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Is FLIP enough? or should we use the FLIPPED model instead?
... Finally, in the flipped classroom, synchronous class time is spent on challenging or interactive activities that engage students' higher-order thinking skills, after they gain initial input that utilizes lower-order thinking skills asynchronously in advance (Bergmann & Sams, 2012;Bloom, 1956;Chen et al., 2014;Tang et al., 2020). Although flipped classroom has now been implemented in language education, many authors consider that more research is needed, especially beyond K-12 and undergraduate education (Turan & Akdag-Cimen, 2020;Zou et al., 2022). ...
... However, in the 2020 -2021 academic year both synchronous classes were taught online, and the original flipped blended format was introduced only in the 2021-2022 academic year. Thus, the same course was taught in three different modalities: F2F, online, and blended, with online and blended courses incorporating the flipped model (Chen et al., 2014;Flipped Learning Network (FLN), 2014;Ginzburg & Daniela, 2024;Ginzburg & Sarva, 2023). ...
... Many respondents believed flipped classroom is conductive to the learning process as Pre-Class tasks were developed or curated with the Bloom's taxonomy (Bloom, 1956) in mind. Their comments also confirm the importance of careful planning for the flipped classroom to ensure successful learning experience stated by various researchers (Bergmann & Sams, 2012;Chen et al., 2014;Tang et al., 2020). Finally, by focusing on adult language education, this paper contributes to the research on application of flipped classroom which was previously found insufficient (Turan & Akdag-Cimen, 2020;Zou et al., 2022). ...
Most research data on online, blended, and flipped classroom come separately from students and teachers. In continuing teacher development programs, most courses are focused on the methodology of teaching a specific subject, and course participants are also subject experts. Training in general topics is often planned based on experiential learning and focuses on developing subject-related activities or using learning technology. This applied small-scale research uses the data from semi-structured interviews with nine university professors who were students in an English language training project. As the result of the COVID-19 pandemic, the same course was delivered in face-to-face, online, and blended modality, and a new format to teach English to adults was developed and piloted. Reflections of educators learning a subject outside their field of expertise add valuable information on different teaching modalities. Moreover, accidental experiential learning related to the use of flipped, online, and blended classroom took place for some participants. Thus, a professional development program based on a subject universally interesting to teachers may be feasible. Results also support the claim that blended learning is “the best of all worlds” and incorporating flipped classroom adds value to adult students’ experience.
... In this regard, and due to technological advancements and the emergence of studentcentered learning settings, the flipped classroom has gained significant attention from researchers and the teaching community becoming an increasingly popular teaching model (Bergmann & Sams, 2012;Chen et al., 2014;Howitt & Pegrum, 2015;Kim et al., 2014;Lai & Hwang, 2016;Tucker, 2012). The instructor is the central focus of conventional teaching methods, and learners passively receive knowledge in a single direction from teacher to student (Flumerfelt & Green, 2013;Sahin et al., 2015). ...
... Note. This HFC model was proposed by Chen et al. (2014). ...
... The concept of the flipped classroom as a learning model gained widespread recognition through Salman Khan's TED talk (Khan, 2011), where he shared educational videos from the Khan Academy. In this model, students watch course videos at home and complete homework assignments in the classroom, following a fixed schedule (Chen et al., 2014). The Khan Academy soon became a significant resource for instructors using the flipped classroom, as they could use the videos provided instead of having to create their own educational videos from scratch (Johnson et al., 2014). ...
The quest for effective instructional methods to enhance engagement among different personality types of English as a Foreign Language (EFL) learners is crucial in today's educational landscape. Traditional classroom settings often fail to meet the specific needs of introverted learners, who may experience higher levels of anxiety and lower participation. This study investigates the potential of the flipped classroom instructional model in enhancing academic engagement levels among introverted EFL students by aligning with their cognitive preferences and educational requirements. The case study of this research involves third-year EFL students at the English department of Guelma University. Adopting a true-experimental and mixed-methods research design, the study involved both quantitative and qualitative tools. Quantitative data were collected using the University Student Engagement Inventory (USEI) and a students’ questionnaire, while qualitative insights were gathered through the Myers–Briggs Type Indicator (MBTI), a personality test, and teachers’ interviews. Participants were divided into experimental and control groups to compare the flipped classroom model with traditional teaching methods. The experimental group consisting of 54 students was taught using the flipped classroom method while the control group involving 57 students received traditional teaching. The findings highlight several dimensions in which the flipped classroom positively impacts academic engagement; namely, behavioral, emotional, and cognitive. The structured and preparatory nature of the flipped classroom significantly reduces anxiety and boosts participation among introverted students. Additionally, the model also benefits extroverted learners, fostering an active and interactive learning environment. Consequently, the flipped classroom emerges as a promising educational strategy, improving engagement and learning outcomes for EFL students and contributing to the advancement of language education pedagogy.
... The FLIPPED model's conceptual framework, which is based on the four pillars of the F-L-I-P™ method, has been recognized as a potential basis for future research and implementation of the flipped classroom in higher education (Chen et al., 2014). This model highlights the significance of integrating pedagogical principles, such as active learning and student participation, into the design of the flipped classroom. ...
... The FLIPPED paradigm incorporates three more components, namely personalization, engagement, and demonstration, into the fundamental F-L-I-P™ architecture. This enhanced model emphasizes the importance of customizing the flipped classroom experience to meet the specific needs of each student, promoting active participation, and providing opportunities for students to showcase their comprehension (Chen et al., 2014;Fong & Hoon, 2020). ...
... Researchers have emphasized the enduring existence of online learning in Malaysia, which has facilitated the acceptance of flipped classroom models that utilize digital technologies (Chen et al., 2014). The Malaysian Ministry of Higher Education has strengthened this pattern by integrating the flipped classroom approach into its comprehensive Education Blueprint, which delineates 11 strategic changes aimed at revolutionizing the country's education system. ...
... BL, as seen through the popular Flipped learning approach, contributes to the fourth typology in BL conceptualisation (Chen et al., 2014;Sohrabi & Iraj, 2016;Green and Schlairet, 2017;Youhasan et al., 2021;Zheng & Zhang, 2020). It divides the classroom experience into three distinct phases: (i) pre-class (preparing for upcoming lessons), (ii) in-class (applying knowledge with guidance), and (iii) post-class (reviewing comprehension and extending learning). ...
... The sixth typology in BL blends online and in-person learning and emphasizes the temporal dimension, distinguishing between real-time (synchronous) and self-paced (asynchronous) learning (Chen et al., 2014;Tshabalala et al., 2014;Wu & Luo, 2022). Synchronous learning happens in traditional classrooms or through web conferencing and group chats. ...
... Examples illustrating internal inertia include students choosing to print online material despite the associated costs (Heilesen & Josephsen, 2008) and teachers believing BL is only suitable for technical subjects, not those involving human interactions (Salim et al., 2018). This resistance may stem from a passive learning approach among students and traditional teachers (Tshabalala et al., 2014), making it challenging to adapt to BL (Ali et al., 2023;Chen et al., 2014;Salim et al., 2018). ...
... • Students gained effective teaching, learning, and inspection results (Shibukawa and Taguchi, 2019;Chen et al., 2014). ...
... • Through it, students developed collaboration skills, cooperated, exchanged ideas, shared tasks, and took responsibility (Chang and Hwang, 2018;Chen et al., 2014). ...
... The flipped classroom model is a teaching strategy that flips the traditional learning environment by delivering content outside of class and using class time for interactive activities (Bishop & Verleger, 2013). This approach has gained popularity in recent years for its potential to improve student engagement and learning outcomes (Chen, Wang, Kinshuk, & Chen, 2014). The flipped classroom model significantly improves learning outcomes by promoting active learning and student participation (Jensen, Kummer, & Godoy, 2015). ...
... This is essential for developing critical thinking skills (Hung, 2015). Compared with traditional methods, flipped classroom methods in language courses can improve student satisfaction and better learning outcomes (Chen, Wang, Kinshuk, & Chen, 2014). Lee and Martin (2022) explored how to integrate advanced technologies into flipped classrooms to further improve student engagement and learning outcomes in language education. ...
This study aims to develop and evaluate a Chinese language course designed to enhance college students' critical thinking skills through the integration of deep learning theory and Outcome-Based Education (OBE). The research specifically addresses two questions: (1) What are the characteristics of a Chinese language course that integrates Deep Learning Theory and OBE? (2) What are the effects of this course on promoting critical thinking skills among undergraduate students? The study employs a quasi-experimental design, involving 120 undergraduate students divided into a control group and a test group from Nan fang College, Guangzhou, China. The control group received conventional teaching methods, while the test group participated in the newly developed course. Data were collected through pre-tests and post-tests using California critical thinking skills test (Chinese version), as well as semi-structured interviews. Results indicate a significant improvement in the critical thinking skills of students in the test group compared to the control group. The test group showed higher mean scores and lower standard deviations in post-test results, demonstrating the effectiveness of the course in enhancing critical thinking abilities. Qualitative data from interviews supported these findings, highlighting increased student engagement and deeper understanding of course materials. The findings suggest that this integrated approach can be effectively implemented in other educational contexts to achieve similar outcomes.
... For example, in chemistry education, common challenges can be addressed by integrating specific concepts or technologies. In a study by Chen et al. in [10], blended learning approaches in chemistry showed significant improvements in student engagement and understanding compared to traditional methods. Podcasts and screencasts, which provide audio and visual support, can be hosted on VLEs for students to access both in class and online. ...
... The integration of multimedia resources and simulations catered to various learning styles, making complex chemistry concepts more accessible. This finding aligns with studies such as those in [10], which demonstrated the benefits of blended learning in enhancing student engagement and comprehension. ...
This paper presents "Bridging the Gap," a pioneering project that revolutionizes chemistry education by harmonizing traditional teaching methods with a modern e-learning system. This innovative hybrid model offers unparalleled flexibility and personalized learning through a sophisticated e-learning platform featuring interactive modules, simulations, and quizzes. The project prioritizes accessibility and inclusivity, ensuring all students benefit from high-quality education. By empowering educators with professional development and fostering a data-driven approach, "Bridging the Gap" strives to achieve heightened student engagement, improved learning outcomes, and a more inclusive learning landscape in chemistry education. The outcomes of the implemented project highlight the transformative potential of hybrid learning models in enriching the educational experience for both students and teachers.
... The OFC is defined as a combination of asynchronous and synchronous activities that are implemented in a fully online setting (Stöhr et al., 2020). While slightly different from the conventional flipped classroom approach (see Table 1), the OFC holds potential advantages in optimizing learning (Chen et al., 2014;Hew et al., 2020). For example, Lin et al. (2019) focused on students' engagement in an OFC and found that students who more actively engaged in the asynchronous learning activity tended to participate more actively in the synchronous activity as well. ...
... For example, Lin et al. (2019) focused on students' engagement in an OFC and found that students who more actively engaged in the asynchronous learning activity tended to participate more actively in the synchronous activity as well. Although the OFC seems to be gaining traction in higher education, there are still limited studies focusing on examining such an instructional approach (Chen et al., 2014;Stöhr et al., 2020) and, therefore, it needs more research in order to fully explore its potential and its challenges. As a course is pivoted to an online learning setting, students are required to adapt their learning activity through different forms of monitoring, regulation, and assessment. ...
... Wang, Kinshuk, and Chen, N. S. (2014), argue this model can be beneficial if the arising challenges are addressed. According to Chen et al. (2014), the challenges may relate to students' resistance to flipped classroom adoption and their lack of motivation which increases the educational gap between students. Akçayır G. and Akçayır M. (2008), provided many findings about previous studies that examined the challenges that arise when implementing the flipped classroom that they classified in the following categories, "Pedagogical, Students' Perspective, Teachers' Perspective, Technical and Technological, Other" Akçayır G. & Akçayır M., 2018; 340) which are presented in Table 3. Table 3. Key challenges of the flipped classroom Moreover, Al Zahrani (2015), argues that students declare this approach, as more demanding in terms of their preparation and effort and they also report some problematic aspects regarding the communication of the goal setting, the interaction with their teacher and the quality the educational resources. ...
... Focus groups are a popular qualitative research tool (Wilkinson, 2004;Nair & George, 2016) which has mostly been chosen by marketers and politicians (Lyons & Branston, 2006;Barron & Watson, 2007;Williamson, 2018), but recently its application has been extended to other areas such as education (Eaton & Christou, 2000;Williams & Katz, 2001;Fu & Kapiki, 2016). As Carey (2015), states focus groups provide a framework, which under certain conditions allows the researcher to draw conclusions that wouldn't be accessible with the application of another method. As Krueger and Casey (2000), argue a focus groups' characteristic is homogeneity but also the sufficient variability of its members so that different views are expressed. ...
... Hitherto, despite the proliferation of flipped classrooms in EFL education, there has been little scholarly study on the impact of flipped classes on students in the EFL environment (Al-Ghamdi & Al-Bargi, 2017;Amiryousefi, 2019). Only a few studies explored the factors of why flipped classrooms affect students' self-regulated learning and focused on the reasons why students engage in or do not engage in self-regulated learning (Beatty & Albert, 2016;Chen et al., 2014). Furthermore, self-reported views of students' self-regulated learning in a flipped classroom are insufficient (Shih et al., 2019), since not all students in the flipped classroom were adjustable, and not all students were prepared for and receptive to more individualized and self-regulated learning (Al-Samarraie et al., 2020). ...
... It is on the rise as a pedagogical innovation that alters the traditional classroom, fosters students' ability to self-regulate their learning, and makes the classroom more stimulating and appealing (Bergmann & Sams, 2012O'Flaherty & Phillips, 2015). Researcher also claim that the flipped classroom is an alternative method of language training that integrates technology and confers students sufficient learning opportunities (Chen et al., 2014;Hung, 2015;McLaughlin et al., 2014). Over the past several years, there has been an explosion of interest in flipped classrooms at all levels of education (Hung, 2017). ...
Self-regulated learning and EFL speaking competence are seen as crucial abilities for students to acquire in the twenty-first century. However, EFL students’ performance in self-regulated learning and speaking has not been optimal. Therefore, the implementation of flipped classrooms aims to achieve a breakthrough in self-regulated learning and EFL speaking competence. So, by taking an interpretative qualitative approach, this study explored in-depth the pivotal factors that caused the influence of the flipped classroom on students’ self-regulated learning and EFL speaking competence from the perspective of students’ own experiences and viewpoints. The data collected include students’ records of academic performance and reflective journals and in-depth interviews with eight university students to explore pivotal factors for the influence of the flipped classroom on students’ self-regulated learning and EFL speaking competence. Thematic analysis was used to analyze the data. The results showed student-related factors (learning style, learning interests, and self-confidence) and classroom-related factors (flipped classroom design, content and materials, and quality of instructions) influencing the students’ development of self-regulated learning and EFL speaking competence in the flipped classroom. The findings shed light on the factors why the flipped classroom influences self-regulated learning and EFL speaking competence. Moreover, the study proposes a student-oriented framework for EFL speaking flipped classrooms to help enhance students’ self-regulated learning and EFL speaking competence.
... There is some anecdotal evidence that if a student is enrolled in multiple flipped courses, the student may be overwhelmed with the volume of recorded material to review every day, affecting attitudes with the courses (Smith, 2013). The change in format, along with perceived extra work outside of the classroom to watch lectures, may produce feelings of anxiety, resistance to change, and adoption problems in students (Akçayır & Akçayır, 2018;Chen et al., 2014). To avoid or overcome obstacles, instructors should ensure students are well prepared for in-class activities, be organized in their instructional methodology, design learning materials and activities based on student feed-back, develop cooperation and sharing skills, and provide support within the class, especially for those who are struggling to understand the subject matter (Long et al., 2017;Poulain et al., 2023). ...
Concept-heavy courses such as Biochemistry in life and physical science curricula are challenging for many college-aged students. It is easy for students to disengage in a lecture and not learn the subject matter while in class. To improve student learning and participation, we employed a flipped format for the first half of the course and compared learning outcomes and attitudes with the traditional lecture in the second half of the course. The experimental course was an upper-level biochemistry course taken primarily by juniors (49%), seniors (40%), and some graduate students (10%) at the college level. Our results indicate that lower-performing students academically benefited from the flipped format (twofold lower failure rate as compared to previous years), whereas, there was no change with higher performing students when comparing student grades from previous courses. Academic assessments were derived from exams, quizzes, in-class activity/participation, and out-of-class homework. Participation and overall satisfaction with the course was significantly much higher in the flipped format (88% of students) than in the traditional lecture (< 10%) for all students. In-class activities in both faculty preparation and execution were crucial to the success of the flipped format. Our conclusions are that the flipped pedagogy is better for the reinforcement of difficult concepts for struggling students (95% students in agreement) and merits higher participation than the traditional lecture. Two-way communication between instructor and students is encouraged and enhanced with in-class activities and case studies. Due to the success of this project and in agreement with ~ 75% of the students, the entire course will be flipped going forward.
... For this purpose, educational institutions must promote the implementation of methodologies such as the flipped classroom in order to internalize the contents about history which are taught in primary education (Gaughan, 2014). It is also essential to focus on improving the learners' abilities to analyze, understand, manage, reflect, and assess the most innovative learning practices which help them when having direct contact with online materials (Chen et al., 2014). Thus, the flipped classroom also helps to design innovative proposals and to stimulate creativity and historical thinking. ...
The study aims to analyse the perceptions and pedagogical skills of university students in the implementation of the flipped classroom in the degree of primary education. The sample consists of 209 students following the bilingual English programme at the University of Córdoba, Spain. The study is described as a non-experimental quantitative research, which means that it focuses on the collection and analysis of data without intervention or manipulation of variables. A fifteen-item Likert-type questionnaire was used to collect the data. The questionnaire appears to be on a scale of 1 to 5, where participants rate their answers according to the options given. The findings suggest that new electronic learning strategies need to be incorporated into teaching methodology. There is an emphasis on the importance of providing practical approaches to digital teaching and didactic resources. Students have shown a positive attitude towards their training needs, particularly in consolidating historical thinking and integrating active learning methods with good teaching practice.
... En étant responsables de l'apprentissage du contenu théorique à domicile, les étudiants développent des compétences d'auto-régulation et de gestion du temps, ce qui favorise un engagement plus profond avec le matériel d'apprentissage et une meilleure assimilation des connaissances (Bishop et Verleger, 2013 ;Zainuddin et Halili, 2016). Cependant, la mise en oeuvre de cette méthodologie n'est pas sans défis, tels que la nécessité d'une infrastructure technologique adéquate et une formation continue des enseignants (Domínguez Sánchez-Pinilla, 2003 ;Chen et al., 2014 ;Gilboy et al., 2015). ...
Résumé: Introduction : Cet article examine comment la classe inversée reformule le rôle des enseignants et stimule la construction du savoir des étudiants en Langues Modernes apprenant le français. Méthodologie: Les étudiants accèdent au contenu théorique de manière autonome via des ressources numériques, tandis que les heures de classe sont consacrées à des activités pratiques. Résultats: Les étudiants montrent une augmentation de la motivation et des performances académiques. Ils s'approprient les connaissances à leur rythme, et le temps en classe favorise la collaboration et le développement de compétences de pensée critique. Discussion: La classe inversée transforme le rôle de l'enseignant en médiateur, facilitant l'apprentissage autonome et collaboratif. Conclusions: La classe inversée est prometteuse pour améliorer l'éducation, mais nécessite une planification minutieuse et une formation adéquate des enseignants.
... b) La necesidad de una mayor reflexión sobre los modelos de aprendizaje basados en plataformas digitales; y c) La falta de una guía de desarrollo de acciones y de actividades a realizar (Chen et al., 2014;Herreid y Schiller, 2013). ...
Introducción: El interés notorio por innovar metodológicamente en el ámbito educativo ha constatado la necesidad de avanzar en el ámbito de la Educación Superior. La metodología docente denominada aula invertida o “aula invertida” consiste en invertir el orden tradicional de la enseñanza, lo cual implica que el alumno adquiera e interiorice la materia concreta de una asignatura con anterioridad a que tenga lugar la sesión planificada. Metodología : Se aplicó el aula invertida en la asignatura de Antropología de la Educación durante el curso académico 2024/2025 y se evaluó su impacto en el estudiantado a través de un cuestionario elaborado ad hoc. Se obtuvo un total de 73 respuestas. Resultados: Destacó el posicionamiento favorable generalizado sobre la implementación de dicha metodología y su utilidad para abordar el contenido de la asignatura; al tiempo que más del 60% consideró que las metodologías docentes educativas actuales se encuentran obsoletas en la Educación Superior. Discusión : El incremento en los niveles de participación por parte del alumno repercute directamente en un mayor compromiso con la asignatura. Conclusiones : Esta metodología favorece el desarrollo de un aprendizaje significativo al existir una interacción real, auténtica y de mayor profundidad con respecto a los objetos de aprendizaje.
... As for the challenges dimensions, the data revealed that some students' low ICT competence partly prevented them from making use of this approach, which is in line with some studies in literature stressing that students should be computer-literate for this methodology (e.g., Herreid and Schiller 2013;Strayer 2012;Chen et al. 2014). ...
With a growing digitalization in educational environments and an increasing demand for the application of some alternative and innovative teaching practices accordingly, flipped learning approach has come into being as a new and dynamic face of teaching. Although there is no standard implementation of flipped teaching in literature, it can be shaped in accordance with the same rationale suggesting that the traditional face-to-face instructional pattern can be reversed. Within the flipped learning approach, the current study specifically attempts to explore the role of flipped classroom model in shaping students' overall learning experience in EFL writing classes, also addressing the successes and the challenges encountered during the flow of the implementation. With a total number of 19 students, a five-week gamified flipped writing class was practiced. Firstly, the students were asked to enroll in a virtual writing class on a digital teaching platform called blendspace. After being introduced about the platform and the lesson requirements, they were assigned to watch the videos and do the mini-quiz at any time before the face-to-face writing lessons. During this period, the target outcome of the writing classes was to teach students how to write a well-organized paragraph. Each week was allocated for a different aspect of a structured paragraph. Starting with a general conceptualization of a paragraph, the other weeks were followed by how to write a topic sentence, supporting sentences, a concluding sentence and lastly a general overview. The data was collected through focus-grouped interviews and the reflective journal entries. In order to analyze the data, thematic qualitative analysis was employed. The qualitative findings of the study show that integrating flipped classroom approach into writing courses fosters collaborative learning environment, student engagement, and EFL students' autonomy. The main challenges concerning the use of this approach is the students' limited access of technology and their limited ICT knowledge.
... The quantitative analysis indicated that students preferred FCA than lecture sessions with agreement level of 4.91 and students experienced a positive learning culture due to the student-centric classroom. The flipped classroom as the 21st century allows student-centered learning as reported by Chen et al. [23][24][25][26]. ...
The flipped classroom is an emerging pedagogical model characterized by shifting teacher-oriented to student-oriented learning. This study aimed to investigate the impacts of flipped classroom approach on academic success of class nine students learning thermal energy in one of the Middle Secondary Schools in Bhutan. A quantitative method that is true-experimental design, specifically, pretest-posttest control group design and survey design were employed in this study. The data were collected from the physics learning achievement test and survey questionnaire. A total of 50 students participated in the true-experiment with 25 each in the control group and experimental group. The experimental group participated in a survey questionnaire to find their opinions on the impact of flipped classroom approach on learning thermal energy. The Statistical Package for Social Sciences version 22 was used to analyze the quantitative data. The results of the study indicated a statistically significant difference (t (48) = 2.53, p = .05) in physics learning achievement test between control and experimental groups with a medium effect size (d = 0.68), signifying implementation of flipped classroom has positive effect on learning thermal energy. Moreover, flipped classroom approach brought positive impacts toward students’ learning such as accessibility with supports from teacher and friends, motivation to learn at their own space and time, active engagement in the class, and achieve higher order thinking skills. There is a strong positive correlation (r =0.828) between flipped classroom approach and higher order thinking skills. This study was limited to short duration and small sample size. Further studies are recommended for longer duration of observation with more coverage of physics topics and more sampled schools spread across the country.
... Traditionally, learners preferred face-to-face learning for in-depth discussion on course contents, judgement, reasoning and explanation (Chen et al., 2014), collaboration with peers and emotional support from instructors (Thompson and MacDonald, 2005). However, the coronavirus pandemic led to sudden closure of campuses in 192 countries and projected an unprecedented impact on universities worldwide (UNESCO, 2020). ...
Introduction
This study explores the motivators to use learning management systems (LMS) adopted and used in eLearning by Hong Kong universities among Mainland Chinese postgraduate students amid COVID-19 pandemic.
Methods
An adapted and extended UTUAT2 model was first proposed and tested using the structural equation modeling approach. Through self-report online questionnaire, data were collected in 2022 from 352 Mainland Chinese postgraduate students of nine universities in Hong Kong. The reliability and validity of the data were tested using the confirmatory factor analysis, followed by path analysis to test the hypotheses in the proposed model.
Results
The study revealed nine motivators which explained 50% of the variance in LMS use intention. Trust (0.204), instructor characteristics (0.202), performance expectancy (0.181), and facilitating conditions (0.181) were identified as strong motivators of behavioral intention. Other factors such as effort expectancy (0.148), learning value (0.118) and social influence (0.115) also had significant positive effects on LMS use intention. Habit (0.014) and hedonic motivation (−0.016) had no significant direct effect on it.
Discussion
These findings provide inspirations for educational stakeholders to promote the acceptance of LMS platforms among distance and online learners who adopt the cyberspace as the only means of learning. They also offer insights about instructor recruitment and evaluation methods.
... Research indicates that providing well-structured and engaging instructional content is crucial for the success of flipped classrooms. A study by Chen et al. (2014) found that high-quality video lectures significantly impact students' engagement and learning outcomes in a flipped classroom setting. ...
... Research indicates that providing well-structured and engaging instructional content is crucial for the success of flipped classrooms. A study by Chen et al. (2014) found that high-quality video lectures significantly impact students' engagement and learning outcomes in a flipped classroom setting. ...
This chapter explores the effectiveness of various teaching
strategies in promoting student engagement and understanding. The focus is on identifying and analysing different teaching methods that have been proven to enhance student learning outcomes. The chapter discusses the importance of student engagement in the learning process and how it contributes to better understanding and retention of information. Various teaching strategies, such as active learning, flipped classroom, cooperative learning, and technology integration, are examined in terms of their impact on student engagement and understanding. The chapter also provides examples and evidence from research studies to support the effectiveness of these teaching strategies. Overall, the chapter aims to provide insights into how educators can create a more engaging and effective learning environment for their students.
Keywords: Enhance, Promote Students engagement and
understanding, Teaching strategies
... This drawing method is an alternative that is widely used by teachers, if students still do not really understand the literal meaning (Dunn 2021). The lack of activeness and enthusiasm requires teachers to find an interactive learning model so that students' learning patterns increase (Chen, Wang, and Chen 2014). To stimulate active and non-boring learning for students, drawing method is one of the alternatives that can be used. ...
Effective learning strategies are very important in achieving learning objectives, especially in the context of Christian Religious Education in Sunday Schools. One of the strategies that can be applied is Contextual Teaching and Learning. This research aims to analyze the implementation of contextual learning strategies in small class Sunday School. This research uses a qualitative approach with a case study method. Data was collected through observation, interviews, and document analysis. The participants consisted of Sunday School teachers and small class students. The results show that the implementation of contextual learning strategies in small class Sunday School includes seven main components: constructivism, discovery, questioning, learning community, modeling, reflection, and authentic assessment. This strategy is effective in improving students' understanding and engagement in the learning process. The implementation of contextual learning strategies in small class Sunday School is proven to facilitate meaningful learning that is relevant to students' daily lives. This strategy can be an alternative for teachers in designing and implementing Christian Religious Education learning that is more contextual and effective.
... Studies have also highlighted the benefits of the flipped classroom in developing higher-order thinking skills. Chen et al. (2014) emphasized that the flipped model encourages students to engage in critical analysis and problem-solving activities. Fulton (2012) identified several advantages of the flipped classroom, including increased student motivation and self-directed learning. ...
Implementation of competence-based education requires innovative teaching methodologies that actively engage learners and develop higher-order thinking skills. This study explored the effectiveness of flipped classrooms in enhancing competency-based learning through a qualitative case study of English instruction in secondary schools in the Mbeya region. Semi-structured interviews with English teachers revealed increased student preparation before class using pre-recorded video lessons and online resources under the flipped model. Focus group discussions with students reported improved understanding and retention through self-paced learning of content as homework. Document analysis of lesson plans and student assignments provided evidence of more profound analytical skills expected in competency-based curricula. Key findings highlight that the flipped classroom approach enabled learners to arrive at lessons equipped with introductory content knowledge. This allowed more class time for collaborative problem-solving activities, discussions, and applying learning to real-world scenarios. Students demonstrated enhanced communication, critical thinking, and self-directed learning abilities. The flipped model shows promise in promoting key competencies mandates, such as communication, collaboration, and digital literacy. Recommendations include scaling up the model through cluster-based teacher training programs and affordable technology support. Strategic integration into English and other subjects can transform learning outcomes to meet 21st-century competency demands. Keywords: Flipped classroom; Competency-Based Education; Innovative Teaching
... Although a plethora of empirical research has been conducted regarding the implementation of flipped learning, there are still inconsistent results, especially considering the impact of flipped learning on the academic achievement of learners. Some studies demonstrated results in favor of flipped learning (Huang & Hong, 2016;Schultz et al., 2014), whereas others revealed no significant improvement at all (Chen et al., 2014;Clark, 2015). Strelan et al. (2020) also added that although there is a notable increase in the number of studies related to the effect of flipped learning on academic achievement, they are quite disparate. ...
Flipped learning has become the focus in many educational contexts especially with the integration of technological tools in learning space for the last decade. In flipped learning, learners perform surface learning at home, whereas deep learning such as problem-solving, critical thinking exercises etc. is covered in the classroom which potentially increases motivation and satisfaction of learners. Cognitive load, the assumed load of the working memory caused by the processing of tasks, has also attracted attention in online learning settings which pose different processing demands. This study took place in the extraordinary settings of education during the Covid-19 pandemic which required online education for all education levels. A fourth-year course of an ELT program was delivered through a flipped learning approach during online education. Learners' motivation, use of learning strategies, satisfaction and cognitive load levels were calculated at the end of the intervention and their perceptions regarding the experience were investigated through an open-ended questionnaire. The results showed that their motivation and satisfaction levels were quite high as well as their strategy uses whereas cognitive load levels were comparatively low. Inferential statistics showed that relationships exist between and among the motivation, learning strategies and cognitive load at various levels. Motivation emerged to be a significant predictor of course satisfaction whereas time spent for the flipped lectures predicted course achievement. Learners' perceptions of flipped learning process were generally positive while they also articulated some drawbacks of it like instructional tools-related and individual learner-related problems.
... While students wrote their texts in their PBL group referring to Flower and Hayes' cognitive process of writing model, they were directed by the lecturer in holistic flipped classroom (HFC). Chen, et al (2014) formulated HFC model as a coalition of progressive activities, engaging experiences, and diversified platforms added to flipped classroom approach encouraging flexible environments. Unlike classic flipped learning method focusing on asynchronous mode, all learning spaces in HFC are treated as classrooms supported and monitored through synchronize modes. ...
Writing a research article in English to be published in good journals is crucial for university students. Prior studies assessing practices for the goal however focused mostly on scrutinizing single methods, whereas inquires of incorporated strategies or eclectic approach on improving a learner's quality of English scientific writing genre still limited on the genres simpler than research article, as the higher scientific writing genre. This case study conducted using Qualitative method for data collection and analysis aims to explore how an eclectic approach has revamped scholarly texts written by 56 university students in Software Engineering learning English as a Foreign Language (EFL). The finding of this study revealed an eclectic approach merging Project-based Learning (PBL), Flower-Hayes' process cognitive writing model and Holistic Flipped Classroom (HFC) could productively affect students' writing products indicated from the increasing quality of their drafts throughout the writing stages. The conclusion is the eclectic approach integrating PBL, HFC and Flower and Hayes' cognitive writing model can be considered to apply for other research article classes as long as the students have relatively similar English skill background with the participants of this study.
... There are educators who are willing to try FL but they may be unsure how to implement this approach in their own classes, particularly in large enrolment classes. Furthermore, students may have difficulty adopting this approach to learning because their expectations of how they learn are based on transmissive approaches (Chen, Wang, Kinshuk & Chen, 2014). ...
Flipped Learning (FL) is a student-centred pedagogical approach where new content is introduced prior to class which permits more time during class for active learning. Despite the growing body of evidence of the effectiveness of FL, many educators are reluctant to adopt this approach to teaching or are unsure of how to implement FL in their classes. Many students are uncertain of how to adapt their approaches to learning to a FL curriculum. In response to these challenges and calls for a robust framework to guide the design and implementation of FL, we developed the Flipped Teacher and Flipped Learner (FTFL) Framework based on the pedagogical literature. This paper reports on the use of our FTFL framework in the redesign of a large first year science subject from a traditional delivery to a FL delivery. We evaluated the efficacy of the redesign using a mixed methods approach with data on students’ interactions with FL activities, and student and educator experiences. Findings from two iterations of the redesign indicate successful implementation of FL through high student engagement with online and class materials, and positive feedback from students and academics. Using the FTFL framework to guide the design and integration of FL, with an emphasis on clear communication, is key to our successful FL intervention and support of student learning.
... Gender disparity acts as a barrier in promoting employee performance stability at the local government 16 19.0 ...
This study explores the relationship between ethical leadership and employee performance within the context of Bushenyi local government in Uganda. Ethical leadership is crucial for integrating moral values into organizational practices, influencing employees' behavior, and ultimately impacting organizational performance. Using a cross-sectional research design and structured questionnaires, data was collected and analyzed to understand how ethical leadership influences employee performance. Findings suggest a significant relationship between ethical leadership, integrity, power sharing, and employee performance. The study underscores the importance of establishing performance standards and rewarding exemplary performance to enhance organizational effectiveness. These findings contribute to the literature on ethical leadership and provide practical insights for organizational management in improving employee performance.
This study examines the effects of competitive versus cooperative gamification mechanics on the learning achievement of female first-year middle school students in flipped classrooms, highlighting its implications for designing sustainable learning environments. Employing a quasi-experimental design, 60 students were randomly assigned to two experimental groups, each engaged in a flipped classroom environment with either competitive or cooperative gamified elements. While both groups showed significant improvement in post-test scores, no significant differences were observed in cognitive achievement or skills acquisition between the groups. These findings emphasize that competitive and cooperative gamification mechanics can be equally effective in enhancing learning, suggesting that the choice of mechanic does not critically impact learning outcomes. The study provides practical guidance for educators and instructional designers in developing balanced gamified learning environments that optimize competitive and cooperative strategies, thus fostering a more versatile and adaptable approach to student motivation and engagement in sustainable technology-enhanced education.
The increasing convergence of online and offline teaching methodologies necessitates a comprehensive understanding of how to leverage micro-course resources for optimal educational outcomes. This research investigated the effects of various micro-course utilization strategies on undergraduate design students’ learning outcomes through comparative experiments in blended learning. The objective was to ascertain whether structured learning tasks, assessments provided by instructors, and monitoring of student progress could augment engagement and performance compared to an unstructured approach to micro-course content. A single-factor experimental design was employed, involving two entire classes from the same major over an 119-day period. The study concentrated on the influence of different micro-course usage methods on students’ online and offline learning behaviors, academic achievements, innovative capacities, and overall learning outcomes. Within a blended learning framework, introducing teacher-directed learning for select micro-course resources markedly enhanced students’ course participation, academic performance, innovative capabilities, and their enthusiasm and confidence in the course relative to self-guided learning across all courses. This investigation suggests that requiring students to watch micro-course videos within a specified timeframe and submit assignments for evaluation can substantially elevate their learning outcomes. These findings offer novel perspectives for educators in devising strategies for utilizing micro-course resources in blended learning, enabling them to deploy their efforts more judiciously and optimize instructional results.
Flipped learning is a pedagogical approach that shifts traditional
classroom instruction by moving content delivery outside the classroom and
focusing on active, student-centered learning during class. This chapter
explores the concept of flipped learning, its historical development, key
components, and practical implementation. It highlights the benefits,
including enhanced student engagement, personalized learning, and improved
critical thinking skills, while also addressing challenges such as student
resistance, instructor workload, and technology access. Case studies and
research findings are discussed to illustrate the effectiveness of flipped
learning in various educational contexts. The chapter concludes that, despite
challenges, flipped learning offers a transformative model that aligns with
21st-century educational goals and promotes deeper student learning.
This chapter brings together works that reflect upon the ways in which the condition of digitality, and to a certain extent post-digitality, inform pedagogical approaches and practices in an increasingly globalized world where the space–time restrictions are falling apart, thereby paving the way for a time that is defined by the uncertain, unknown, and unfamiliar.
The application of the flipped classroom approach in foreign language instruction has drawn significant attention from recent educational studies. This essay provides a comprehensive examination of the advantages, disadvantages, and methods for implementing the flipped classroom concept in foreign language teaching. It analyzes how the flipped classroom model redefines the traditional teaching paradigm by reorganizing the learning environment to favor student-centered and active learning experiences. By synthesizing existing content, it highlights how teachers can maximize in-class time for group projects, conversational activities, and personalized feedback by moving instructional content delivery outside the classroom through pre-recorded lectures, multimedia materials, and interactive online activities. This approach encourages deeper learner engagement and language acquisition. Additionally, this article analyzes the potential advantages of the flipped classroom approach, including improved language proficiency, increased student autonomy in learning, and enhanced critical thinking skills. However, the author also identifies some disadvantages of the flipped classroom model in practical application. For instance, the implementation of the flipped classroom presents a significant challenge to teachers’ professional skills, and issues such as unequal access to resources and technological limitations pose substantial obstacles to the widespread use of the flipped classroom in foreign language instruction.
Background
In most health professions education programs, didactic lectures remain the most common teaching modality. There is a need for synchronous interactive instructional methods that require little student preparation, promote directed-independent learning and high-order cognition, while increasing feedback and teamwork. We have recently created a Cloud-based learning (CL) educational tool that uses the conceptual Technological Pedagogical Content Knowledge (TPACK) theoretical framework, together with generative learning theory. Using student surveys, we aim to evaluate this instructional methodology and compare it with more common practices in medical education, including Team-Based Learning (TBL), Flipped Class (FC), and Didactic Lectures (DL). In addition, using a literature-based analysis, we compared CL to several instruction methods (DL, PBL, TBL, FC) to determine whether CL has unique characteristics that differentiate it from other instructional methods.
Methods
Student perception surveys were used to contrast responses regarding these instruction methods in terms of satisfaction, student preparation time, teamwork, collaboration, and formative feedback received. Responses were analyzed using the Kruskal-Wallis H-test and Dunn’s pairwise test to determine statistical significance between the medians.
Results
Compared to other teaching methods, students expressed a preference for TBL and DL over CL and FC (DL = TBL = CL > FC). CL and DL were perceived to require the least preparation time (less than 30 min), compared to FC and TBL (CL = DL < FC < TBL). Regarding the learning environment and engagement with each of the instructional strategies, participants were equally engaged with TBL, DL and CL, and less engaged with FC (TBL = CL = DL; TBL > FC). TBL and CL were rated significantly higher in terms of collaboration and teamwork, in which CL provided significantly higher instructor feedback than TBL, DL and FC (CL > TBL > DL = FC), while TBL provided significantly higher peer feedback than CL (TBL > CL > DL > FC).
Conclusions
Despite the benefits of CL (student preparedness, high feedback and collaborative environment), students express preferences toward TBL and DL. Compared with existing teaching methods, CL has some unique characteristics that enable students to create their own study tool with reduced preparation time, strong feedback and a collaborative environment that can be considered an alternative educational strategy.
In university education, we aim for students to master the course materials, practice with transferable skills, have meaningful discussions, learn from each other, and be active members of the academic community. These goals are especially important for first-year students, who are new to academic education. At the same time, teaching methods should be aimed at career development and labour market opportunities. This study aims to evaluate the success of an education method that attempts to incorporate this broad range of learning goals into one course. The aim of this study is to evaluate, by means of a ‘mixed-method’ data analysis, the effectiveness, quality and sustainability of the Activating Podcast Method (APM) in student’s learning experience, a blended learning approach that uses a flipped classroom method tailored to these goals. An online survey ( N = 30) and an interview ( N = 8) measured a 2022 cohort first year BA Film and Literary Studies students’ experiences of the effectivity of the Activating Podcast Method in their academic learning and performance. After first conducting quantitative research, qualitative research was conducted to further explain the generated data. Results suggest that the Activating Podcast Method enhances and improves the students’ learning experience, efficiency and performance, by conveying theoretical knowledge and context through online independent learning in advance of on campus classes that focus primarily on in-depth discussion. The feedback of students as well as our own experiences as the lecturer of and student assistant to this course, indicate the overall benefits of APM as a learning method. Finally, this article explores how APM can be integrated into university education.
The flipped classroom model, where traditional in-class instruction is replaced with pre-class activities and interactive, in-class learning, has gained traction in English-Medium Instruction (EMI) settings. This approach leverages online platforms and tools to enhance student engagement, understanding, and retention of subject matter. This article explores various online platforms and tools that facilitate the implementation of the flipped classroom model in EMI environments. It examines how these technologies support content delivery, foster interactive learning, and provide avenues for collaboration and feedback. Key platforms such as Learning Management Systems (LMS), video creation and sharing tools, and interactive quiz applications are analyzed for their effectiveness in promoting active learning and student autonomy. The article also discusses the challenges and best practices in integrating these digital tools into EMI curricula, offering insights from recent case studies and research. Through this comprehensive review, educators can better understand the potential and limitations of online platforms in transforming traditional EMI classrooms into dynamic, student-centered learning environments.
Objectives: Teaching and learning are one of the main activities of universities and institutes of higher education that take place either in formal environments or with non-formal education. To present an innovative approach to academic teaching and learning, the present study sought to introduce a design model for mixed teaching methods; the pedagogical model is called "Flipped Inquiry-Based Technological Learning" or Fibtel.
Materials and Methods: In terms of purpose, this study was an applied one and in terms of how to collect the data needed to answer the two research questions, it is classified as an exploratory mixed method design. A systematic review and inductive content analysis of 59 articles with Q1 and Q2 scientific validity, a purposeful survey of the views of 30 higher education specialists, and an interactive management (IM) session with the purposeful presence of 13 experts were used to identify the Fibtel driving forces and their sub-elements. To interpretive-structural modeling (ISM) of the mentioned drives, data related to the views of 22 purposefully selected specialists were collected through a structural self-interaction matrix questionnaire and analyzed through cross-impact matrix multiplication applied to classification (MICMAC) technique. The statistical samples of the study were selected through the favorable informants’ method. In addition, interpretive validity has been used to increase the accuracy and agreement through the findings.
Discussion & Conclusions: The results showed that the Fibtel interpretive-structural model with three levels of interaction has 9 causal driving forces and 76 sub-elements which are generally constructivism type: learning context, instructional plan designing, technological requirements, learners' competencies, learning content and resources, facilitation, learning activities, interaction opportunities, and learning assessment and feedback. Except for the one-way interaction of the learning context driver, the interaction mechanism of other driving forces is a two-way linkage. This type of interaction mechanism suggests 1. The organizational context and culture in Iranian university settings are very important and their influence on other factors affects learning. Therefore, without modifying and changing the organizational context and culture, changes in other factors that affect learning promotion will not have much effect practically. 2. To make major changes to the academic classroom system, there is no need to design extensive programs or a variety of technologies; rather, it is necessary to identify and find the critical, sensitive, and determined points of students' learning (drivers and their elements). Then, by applying a small and intelligent change in the interaction between them, steer academic learning and research toward greater change.
Background and purpose: In the educational policies of the intelligence-security organizations of the country in recent years, learner-oriented educational environments have been considered valuable. The purpose of the current research is to explain and analyze one of these types of learning environments that are designed based on the characteristics of active technological learning. This new approach, known as reverse learning, has been increasingly popular among education professionals; but until now, at the international level, no qualitative research has been presented in this regard in intelligence-security organizations; Therefore, knowing the processes, achievements and challenges in this innovation will help the trainers and beneficiaries of in-service training in these organizations to apply it properly. Methodology: This research in the form of three research questions and using the phenomenological research plan and inductive content analysis of 59 Q1 and Q2 English articles indexed in the Web of Science scientific database between 2012 and 2021, to study, categorize and interpret learning environments designed based on The innovation of reverse learning has paid off. Findings and conclusions: The results show that the reverse classroom processes have positive results for employees, instructors, curriculum and in general for educational centers and can promote and improve learning skills and 21st century competencies of employees as well as the development of learning technologies. And their information literacy is effective. At the same time, the existence of technological and non-technological challenges in these learning environments can make these classes ineffective. Meanwhile, the results of this research highlight the need to do more in-depth research to solve the problems of employees, trainers and training centers of intelligence organizations when applying reverse learning; Based on this, research suggestions for future researches have also been presented.
This study investigated the effects of flipped classroom methodology compared to traditional teaching methods on academic performance and engagement among grade 6 students in Arizona. A sample of 60 students was equally divided into flipped classroom (n=30) and traditional (n=30) groups. Pre-test and post-test scores revealed significantly higher academic improvement in the flipped classroom group (M = 21.14%, SD = 1.83%) compared to the traditional group (M = 11.97%, SD = 0.86%), t(58) = 24.91, p < .001, Cohen's d = 6.44. The flipped classroom group also demonstrated significantly higher engagement levels across all measured variables, including on-task behavior (84.23% vs. 64.07%, d = 9.61), homework completion (92.07% vs. 75.30%, d = 7.00), and interest in the subject (M = 8.17 vs. M = 6.10, d = 3.21). Engagement in specific activities showed marked differences, with the flipped classroom group outperforming in group discussions (86.50% vs. 76.50%, d = 1.40), problem-solving tasks (81.50% vs. 67.33%, d = 1.88), and collaborative projects (76.17% vs. 62.50%, d = 1.82). Longitudinal data collected after three months showed sustained benefits in the flipped classroom group, particularly in interest in the subject (M = 8.24 vs. M = 5.73, d = 18.82) and class participation (M = 8.53 vs. M = 6.60, d = 11.63). However, material retention was similar between groups (70.00% vs. 66.67%, χ²(1, N = 60) = 0.08, p = .777). While both groups faced some challenges, including initial adaptation difficulties for the flipped classroom group, the overall results strongly support the effectiveness of the flipped classroom model in improving academic performance and sustaining student engagement in grade 6 education.
The aim of this study is to determine the views of pre-service teachers on the online flipped learning based general chemistry laboratory course. 16 pre-service teachers studying in the first year of the department of biology teaching participated in this study, which is based on qualitative research method. In the 11-week study, pre-service teachers participated in a total of nine experiments online. The views of the pre-service teachers were determined with three open-ended questions prepared by the researchers. Content analysis was used to analyze the data. Findings revealed that opinions on the online flipped learning model for this course were divided into positive and negative themes. Although it was observed that pre-service teachers had positive views on subjects such as the time and space flexibility of the flipped learning model and conducting experiments online, it was also found that they had difficulties in the process of attending an applied course online, such as technical problems and not finding a suitable environment for attending the course.
Purpose
This research work had been a double objective, to help the students achieve the learning outcomes, scientific skills and on the other hand, to develop specific scientific sub-competences, all of these related not only with the conceptual knowledge but also with the knowledge of procedurals and epistemology.
Design/methodology/approach
A didactic sequence has been designed and applied with students of the University Catholique of Louvain (Belgium) in collaboration with teachers from the University of Zaragoza (also researchers in the knowledge areas of Electronics, Applied Physics and the Didactics of Experimental Sciences). Several methodologies were applied thorough the teaching-learning sequence as the flipped classroom is. A varied sample of assessment instruments was used.
Findings
The results suggest this sequence produces a more significant learning than a more conventional teaching, however there is no increase in the number of students who passed. The students explaining phenomena scientifically, evaluating and designing experiments and making researchable questions and interpreting data and scientific evidence, which are a consequence of the development of scientific knowledge (content, procedural and epistemic). In addition, the students kept motivated by this methodological change and maintained the perception of having achieved the expected learning according to the objectives of the course.
Originality/value
Until a few years ago, research in the didactics of experimental sciences, and the application in the classroom of the results obtained, was limited to education in non-university stages. The opportunity of this work is to expand knowledge in relation to the application of didactic strategies in physics education at a higher level.
Purpose
Our study focuses on providing empirical evidence regarding the optimization of podcasting in asynchronous learning. This action research aimed to innovate the delivery of asynchronous classes using differentiated podcasts.
Design/methodology/approach
We utilized action research as the research design for the study. Participating in action research entails developing practical knowledge to improve educational practices through specific methods and critical perspectives (Sáez Bondía and Cortés Gracia, 2022). According to Burns (2007), action research involves deliberate interventions usually prompted by identified issues, mysteries or inquiries that individuals in the social setting seek to improve or change. Implementing changes to enhance individuals' actions and understanding within their context is the focus of action research (Kemmis, 2010). The study’s approach is ideal for examining new practices and gaining enhanced theoretical insights (Altrichter et al ., 2002). Engaging in action research helps enhance understanding and empowers us to impact and enhance practices through continuous reflection, exploration and action. Through this iterative process, we can continuously enhance our comprehension and make substantial strides toward fostering positive transformation.
Findings
The study findings showed an apparent rise in student regulation and engagement and remarkable enhancements in learning outcomes, as demonstrated by differences in pre-test and final exam scores. These results highlight the actual effect of specialized podcasts on self-paced inducing students' self-efficacy in learning. Our research provides valuable insights on effectively incorporating podcasts into education, offering innovations and improvement of practice among educators and institutions adapting to the ever-changing landscape of the educational environment while catering to the diverse needs of the learners. This research is pioneering research catering to the various learning styles of asynchronous learning environments.
Research limitations/implications
Although our current sample offered valuable insights, upcoming studies could gain from more extensive and more diverse participant groups to strengthen the reliability of our results and guarantee broader applicability across various demographics and contexts. Moreover, the length of our intervention may have been relatively brief, which could have limited our ability to evaluate the long-term impact of customized podcasts on learning results. Continued investigation into the long-term effects of these interventions could provide valuable insights into their effectiveness over time and help shape the creation of more lasting educational approaches.
Practical implications
Innovation in asynchronous learning differentiated teaching attuned to the diverse learning styles of the students.
Social implications
The study promotes equitable education, which eventually promotes learning outcomes of the students.
Originality/value
We created differentiated podcasts tailored to the learning styles of the students. This research is pioneering research catering to the various learning styles of asynchronous learning environments.
Hızla büyüyen bilgiyi insan yaşamında daha etkili kullanılabilir hale getirmek için teknoloji önemlidir. Teknoloji, bilimsel bilginin hayatı kolaylaştırmak, desteklemek veya iyileştirmek için ortaya koyduğu çözümlerdir.
Dijital teknoloji, bilimsel bilginin yaşantımızda her zaman yaptığımız işlere yardımcı olmak, kolaylaştırmak ve karşılaşabileceğimiz sorunları ortadan kaldırmak için ortaya koyduğu icatlardır.
Dijital teknolojiyi içeren kavramlar yaşantımızın her evresinde farklı biçimde ve özellikte karşımıza çıkar. Günümüzde, öğrencileri yetiştirmek ve günümüz dijital toplumunun gereklerine uyum sağlayabilmek amacı ile eğitim öğretim hayatlarında yenilikler sunulması ve dijital teknolojilerin içselleştirilmesine ve uygulanmasına destek verilmesi büyük önem kazanmıştır.
Bu bağlamda, öğrencilerin dijital teknolojiye yönelimlerinin saptanması, eğitim-öğretim kurumlarının ne şekilde olacağı konusunda yardımcı olacaktır.
Bu çalışmanın amacı, ters yüz sınıf (TYS) modelinin ortaokul 7. sınıf öğrencilerinin İngilizce dersi akademik başarı ve derse karşı tutumlarına etkisini incelemektir. Çalışma grubunu 2022-2023 eğitim-öğretim yılında Akdeniz bölgesindeki bir ildeki bir ortaokulda öğrenim gören 80 öğrenci (deney grubu = 39; kontrol grubu = 41) oluşturmaktadır. Öntest-sontest kontrol gruplu yarı deneysel desenin kullanıldığı çalışma toplam 11 hafta yürütülmüştür. Deneysel çalışma öncesinde ve sonrasında deney ve kontrol grubuna başarı testi ile İngilizce dersine yönelik tutum ölçeği uygulanmıştır. Çalışma sonucunda akademik başarı değişkeninde deney grubu lehine istatistiksel olarak anlamlı farklılık bulunmuştur. İngilizce dersine yönelik duyuşsal ve bilişsel tutum alt boyutlarında gruplar arasında fark belirlenmemiştir.
This study examines the descriptive features, research designs, thematic distributions, and citation characteristics of the postgraduate theses on the Flipped Classroom Model (FCM) in Turkey. Within this context, 117 postgraduate theses submitted between 2014 and 2020 were analyzed in terms of their types, number of pages, publication language and year, relevant institutions, research methods, keywords, subject areas, effects and disadvantages of the model, and citation characteristics (number of citations, frequently cited journals, articles, books, authors). Content and citation analyses were employed to analyze the data of the study. The findings showed that most of the postgraduate studies were submitted at Gazi University and were carried out in a mixed research design. It has been also revealed that the most frequent keywords were “FCM”, “academic achievement” and “teaching English as a foreign language”. Moreover, it was determined that the FCM is a teaching method that is frequently used in language education and preferred by different academic fields of educational sciences. So, the model has been seen to have a positive effect on the learning environment in terms of academic achievement, motivation, permanent learning, and classroom interaction. However, it has been also determined that there are disadvantages such as the lack of digital competencies of teachers and students during the process and the cost in terms of time and technological infrastructure. In addition, it has been also revealed that the UK-labeled Computers & Education magazine directed the intellectual interest of the field and shaped the cognitive structure of researchers from the USA such as Jonathan Bergmann, Aaron Sams, Jeremy Strayer.
The aim of this study was to make a situation assessment by examining the postgraduate theses on flipped learning in Turkey between 2014-2023 in terms of thematic, methodological, and analysis techniques. In the study, the systematic review method, which is one of the literature review methods, was used, and data were collected by document analysis method with 177 graduate dissertation samples sourced from the National Thesis Center of the Council of Higher Education. Thematic examination revealed that the many of studies were completed in 2019 at the master’s level within programs at Gazi University, primarily in the Institute of Social Sciences and focusing on the discipline of foreign language education. Methodologically, mixed research methods were frequently used, with the pretest-posttest control group design being prevalent, and a university-level sample size ranging from 1 to 50. Academic achievement tests were the preferred quantitative data collection tools, while interviews were commonly used for qualitative data. In terms of analysis techniques, the t-test dominated quantitative data analysis, while content analysis was the primary method for qualitative data analysis
In recent years, Technology-Enhanced Learning (TEL) has gained substantial attention. TEL refers to the integration of technology in teaching and learning, and it is set to have a significant impact on the future of medical education. This chapter explores various influential and well-received TEL methods, including blended learning, flipped classrooms, mobile learning, microlearning, gamification, and simulation. The chapter concludes by emphasizing the significance of evaluating the economic value of TEL to improve its quality.
Background
As per the recent advancement in medicine, novel learning methodological innovations such as flipped classroom (FC) and problem-based learning (PBL) have earned ample recognition in medical education. The present study was directed with an aim to assess the effectiveness of combined learning method (CLM: FC combined with PBL) over traditional lecture-based classroom (TLC).
Objectives
The objectives of this study were as follows: to determine whether CLM improves learning outcome among medical students and to determine whether there is any significant difference in students’ perceptions regarding learning method implemented.
Materials and Methods
A randomized controlled trial (educational interventional study) was conducted with 100 medical students; they were randomly allocated into two equal groups: experimental group (EG) was taught by CLM, whereas control group (CG) was taught by TLC method. Closed- and open-ended questionnaire was used for the collection of data. Statistical analysis was done by applying independent samples t -test and Chi-square test.
Results
A significant difference in the learning outcome was observed between the mean posttest scores of the two groups (CG = 31.5, EG = 46.2). There was a significant difference in the mean scores of perception between the groups ( P ≤ 0.05). Chi-square test showed that students’ satisfaction is associated with the CLM ( P = 0.00001).
Conclusion
FC combined with PBL can be considered a better alternative to the lecture-based classroom for educating medical students on maternal and child health care.
Background
During the COVID-19 pandemic face-to-face activities were suspended, boosting the delivery of online teaching. As students returned to campuses, the delivery of active learning teaching methods followed a blended learning style. The flipped classroom, which is a student-centred approach, appears to be an effective teaching method, generating improved learning outcomes. No systematic review has so far explored students' experiences of this teaching method – a knowledge gap that this review aims to address.
Methods
Studies published between 2012 and 2023 were identified from seven databases. The JBI critical appraisal tool was adopted to select high-quality studies and add credibility. Following extraction of qualitative data, meta-aggregation was used to identify synthesised findings.
Results
The findings were aggregated into seven categories. Based on meaning similarity, three synthesised findings were identified to answer the research question on how nursing students experience the flipped classroom method.
Conclusion
Several factors affect the student experience. Although variables are interrelated and complex to analyse, this approach is a valuable teaching method, positively experienced by students with the potential to improve engagement and learning outcomes. The group activities used as a feature of the flipped classroom can be seen as an instrument to deliver a safer and high quality of care.
Background: Oral presentations, vital for assessing student understanding and communication skills in higher education, are enhanced by peer feedback and video recording. However, language anxieties necessitate supportive strategies. This study explores mobile technology's role in presentations via a bibliometric analysis.Methodology: This study uses bibliometric analysis to track research trends in mobile technology use in higher education oral presentations from 2014 to 2023. Data was gathered from the Dimensions database and analyzed with Excel and VOSviewer, revealing publication and citation trends, top researchers, thematic clusters, and research categories.Findings: Research output rose steadily until 2017, then surged in 2020 due to the Covid-19 pandemic. Rising citations reflect enduring impact. The focus is on education, with contributions from various disciplines. Global collaboration is evident among top researchers.Conclusion: The study finds that mobile tech-based oral presentations are crucial in higher education, promoting learning and skills. It underscores research resilience and adaptability to global challenges like the Covid-19 pandemic, providing valuable insights for future research and teaching practices.Originality: This study explores trends in oral presentations with mobile technology in higher education via a detailed bibliometric analysis. It provides insights into research output, citation impact, and thematic clusters, contributing to the dialogue on effective teaching and assessment practices.
White paper on flipped learning model
Hamdan, N., McKnight, P., McKnight, K., & Arfstrom, K. A
This article provides a brief review of the flipped learning pedagogical model. It has become widely cited in peer reviewed journals in articles on the topic.
In the flipped classroom model, what is normally done in class and what is normally done as homework is switched or "flipped." Instead of students listening to a lecture in class and then going home to work on a set of assigned problems, they read material and view videos on, say, genetics before coming to class and then engage in class in active learning using case studies, labs, games, simulations, or experiments.
As Virtual Learning Environments (VLE) supported by synchronous technologies such as Synchronous Learning Management Systems (SLMSs) are still new to distance language professionals, criteria guiding the evaluation of the appropriate SLMSs for Distance Language Education (DLE) are urgently needed. This article proposes and discusses such criteria. To achieve this, we divide the article into four sections. The first section identifies the need to develop criteria for evaluating an appropriate SLMS for DLE by reviewing what has been achieved in the research into Computer Mediated Communications (CMC) and SLMSs. The second section examines established principles of second language (L2) learning and the nature of distance language education in order to establish a theoretical framework for the formulation of such criteria. In section three, we propose five major criteria for evaluating an effective SLMS for DLE. We further discuss and argue for each criterion from the perspectives of both an e-instructor and an e-learner, and drawing on the empirical data from our distance language classroom. The final section acknowledges the limitations of the study and concludes that the proposal of these criteria is timely and that these criteria need to be enriched with the pedagogical and technological developments in DLE.
Researchers interested in academic self-regulated learning have begun to study processes that students use to initiate and direct their efforts to acquire knowledge and skill. The social cognitive conception of self-regulated learning presented here involves a triadic analysis of component processes and an assumption of reciprocal causality among personal, behavioral, and environmental triadic influences. This theoretical account also posits a central role for the construct of academic self-efficacy beliefs and three self-regulatory processes: self-observation, self-judgment, and self-reactions. Research support for this social cognitive formulation is discussed, as is its usefulness for improving student learning and academic achievement. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
This paper investigates the correlation between the quality of instructional design and learning outcomes for early childhood students in the online synchronous cyber classroom. Today's generation of e-learners has access to highly engaging and well-designed multi-media synchronous classrooms. However little data exists on what constitutes 'good practice' in instructional design for online synchronous cyber lessons. The synchronous cyber classroom outperforms all other modes of instruction in enabling students to simultaneously integrate visual, auditory and kinaesthetic processes. The online synchronous cyber classroom provides learners with more authentic and engaging learning activities enabling higher levels of learning compared to purely asynchronous modes of self-paced learning. During 2001-2007 a group of students aged 5 to 8 years collaborated with their teacher at Brisbane School of Distance Education, Australia in a trial of online synchronous learning. The trial identified 'best practice' in the instructional design of synchronous lessons delivered through the Collaborative Cyber Community (3C) learning platform at the National Sun Yat-sen University, Taiwan. A guideline for 'best practice' in the instructional design of online synchronous cyber lessons for early childhood students has been developed and discussed.
This article discusses the learning process undertaken by language teachers in a cyber face-to-face teacher training program. Eight tertiary Chinese language teachers attended a 12-week training program conducted in an online synchronous learning environment characterized by multimedia-based, oral and visual interaction. The term ''cyber face-to-face'' is used here to describe this environment as it both resembles and differs from the physical face-to-face environment. This article discusses a two-phased program with a four-week online platform training (Phase 1) followed by an eight-week online teaching practice and observation (Phase 2), conducted from November 2006 to February 2007. Data collected throughout the program indicate a learning curve that could best be characterized by four stages – the ''wow'' stage, the ''oh-oh'' stage, the anxious stage, and the internalizing stage. This article focuses on how the trainees progressed through these four stages, and describes how their learning was supported in each stage through a cyclic approach of action, reflection, and improvement. The characterization of the four stages not only helps us to capture how trainee teachers learn about teaching online, and respond to the challenges and potentials this new form of teaching presents, but also helps the trainer to determine what knowledge and skills should be taught and what kinds of support should be provided at what points in the process. Yes Yes
This article is based on an experiment designed to conduct an interpreting test for multiple candidates online, using web-based synchronous cyber classrooms. The test model was based on the accreditation test for Professional Interpreters produced by the National Accreditation Authority of Translators and Interpreters (NAATI) in Australia. Specifically, the test involved interpreting-specific components such as dialogue interpreting, sight translation, and consecutive interpreting, as well as non-interpreting-specific components such as questions on ethical issues. The test was conducted live synchronously and concurrently with multiple candidates – i.e., all candidates were tested in their own locations at the same time. The result of the experiment indicates the potential and feasibility of conducting interpreting tests online using the specific technology of synchronous cyber classrooms. However, there are also a number of constraints when compared to conventional face-to-face tests. There is a need for further studies on how to effectively apply this kind of technology to conduct interpreting tests for multiple candidates online in synchronous mode and without the constraints identified in this research.
Noting that distance learning environments often pose serious obstacles to second language instruction, Yuping Wang and Nian-Shing Chen propose that synchronous learning management systems (SLMS) can address the urgent need for real-time communication to support the student acquisition of language skills. To illustrate the pedagogical value of such technology, Wang and Chen investigate a state-of-the-art SLMS developed by the National Sun Yat-sen University in Taiwan and discuss the results of a pilot study that utilized this system in a series of online tutorials. In doing so, the authors illustrate how a range of SLMS functions—including online chat, a whiteboard, and a videoconferencing feature—provided students the chance to gain practical guidance in their language skills and overcome the sense of isolation that can characterize distance learning environments. While noting some technical difficulties experienced by the students, the authors observe that student evaluations of the experience were generally positive, and they recommend that prior training in the use of such technology can ensure its more effective use in the future. Finally, the authors also conclude that more research will need to be done to assess the value of SMLS in promoting learning outcomes. Yes Yes
Popularity is growing for flipped classroom instruction, which replaces lectures with out-of-class delivery of streaming video, reading materials, online chats, and other modalities. Face-to-face class time is spent on instructor-student and student-student interaction, including small group problem solving and discussion. Classroom flipping has its advocates and critics. Because of the theoretical and applied aspects of business and professional communication instruction, courses in the discipline seem ideally suited to flipped instruction. This research reports on perceptions from instructors who have employed the instructional model, summarizes the insights gained, identifies best practices, and makes recommendations for future research and application.
No one needs to be told that the concept of "progressivism" fell into trouble in the 1970s. For decades the notion that the political and intellectual ferment of the Roosevelt and Wilson years cohered into an entity called progressivism was one of the central organizing principles of American history.' How that coherence should be defined was a matter of starkly divided opinion; but the term itself was as crucial a part of the historiographical scaffolding as "republicanism" or "Jacksonian democracy." The search for progressivism undertaken with implicit confidence that the expedition would reveal some typical progressive profile, coherent political agenda, or, at least, definable ethos-helped attract more historical talent to the first two decades of the twentieth century than to any other period of modem America. Yet the 1970s had barely begun when Peter Filene attacked the whole notion of a coherent progressive movement as a semantic and conceptual muddle, and declared it dead and buried.2 Those who shared Filene's doubts did not win the easy victory Filene had envisioned. Progressivism shuffled through the 1970s as a corpse that would not lie down. Few historians seriously tried to get along without the term "progressivism" or "progressive movement." For every historian who, like Jack Kirby, declared outright that the covering term "progressivism" cannot withstand rigorous definition," there were others ready to try their hand at the task.3 But it was impossible to miss the mounting undertone of apology behind the efforts at definition, the increasingly elaborate qualifications attached to lists of shared "progressive" goals and values, the occasional candid admission that the conflicting interpretations of progressivism could not be made to add up, and the suggestions that the traditional questions had been played out, if not in some way misconceived. The nervous tick was particularly conspicuous in that litmus test of historiographical moods: the undergraduate survey text. By the mid 1970s, many undergraduates were being warned at the outset that they would find the Progressive era "confusing." "The concept of progressivism turns out to be curiously elusive," they were cautioned. The movement "may never be fully understood," they were told, before being shuttled off to the obligatory chapters on Roosevelt and Wilson and the unenviable task of demonstrating
The effects of drought on plants have been extensively documented in water-limited systems. However, its effects on soil are seldom considered because of the lack of comparative data on profile soil water content (SWC). A dried soil layer (DSL) within the soil profile is a typical indication of soil drought caused by climate change and/or ill-advised human practices. The regional spatial variability, dominant factors, and predictive models of DSL under forestland were explored in the present study. SWC at 0–600 cm of 125 pre-selected sites across the entire Loess Plateau was measured, and then two evaluation indices of DSL (the thickness of DSL, DSLT; SWC within the DSL, DSL–SWC) were calculated. The corresponding soil, topography, plant, and meteorology factors (a total of 28 variables) for each site were also measured. Most of the forestlands across the Plateau had DSL formation within the soil profile (102 of 125 study sites). The DSL levels were considered to be serious, with DSLT generally exceeding 300 cm with a mean DSL–SWC of only 7.9% (field capacity (FC) = 18.1%). DSLT and DSL–SWC indicated a moderate and strong spatial dependence with ranges of 69 and 513 km, respectively. Thicker DSLs were mainly distributed in the center of the Plateau, whereas thinner DSLs were observed in the southern and southeastern parts. In contrast, DSL–SWC distributions demonstrated an obvious decreasing trend from the southeast to the northwest. Dominant factors affecting DSLT under forestlands were FC, bulk density, slope gradient, slope aspect, and capillary water content; while dominant factors for DSL–SWC were FC, aridity, sand content, altitude, vegetation coverage, and evaporation. Moreover, predictive models developed by multiple regressions were relatively accurate when predicting DSLs, especially DSL–SWC. Understanding these associations with DSLs formation in forestland is helpful for efficient water resource management, silviculture, and eco-environment restoration on the Loess Plateau and in other water-limited regions around the world.
Online learning has been rapidly developing in the last decade. However, there is very little literature available about the actual adoption of online synchronous assessment approaches and any guidelines for effective assessment design and implementation. This paper aims at designing and evaluating the possibility of applying online synchronous assessments in a formal credit course. Relying on the four dimensions of knowledge taxonomy, this paper describes four different online synchronous assessments for conducting a formal mid-term exam, including synchronous quiz, synchronous practicum, synchronous essay and synchronous oral assessments. The designs were implemented and evaluated in a synchronous cyber classroom for an online credit course. This study identified the challenges and potential issues while conducting the online synchronous assessments, including (1) the extent of monitoring and cheating; (2) the lack of suitable software tools specifically for supporting online synchronous assessments; and (3) the need for a variety of online synchronous assessment methods for different subject matter. This paper concludes with some possible solutions, such as a short time limit for answering questions and a well analysed need of a software tool, to address all the issues.
This study investigated the congruence between student and teacher perceptions of teacher immediacy and classroom learning outcomes. There was a high level of agreement in reports of immediacy and learning among students in intact classes. Substantial agreements between student and teacher perceptions of teacher use of immediacy behaviors, and of learning outcomes, were also found. Teacher affect toward teaching was not related to immediacy, and teacher experience was not related to monitoring ability. These results suggest that teachers are able to monitor both the process and product components of the instructional process‐product model suggested in previous research on immediacy, thus supporting the practical utility of the model.
Educators and students living in the digital age are faced with complex problems that are forcing them to seek collaborative solutions. These problems can be addressed through the successful application of digital technologies and pedagogies that enhance the educational, social and economic prospects of students. The main aim of this study was to propose a blended synchronous learning model and to show how this model can be adopted for better supporting educational international collaboration. The paper describes how the authors have applied advanced synchronous learning technologies and pedagogies to maximise interconnectivity and social interactions to engage in a range of educational collaborations in the last seven years.
Improvements in technology and the increasing bandwidth of Internet access have led to an increasing popularity for synchronous solutions for instruction. Not only do they provide savings in terms of time and cost, in many situations they can also outperform both asynchronous online instruction and traditional face‐to‐face education. However, until now, the lack of a pedagogical framework for synchronous instruction has limited the effective use of this medium. This paper describes an online synchronous learning model that aims to provide guidelines for teachers and students to conduct synchronous instruction. The model provides a broad range of scenarios to suit individual requirements and covers both synchronous lecturing and ‘office‐hours’ modes.
This study aimed to apply Speech to Text Recognition (STR) for individual oral presentations and group discussions of students in a synchronous cyber classroom. An experiment was conducted to analyze the effectiveness of applying STR on learning performance. Students' perceptions and behavioral intentions toward using STR were also investigated. The results revealed students of the experimental group performed significantly better compared to the control group students in two sessions of writing essays, intermediate test and post-test. Most of students perceived that STR was useful for individual presentations and for essays writing. Students also expressed they are willing to use the STR for learning in the future. However, the students who obtained transcripts with low accuracy rate and experienced delay in STR-text generation did not perceive the STR as easy to use and useful for group discussions. Meanwhile, the results of this study showed that the STR is beneficial to students' oral presentations and group discussions in a synchronous cyber classroom so as to improve their overall learning performance.
This study aimed to apply Speech to Text Recognition (STR) for individual oral presentations and group discussions of students in a synchronous cyber classroom. An experiment was conducted to analyze the effectiveness of applying STR on learning performance. Students' perceptions and behavioral intentions toward using STR were also investigated. The results revealed students of the experimental group performed significantly better compared to students of the control group in writing essays, intermediate test and post- test. In addition, students perceived the STR was easy to use and useful for learning. Most of the students expressed that they are willing to use the STR for learning in the future. The results of this study showed that the STR is beneficial to students' oral presentations and group discussions in a synchronous cyber classroom so as to improve their overall learning achievement.
This study reports a qualitative investigation that examines the design and implementation of a holistic teacher training model in a cyber face-to-face language learning context. To this end, this study first proposes an e-training model called the Practice, Reflection and Collaboration (PRC) model, and discusses the rationale and theoretical framework underpinning each key component of the model. This is followed by the discussion of how the model was implemented in a 12-week e-teacher training program with the participation of trainee teachers and real distance students. This analysis focuses on how each component of the proposed model worked in our case, and what mechanisms were employed to nurture the trainees’ professional and personal development to become competent and confident e-teachers.
Excerpts available on Google Books (see link below). For integral book, go to publisher's website : http://www.springer.com.gate6.inist.fr/education+%26+language/book/978-1-4020-7841-5 Serie Computer-Supported Collaborative Learning Series, Vol. 4
There is a growing demand for advice about effective, time efficient ways of using ICT to support student learning in higher education. This paper uses one such area of activity - networked learning - as a context in which to outline a novel approach to educational design. The paper makes two main contributions. It provides a high level view of the educational design problem space. It then introduces the patterns based approach to educational design. While other professional communities, particularly in software engineering, have been developing patterns based approaches to sharing and re-using design experience, this paper goes back to the original conceptions of participatory design that informed Christopher Alexander's early work on patterns and pattern languages. In particular, it makes connections between the technicalities of design and the central place of values. A patterns based approach can help with encoding, sharing and using knowledge for educational design. But it is also a powerful way of connecting educational values and vision to the details of the tasks, tools and resources we offer our students.
Experience and Educationis the best concise statement on education ever published by John Dewey, the man acknowledged to be the pre-eminent educational theorist of the twentieth century. Written more than two decades after Democracy and Education(Dewey's most comprehensive statement of his position in educational philosophy), this book demonstrates how Dewey reformulated his ideas as a result of his intervening experience with the progressive schools and in the light of the criticisms his theories had received. Analysing both "traditional" and "progressive" education, Dr. Dewey here insists that neither the old nor the new education is adequate and that each is miseducative because neither of them applies the principles of a carefully developed philosophy of experience. Many pages of this volume illustrate Dr. Dewey's ideas for a philosophy of experience and its relation to education. He particularly urges that all teachers and educators looking for a new movement in education should think in terms of the deeped and larger issues of education rather than in terms of some divisive "ism" about education, even such an "ism" as "progressivism." His philosophy, here expressed in its most essential, most readable form, predicates an American educational system that respects all sources of experience, on that offers a true learning situation that is both historical and social, both orderly and dynamic.
This article examines the degrees of collaborative language learning that were supported in cyber face-to-face interaction. The concept of ''cyber face-to-face'' is used here to encapsulate the kind of environment in which a combination of realtime oral/aural, visual, and text-based interaction happens simultaneously via the various features in an advanced Synchronous Learning Management System (SLMS). The study discusses the results of an evaluation of the five features, namely, the interactive whiteboard, the text chat, the group cyber face-to-face classrooms, the audio, and the video, in an SLMS called 3C. Thirty-three students from an online Chinese/English interpreting course participated in this study. Survey data indicate that collaborative learning can be effectively facilitated in a cyber face-to-face environment, although the degrees of collaboration vary among the five features evaluated. Recommendations for maximizing the collaborative learning potentials of a cyber face-to-face environment are also put forward. Yes Yes
In this paper, we explore the idea of weak ties in networked learning. We go back to the original conception of the strength of weak ties (Granovetter 1973) and relate this to a dialogic understanding of networked learning (Koschmann 1999, Dysthe 2002). These theoretical ideas are applied to the examination of two networked settings in which educational leaders exchange ideas and have the potential to create knowledge. We examine these networks from the point of view of the overall pattern of interaction and from an interest in the kinds of dialogues engaged in by participants in the network.
This article discusses the application of the established principles of instructed language learning in a cyber fact-to-face environment supported by an advanced Synchronous Learning Management System (SLMS). Following a critical review of the use of SLMS in distance language learning, the main body of the article focuses on the discussion of results from an empirical study, in reference to the relevant principles of instructed language learning formulated by Ellis (2005). These results indicate that principles of instructed language learning for traditional classroom-based learning are equally applicable in cyber face-to-face learning, but with their own characteristics. Recommendations for the effective use of SLMSs for online synchronous language learning are also put forward. Yes Yes
Learning by doing is often talked about but rarely put into practice. It's easier for schools and businesses to fall back on the "drill them and test them" approch to education. This report discusses why learing by doing is the best educational approach because it capitalizes on people's natural learning mechanisms. Learning by doing builds a case base of functional skills and knowledge that are relevant to the learner.
A review of flipped learning. Retrieved from the Flipped Learning Network website http
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Research on effectiveness, distance education: A systems review
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The flipped classroom model A full picture
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Inside the flipped classroom
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How to design and teach a hybrid course
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Three reasons to flip your classroom
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Flip your classroom: Reach every student in every class every day Active learning: Creating excitement in the classroom
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Meet Sal Khan: The Seinfeld of the education revolution
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