the lessons could understand the concept and complete learning activities before coming to the next lesson. A flipped-learning approach has encouraged the students to make them responsible for their learning, bringing questions to the classroom to extend their conceptual understanding, and develop mathematical reasoning and thinking skills.

The Acrobatics of Flipping

2015 ◽  
pp. 74-98
Author(s):  
David Starr-Glass
Keyword(s):  
Collaborative Learning ◽  
Subject Matter ◽  
Learning Experience ◽  
Learning Activities ◽  
Flipped Learning ◽  
Flipped Instruction ◽  
Structure And Dynamics ◽  
Learner Centered ◽  
The Subject ◽  
Active Learner

The flipped learning experience provides learners with pre-class activities that allow them to understand subject matter. This understanding is subsequently use during the class to develop higher-level appreciations of the subject through problem-based and collaborative learning activities. The reoriented roles and dynamics of learning afforded by flipping provide opportunities for active learner-centered learning; however, these opportunities are sometimes not considered or underappreciated. This chapter rethinks the structure and dynamics of flipped courses and explores the instructional possibilities offered. In particular, it considers the opportunities and challenges of flipped instruction and examines the author's experience in flipping an Introduction to Accounting course. The chapter provides suggestions on how instructors and learners can best take advantage of the opportunities created when the learning experience is flipped.

scholarly journals Preparing students for Flipped or Team-Based Learning methods

2015 ◽  
Vol 57 (6) ◽  
pp. 639-657 ◽  
Author(s):  
Peter Balan ◽  
Michele Clark ◽  
Gregory Restall
Keyword(s):  
Learning Activities ◽  
Traditional Teaching ◽  
Flipped Learning ◽  
Active Engagement ◽  
Content Type ◽  
Course Materials ◽  
Team Based Learning ◽  
Introductory Class ◽  
Introductory Session ◽  
Or Team

Purpose – Teaching methods such as Flipped Learning and Team-Based Learning require students to pre-learn course materials before a teaching session, because classroom exercises rely on students using self-gained knowledge. This is the reverse to “traditional” teaching when course materials are presented during a lecture, and students are assessed on that material during another session at a later stage. The purpose of this paper is to describe an introductory class session that prepares and engages students to be successful participants in courses requiring pre-learning. Design/methodology/approach – A sequence of seven learning activities drawn from the education literature was implemented in an introductory undergraduate entrepreneurship class. These activities were evaluated using exploratory qualitative research. Findings – Student evaluations of the learning activities showed that they readily identified important aspects of learning, critical factors related to student success, and the learning purposes of the introductory session. Practical implications – The sequence of seven activities develops a positive learning culture where students understand their obligations regarding pre-learning, and are prepared for active engagement in the course. These also give the educator valuable information for understanding the learning motivations, expectations, and perceptions of student learners, that allows teaching approaches to be tailored to the needs of that class. Originality/value – The sequence of learning activities is novel and gives both students and educators insights into learning processes required for effective pre-learning for active engagement in student-centred classes. This approach can be applied in different fields of higher education.

scholarly journals Do Flipped Learning and Adaptive Instruction Improve Student Learning Outcome? A Case Study of a Computer Programming Course in Taiwan

2022 ◽  
Vol 12 ◽  
Author(s):  
Hong-Ren Chen ◽  
Wen-Chiao Hsu
Keyword(s):  
Adaptive Learning ◽  
Flipped Classroom ◽  
Computer Programming ◽  
Learning Motivation ◽  
Learning Effectiveness ◽  
Flipped Learning ◽  
Adaptive Instruction ◽  
Student Learning Outcome ◽  
Adaptive Teaching ◽  
Post Test

Flipped learning could improve the learning effectiveness of students. However, some studies have pointed out the limitations related to flipped classrooms because the content of the flipped course does not vary according to the needs of the students. On the other hand, adaptive teaching, which customizes the learning mode according to the individual needs of students, can make up for some of the shortcomings of flipped teaching. This study combines adaptive teaching with flipped teaching and applies it to face-to-face classroom activities. The purpose of this research is to explore whether the implementation of flipping and adaptive learning in a computer programming course can improve the learning effectiveness of students. The experimental subjects of this study are the sophomore students in the Department of Information Management. The flipped classroom with adaptive instruction has been realized in the limited course time. This study uses questionnaires to collect pre- and post-test data on the “learning motivation” of students. The learning effectiveness was evaluated based on the students' previous programming course (C language) and the semester scores of this course. Research results show that the post-test “learning motivation” has improved overall compared with the pre-test, and the learning effect is significant. The results of this research not only prove the effectiveness of modern teaching theories in programming courses but also lay the foundation for future teaching design.

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