The flipped classroom: motivating student nurses to learn independently

The flipped classroom has become an internationally recognised teaching strategy in higher education institutions including those which deliver nurse education and training. In 2014, the author "flipped" a first year module of the undergraduate nurse training programme at a University in the United Kingdom. Through the creation of on-line lectures and self-paced, independent e-learning activities students steered their own direction, pace and depth of learning. Class time was then dedicated to engaging students through discussions, debates and active learning exercises. The aim of this research was to explore, using self-report questionnaires, the extent to which the flipped classroom stimulates student’s motivation to engage with e-learning activities. The research concluded that the flipped classroom delivery model motivates students to learn independently. The primary motivational stimuli included a heightened student enjoyment of e-learning that provided intrinsic motivation and peer group work as an extrinsic motivator

E-LEARNING PADA PENDIDIKAN JARAK JAUH: KONSEP YANG MENGUBAH METODE PEMBELAJARAN DI PERGURUAN TINGGI DI INDONESIA

For a long time, teaching and learning in a formal higher education is always means the meeting of teacher and learners in the classroom. The rapid changes in technology shift the paradigm of teaching and learning. The emerging in the use of the Internet changes the teaching and learning activities. Teaching and learning not only happends in the real classroom, but also in the virtual classroom where teacher and and learners separate physically. E-learning becomes a popular tool as an interactive tool for virtual education. However, the use and the implementation of e-learning in formal education are not as simple as it says. Since, changing paradigm of teaching and learning is a complicated process which involved many parties. The article discusses how e-learning changes the teaching and learning in a formal higher education in Indonesia. The article also discuss the prior experience of Universitas Terbuka, as a distance education institution in Indonesia, in implementing the teaching and learning through the Interne

Attitude of Students Towards Use of Google Classroom for E-Learning in Alvan Ikoku Federal College of Education, Owerri, Nigeria

The study investigated the attitude of students towards the use of Google Classroom for e-learning in Alvan Ikoku Federal college of Education, Owerri. The study was conducted using a descriptive analytical survey design. one research question and two hypotheses were formulated to guide the study. A sample of 150 students was purposively selected from an intact Educational Technology class comprising Education/Economics and Education/English 200 level students. A sixteen item researchers designed instrument was employed to collect data from the respondents. The instrument was administered on the respondents electronically through Survey Monkey on Google Classroom platform.  Data collected from the survey was analysed using descriptive and analytical statistics. Findings revealed that the students have a positive attitude towards the use of Google Classroom. It was also discovered that there is a significant difference in attitude towards the use of Google Classroom between male and female students in favour of the males. However, there was no significant difference in attitude towards use of Google Classroom based on the area of specialization of the students. It was recommended that educators in the higher education institutions should upgrade their skill in the use of Google Classroom application in presentation of contents in their subject areas among others. Keywords: Attitude of students; google classroom; e-learning. DOI: 10.7176/JEP/14-17-03 Publication date:June 30th 202

Required Features of a Virtual Classroom Tool for Use in Higher Education

The integration of virtual-classroom systems into the arsenal of e-learning tools represents a major evolution in the landscape of modern distance education. For many courses, standard virtual learning environments (VLEs) provide only a foundation upon which to base a distance learning programme. However, synchronous live online-teaching software such as Microsoft Office Communicator and Adobe Connect allow educators to simulate a real-time classroom environment over the internet like never before. Since these tools are being used more and more within higher education, questions must be asked about how effective they ultimately can be in meeting student learning requirements. More importantly, what are the best practices to employ when conducting classes online in this way? This paper examines what basic requirements a virtual classroom tool should meet for higher education purposes with much reference to a variety of commercial brands available. Obstacles and restrictions that arise based on these requirements will be discussed in order to identify and overcoming them

Required Features of a Virtual Classroom Tool for Use in Higher Education

The integration of virtual-classroom systems into the arsenal of e-learning tools represents a major evolution in the landscape of modern distance education. For many courses, standard virtual learning environments (VLEs) provide only a foundation upon which to base a distance learning programme. However, synchronous live online-teaching software such as Microsoft Office Communicator and Adobe Connect allow educators to simulate a real-time classroom environment over the internet like never before. Since these tools are being used more and more within higher education, questions must be asked about how effective they ultimately can be in meeting student learning requirements. More importantly, what are the best practices to employ when conducting classes online in this way? This paper examines what basic requirements a virtual classroom tool should meet for higher education purposes with much reference to a variety of commercial brands available. Obstacles and restrictions that arise based on these requirements will be discussed in order to identify and overcoming them

Adult Learners And E-Learning Readiness: A Case Study.

Distance education program has been in demand as the working adults can gain tangible and intangible benefits. Thus the challenge for higher learning institution is to provide an elearning environment to these students. Moreover higher learning institutions need to blend the conventional classroom environment with the e-learning method

Creativity in higher education : inhibiting factors

O objetivo deste estudo foi investigar elementos percebidos por professores da educação superior como inibidores à promoção de condições adequadas ao desenvolvimento e expressão da criatividade de seus alunos. Trezentos e trinta e oito professores de instituições públicas e particulares de ensino superior responderam a uma checklist de barreiras à promoção de condições favoráveis à criatividade em sala de aula. Alunos com dificuldades de aprendizagem em sala de aula, desinteresse do aluno pelo conteúdo ministrado, poucas oportunidades para discutir e trocar ideias com colegas de trabalho sobre estratégias instrucionais e elevado número de alunos em sala de aula foram os itens com maior percentual de respostas. Alguns elementos cerceadores foram mais indicados por docentes de instituições públicas e outros por docentes de instituições particulares. Ademais, maior percentual de docentes do gênero feminino, comparativamente ao do gênero masculino, apontou cobrança de aulas expositivas pelos alunos e extensão do programa das disciplinas.The purpose of this study was to investigate the perception of higher education professors regarding inhibiting elements to the promotion of adequate conditions for the development and expression of students' creativity in the classroom. The participants were 338 professors from public and private higher education institutions, who completed a checklist of obstacles to the promotion of creativity in the classroom. Students with learning difficulties, students' lack of interest in the content taught, few opportunities to discuss and exchange ideas with colleagues about instructional strategies and large number of students in the classroom were the items with greater number of responses. Significant differences were observed among professors from public and private institutions of higher education in several items. Furthermore, a greater percentage of female, comparatively to male professors, pointed out the pressure to lecture classes on the part of the students and the extent of the course content to be covered during the semester

Training Future Teachers through Virtual Platforms Dipro 2.0 Experience

The establishment of the European Higher Education has meant the change in the classroom methodologies that until recently were developing university teachers. This raise has meant that new ways of higher education lean on the new technologies, converting it in an indispensable tool in the new online techniques teaching. One of the stronger tools is the online platforms, also called Learning Management System. This article expound a methodological experience of formative character relating to the teaching of Web Quest in the classroom of 1st Primary Education Teacher Degree, in the Educational Sciences Faculty, developed through Moodle DIPRO 2.0 e-learning platform. In this, we will expound the different materials used in the teaching, activities fulfilled, and assessment task designed by the platform, for completion by students. Finally we show that the choice of the subject answered to the content of previous form had been established in the teaching guide for the subjec

A Conceptual Learner-Centered e-Learning Framework

e-Learning has increased rapidly in higher education. Most online education attempts to mirror the traditional face-to-face (FtF) classroom with less than favourable results. This paper proposes a conceptual e-learning framework based on andragogy theory, transformative learning theory, and media synchronicity theory. The conceptual e-learning framework supports the self-directed learning. e-learning based on this framework has the potential to out-perform not only current learning management systems such as Blackboard, but also traditional FtF learning for adult education and with different and better outcomes. Results of early testing of the concept showed increased learner’s online activity, innovation, and creativity

Addressing Cultural Pluralism from an Evangelical Christian Perspective

The complex issues surrounding cultural pluralism are rapidly turning the public square into a battlefield that divides our country. As Charles Haynes summarized, “At issue for this nation, as for much of the world, is the simple but profound question that runs through modern experience: How will we live with our deepest differences?” (Haynes, 1994). At a time when many citizens of our diverse nation have become disillusioned with the motto e pluribus unum, the Christian higher education community deals with issues involving race, ethnicity, and gender through a variety of responses ranging from isolationism to unqualified inclusion. Evangelical institutions of higher learning are not new to the discussion of multiculturalism. They have rather a rich history of commitment to living out Christ’s commandment to love one’s neighbor as oneself (Mk 12:31) regarding each other through the unity of faith in Christ (Gal 3:28). This paper addresses the historical context for understanding cultural pluralism together with the scriptural and religious imperatives for engaging Christian and secular audiences on this issue. It identifies several of the issues surrounding cultural pluralism faced by evangelicals today, while also developing criteria for celebrating and confronting pluralism. Finally, it articulates strategies for pursuing common ground in the public arena and discusses implications for Christian higher education in addressing cultural pluralism within and beyond the college classroom