Regulation of Flipped Learning Activities in Programming: A Systematic Review

Flipped Learning can contribute significantly to learning, however there is an under-utilization of conceptual structures of design in the flipped classroom, with regard to the incorporation of pedagogical methods to promote the activities to be performed by students. The pedagogical design of flipped classrooms needs to provide a model that details how to facilitate activities before, during and after classes. It is important to analyze the moment before the classroom, which involves self-regulation, during the classroom which involves processes related to interaction and collaboration and after the classroom, related to reflective processes.  Developing and conducting a systematic review can contribute to an analysis of the current state of research on teacher facilitation in relation to student regulation in flipped learning related to teaching programming. The systematic review was carried out to identify all the research available on self-regulation and co-regulation by students during flipped learning in programming courses. The objective of this research is to identify and analyze relevant research related to the regulation and co-regulation of flipped learning activities in the teaching of programming, and to understand how the self-regulation and co-regulation of students has been approached to engage in activities before the classroom. class, collaboration and problem solving during classes and reflections after class. After a analysis of the articles listed by the systematic review, important gaps in the literature can be observed, such as the lack of approach to the three phases of flipped learning, regulation and co-regulation and all dimensions of regulation. Nor is there a theoretical framework based on processes and strategies of self and co-regulation for teaching computer programming. Thus, the present systematic review has significant relevance and highlights the need for studies that involve all elements of flipped learning in the teaching of programming

METODOLOGIAS ATIVAS NO ENSINO SUPERIOR: UM MAPEAMENTO SISTEMÁTICO NO CONTEXTO DOS CURSOS DE ENGENHARIA

Active learning is all pedagogical alternatives that place the focus of learning on the students. With the mediation of competent teachers, the students learn by discovery, by investigation, and by problems. Such methodologies commonly promote more content retention and comprehension once the students are engaged in activities, whether through research, group collaborations, discussion, and problem solving. This work aimed to verify the temporal evolution of active learning methods in higher education Engineering courses, based on a systematic mapping of the literature. We observed which are the main researchers in this field, their geographic location and which methodologies are preferred in the context of these courses. From the results, we observe a growth of scientific publications on active learning methodologies and Engineering Education, especially in the last five years of the period analysed (between 2015 and 2020). We also see researchs on this field in all continents, with a predominance of studies led by American and European researchers. In the mapped studies, the inverted classroom and problem-based learning were the most identified methodologies. It demonstrates a concern of teachers in this area to promote activities with high involvement, which allow the development of personal and professional skills and competencies, even during their training period.Las metodologías activas pueden entenderse como alternativas pedagógicas que ponen el foco del aprendizaje en los alumnos. Con la mediación de profesores competentes, los alumnos aprenden a partir del descubrimiento, la investigación y los problemas. Estas metodologías suelen promover una mayor retención y comprensión de los contenidos enseñados, ya que el alumno participa en actividades, ya sea a través de la investigación, la colaboración en grupo, el debate y la resolución de problemas. Este trabajo tuvo como objetivo verificar la evolución temporal del uso de las metodologías activas en el contexto de los cursos de educación superior en Ingeniería, a partir de un mapeo sistemático de la literatura. A partir de un protocolo de investigación debidamente definido, se buscó verificar cuáles son los principales investigadores en esta área, su ubicación geográfica y cuáles son las metodologías preferidas en el contexto de estos cursos. A partir de los resultados, se pudo observar que el crecimiento en el número de publicaciones científicas sobre metodologías activas en el contexto de la Enseñanza de la Ingeniería, especialmente en los últimos cinco años del período analizado (entre 2015 y 2020). Se puede observar la realización de investigaciones en este contexto en todos los continentes, con un predominio de estudios dirigidos por investigadores americanos y europeos. En los estudios mapeados, el flipped classroom y el aprendizaje basado en problemas fueron las metodologías más identificadas. Esto demuestra una mayor preocupación entre los profesores de la zona por promover actividades con alta implicación que permitan el desarrollo de habilidades y competencias personales y profesionales durante el periodo de formación.As metodologias ativas podem ser entendidas como alternativas pedagógicas que colocam o foco do aprendizado nos estudantes. Com mediação de docentes competentes, os alunos aprendem a partir da descoberta, da investigação e por problemas. Tais metodologias comumente promovem uma maior retenção e compreensão de contéudos ensinados, uma vez que o aprendiz se encontra engajado nas atividades, seja por meio de pesquisa, colaborações em grupo, discussão e resolução de problemas. Este trabalho teve como objetivo verificar a evolução temporal do uso de metodologias ativas, no contexto dos cursos superiores de Engenharia, a partir de um mapeamento sistemático da literatura. A partir de um protocolo de pesquisa devidamente definido, buscou-se verificar quais os principais pesquisadores desta área, sua localização geográfica e quais as metodologias preferidas no contexto destes cursos. A partir dos resultados, foi possível observar que o crescimento do número de publicações científicas sobre metodologias ativas no contexto da Educação em Engenharia, em especial nos últimos cinco anos do período analisado (entre 2015 e 2020). Pode-se notar a realização de pesquisas neste contexto em todos os continentes, com predomínio de estudos liderados por pesquisadores americanos e europeus. Nos estudos mapeados, a sala de aula invertida e a aprendizagem baseada em problemas foram as metodologias mais identificadas. Isso demostra uma maior preocupação dos professores da área em promover atividades com elevado envolvimento, que permitam o desenvolvimento de habilidades e competências pessoais e profissionais, ainda no período de formação

Flipped classroom model for college algebra, The: effects on student achievement

2014 Summer.In the past few years there has been a substantial rise in the use and interest in a teaching and learning paradigm most commonly known as the flipped classroom. The flipped classroom model encompasses any use of using Internet technology to leverage the learning in a classroom, so that a teacher can spend more time interacting with students instead of lecturing. This is most commonly done by using teacher created videos that students view outside of class time. It is called the flipped class model because the whole classroom/homework paradigm is "flipped". In its simplest terms, what used to be classwork (the lecture) is done at home via teacher-created videos and what used to be homework (assigned problems) is now done in class. Five sections of college algebra where taught using the flipped classroom model. Six sections of college algebra where taught using the traditional method of lecture and homework. This quasi-experimental quantitative research compares sections of college algebra using the flipped classroom methods and the traditional lecture/homework structure and its effect on student achievement as measured through common assessments. In the traditional sections, students spent class time receiving lecture and reviewing homework and exams. Outside class time was spent on traditional homework. In the flipped sections, students viewed short video lectures and submitted basic homework solutions online outside of class time. Students then completed their homework assignments in class with the instructor. Some flipped section instructors also used collaborative group work, inquiry-based learning, and active whole-class discussions. All sections took common assessments for their final exam and completed a pre/post algebra readiness exam. The exam data from the sections were analyzed and compared using regression and ANOVA methods with instructional method, gender, and ACT mathematics scores as independent variables. Final exam scores and pre/post algebra readiness exam scores were the dependent variables. The findings of this research show that there was not a statistically significant difference in the scores of student in the two groups, however students in the flipped sections did score slightly better than student in the traditional sections. Instructors of flipped sections who had previous classroom experience with inquiry-based and cooperative learning methods had sections with statistically significant higher common final exam scores. The results are followed by implications for teaching and recommendations for practice and further research

Trialing project-based learning in a new EAP ESP course: A collaborative reflective practice of three college English teachers

Currently in many Chinese universities, the traditional College English course is facing the risk of being ‘marginalized’, replaced or even removed, and many hours previously allocated to the course are now being taken by EAP or ESP. At X University in northern China, a curriculum reform as such is taking place, as a result of which a new course has been created called ‘xue ke’ English. Despite the fact that ‘xue ke’ means subject literally, the course designer has made it clear that subject content is not the target, nor is the course the same as EAP or ESP. This curriculum initiative, while possibly having been justified with a rationale of some kind (e.g. to meet with changing social and/or academic needs of students and/or institutions), this is posing a great challenge for, as well as considerable pressure on, a number of College English teachers who have taught this single course for almost their entire teaching career. In such a context, three teachers formed a peer support group in Semester One this year, to work collaboratively co-tackling the challenge, and they chose Project-Based Learning (PBL) for the new course. This presentation will report on the implementation of this project, including the overall designing, operational procedure, and the teachers’ reflections. Based on discussion, pre-agreement was reached on the purpose and manner of collaboration as offering peer support for more effective teaching and learning and fulfilling and pleasant professional development. A WeChat group was set up as the chief platform for messaging, idea-sharing, and resource-exchanging. Physical meetings were supplementary, with sound agenda but flexible time, and venues. Mosoteach cloud class (lan mo yun ban ke) was established as a tool for virtual learning, employed both in and after class. Discussions were held at the beginning of the semester which determined only brief outlines for PBL implementation and allowed space for everyone to autonomously explore in their own way. Constant further discussions followed, which generated a great deal of opportunities for peer learning and lesson plan modifications. A reflective journal, in a greater or lesser detailed manner, was also kept by each teacher to record the journey of the collaboration. At the end of the semester, it was commonly recognized that, although challenges existed, the collaboration was overall a success and they were all willing to continue with it and endeavor to refine it to be a more professional and productive approach

Exploration and Practice of Blended Teaching Model Based Flipped Classroom and SPOC in higher University

SPOC is characterized by improving teaching effectiveness. Currently open teaching mode is the popular trend, which is mainly related to several aspects: how to carry out teaching practice by using MOOC proprietary, high-quality online teaching resources in open education, that is, deep integration of curriculum resources and teaching design. On the basis of SPOC development, combined with open education analysis of SPOC with instructional design theory and philosophy from flipped classroom as a guide, the present research try to propose instructional design model based on flipped classroom, including design of teaching content system, design of personalized learning strategies, design of teaching activities and teaching evaluation system. Four designs above contribute to the effective implementation of the open teaching activities based on the blended model of flipped classroom and SPOC teaching, so as to enhance the quality of education. Keywords: Teaching design model; SPOC; Teaching methods; Flipped classroo

The Evolution of Student Engagement: Writing Improves Teaching in Introductory Biology

In response to calls for pedagogical reforms in undergraduate biology courses to decrease student attrition rates and increase active learning, this article describes one faculty member’s conversion from traditional teaching methods to more engaging forms of practice. Partially told as a narrative, this article illustrates a.) the way many faculty initially learn to teach by modeling the pedagogy from their own undergraduate programs; b.) the kind of support biology faculty may need to break out of traditional molds; c.) how writing can promote active learning; and d.) the impact of reformed pedagogy on student levels of engagement. The latter will be demonstrated through assessment results gathered from student surveys, reflective writing, and focus group interview. Ultimately, the study challenges misunderstandings some faculty might have regarding the value of writing in science classes and offers inspiration, urging critical reflection and persistence

Beneficios de utilizar el sistema de gestión de aprendizaje basado en la metodología de aprendizaje invertido

Among the different tools that can be used in the implementation of flipped learning, learning management systems stand out as one of the educational technology systems that best solve problems related to usability, accessibility, and evaluation. The objective of this study is to analyze the academic impact of flipped learning through LMS platforms versus the use of flipped learning in other non-interactive digital media, as traditional learning. For this, a quasi-experimental design was used in a sample of 231 Spanish secondary school students. A questionnaire was used to collect the data. The results show that students who have followed the teaching-learning process with flipped learning obtain better results than those who only apply the flipped learning method. It is concluded that the use of an LMS during the application of the flipped learning methodology contributes to an optimization of the general teaching-learning process.Entre las diferentes herramientas que se pueden utilizar a la hora de implementar el aprendizaje invertido, destacan los sistemas de gestión de aprendizaje (LMS) como uno de los sistemas tecnológicos educativos que mejor resuelven problemas relacionados con la usabilidad, accesibilidad y evaluación. El objetivo del presente estudio consiste en analizar el impacto académico del aprendizaje invertido a través de plataformas de aprendizaje invertido, frente al uso del aprendizaje invertido en otros medios digitales no interactivos, a modo de aprendizaje tradicional. Para ello, se siguió un diseño cuasi-experimental con una muestra de 231 alumnos españoles de educación secundaria. Se utilizó un cuestionario para recopilar los datos. Los resultados muestran que los alumnos que siguieron el proceso de enseñanza-aprendizaje con aprendizaje invertido obtienen mejores resultados que aquellos que aplican únicamente el método del aprendizaje invertido. Se concluye que el uso de un LMS durante la aplicación de la metodología del aprendizaje invertido contribuye a una optimización del proceso general de enseñanza-aprendizaje

Student engagement, student interactions and 'quality of use' in blended learning using flipped classroom

The research ofblended learning using flipped classroom is still at the early stage, hence the fundamental issues still unclear. Therefore, this study has examined the quality of use, by incorporating the quality constructs for entrepreneurship education. The framework was developed base on 'Quality of Use' Model underpinned by Luhmann's System Theory, Model of Online Learning and Social Learning Theory: Groups Nets and Sets. There were five variables tested in this study, namely satisfaction, efficiency, effectiveness, student interactions and student engagement. This study was conducted in two phases, firstly this study examined whether blended learning provide impacts on the studied variables. Later this study tested the relationship between variables based on the research framework. Data for the first stage were obtained through quasiexperimental among 90 students of entrepreneurship education for the Semester 201 54 in the Universiti Teknologi MARA Perlis. The results reveals that there were significant differences between treatment group and control group for all variables tested. Data for the second stage were collected through a self-administered survey questionnaires among 281 students of entrepreneurship education for Semester 20162 in the same university. This result reveals that student interactions have a significant relationship with satisfaction, efficiency, effectiveness. However, student engagement exhibits a significant influence to satisfaction, but insignificant influence to efficiency and effectiveness. Further analysis reveals that student interactions provides a partial mediation between student engagement and satisfaction and full mediation between student engagement and efficiency, as well as effectiveness. This study contributes to the development of quality framework for large enrollment in flipped classroom, a multi-method of data collection to ensure the appropriateness of variables selected, and a quality measure of blended learning in entrepreneurship education, as well as business management disciplines. Conclusions, limitation and suggestions for future studies are also highlighted

A Descriptive Study of High School Mathematics Teachers’ Perceptions of Flipped-Mastery Learning in a High School Math Class

In this study the researcher examines high school mathematics teachers’ perceptions of flipped-mastery models as an instructional strategy. The researcher investigated how high school mathematics teachers perceive the instructional practices of flipped-mastery models and their ability to increase rigor in accordance with the Common Core State Standards. While extensive research exists on the flipped classroom as an instructional strategy, to date, limited research has been conducted on flipped-mastery models. Using a sample of 26 high school mathematics teachers, with experience using both a flipped-mastery model and a traditional direct instruction/homework model, data was collected via an anonymous online survey. The findings from the research show that high school mathematics teachers think favorably of flipped-mastery models as an instructional strategy. A large majority of research participants indicated they would recommend a flipped-mastery model to a colleague. In this study, the researcher found no differences in high school mathematics teachers’ perceptions of instructional practices and rigor based on gender and teaching experience. Research participants provided insight into the effectiveness and limitations of flipped-mastery models. Themes of pace/time, student ownership of learning, differentiation, and demonstrated mastery emerged as advantages of flipped-mastery learning systems. Increased planning, lack of student motivation/participation, technology access, and wide gaps in student learning emerged as themes detailing the disadvantages of flipped-mastery learning systems