The Flipped Classroom and its Impact on Student Engagement and Academic Performance in a Culinary Arts, Career and Technical Education Program

The purpose of this study was to gather evidence from a CTE culinary arts program to determine if students perform better academically and are more engaged in the flipped classroom using digital technology, than the traditional classroom. The study included 24 participants in a post-secondary, CTE culinary arts program who were divided into two groups of 12: a traditional, teacher-centered group and a flipped, student-centered group. Utilizing action-based research, surveys, journals, and an engagement matrix were created and used. Although not statistically significant, student grades in the flipped classroom were nearly 4% higher than those in the traditional classroom and were consistently higher throughout the semester. This study helps establish a foundation of evidence that student engagement and academic success improve in the flipped classroom for culinary arts CTE students

ID Model Construction and Validation: A Multiple Intelligences Case

This is a report of a developmental research study that aimed to construct and validate an instructional design model that incorporates the theory and practice of multiple intelligences. The study consisted of three phases. In phase one, the theoretical foundations of multiple intelligences and instructional design were examined to guide the development of such model. In phase two the model components were determined and an initial model was constructed. In phase three, the model was reviewed and validated by experts in the field of instructional design through a three-round Delphi study. The result was a revised and validated Multiple Intelligences Design Model. This paper presents the decision-making processes and procedures used in model development, and provides a framework for the internal validation of instructional design models using expert review procedures

Leading Edge Online Classroom Education: Incorporating Best Practices Beyond Technology

Educators often struggle with delivering top-notch online courses that create a climate for a fulfilling classroom experience, provide content that translates into immediate action and application, and blends relevance, rigor and a personal touch to the classroom setting. Based on research studies of human intelligence also known as multiple intelligences by cognitive scientist Howard Gardner, and secondary sources focused on functions of management, the art and science of using technology and multiple intelligence practices to deliver leading edge online classroom education is examined. Furthermore, this empirical study through a lens of instructing and observing as a teacher and administrator, over 80 online courses comprised of learners seeking undergraduate, graduate and doctoral degrees during 18 years at public and private universities, explores a myriad of implications resulting from using technologies to deliver stellar online classroom education to include: (a) human psychology, (b) medium, (c) information, and (d) instructional design.  The article concludes with a perspective on the challenges and opportunities of using technologies to deliver leading edge online classroom education.  The content can be used to assist current and future educators with developing or strengthening the online classroom using technologies and incorporating multiple intelligence practices for a more fulfilling classroom experience.&nbsp

Static Adaptations Of Personalization Factors Included In The Development Of An Adaptive Web-Based Tutorial

The present research divides the adaptation process into dynamic and static adaptations. The present paper introduces the static adaptations of personalization factors included in the development of an Adaptive Web-based Tutorial system. The included personalization factors are: Learning styles, intelligence types, knowledge background, special interests, learning goals and beliefs. The personalization factors were determined in order to improve the teaching-learning process of Object-Oriented Programming Languages.The present research divides the adaptation process into dynamic and static adaptations. The present paper introduces the static adaptations of personalization factors included in the development of an Adaptive Web-based Tutorial system. The included personalization factors are: Learning styles, intelligence types, knowledge background, special interests, learning goals and beliefs. The personalization factors were determined in order to improve the teaching-learning process of Object-Oriented Programming Languages

The songwriting coalface: where multiple intelligences collide

This paper investigates pedagogy around songwriting professional practice. Particular focus is given to the multiple intelligence theory of Howard Gardner as a lens through which to view songwriting practice, referenced to recent songwriting‐specific research (e.g. McIntyre, Bennett). Songwriting education provides some unique challenges; firstly, due to the qualitative nature of assessment and the complex and multi‐faceted nature of skills necessary (lyric writing, composing, recording, and performing), and secondly, in some less‐tangible capacities beneficial to the songwriter (creative skills, and nuanced choice‐making). From the perspective of songwriting education, Gardner’s MI theory provides a ‘useful fiction’ (his term) for knowledge transfer in the domain, especially (and for this researcher, surprisingly) in naturalistic intelligence

USING ART EDUCATION TO CULTIVATE SELF-EFFICACY AND DIVERGENT THINKING

The purpose of this study is to understand the experiences of an art teacher implementing art education with creative learning principles to cultivate students’ creative self-efficacy and divergent thinking at one middle school in the Inland Empire located in Southern California. The research continues to focus on how self-efficacy and divergent thinking cultivate through the process of art creation through project-based learning (Puente-Díaz & Cavazos-Arroyo, 2017). An art education is not a requirement for students to receive throughout their PK-12 general education in low socioeconomic schools due to an emphasis on the general education curriculum to focus on high-stakes standardized testing (Wexler, 2014). For students in California, one art course is a requirement to graduate from high school (California Department of Education, 2020). The framework of this study uses critical race theory and critical pedagogy to examine students in low socioeconomic communities and inequitable opportunities to cultivate self-efficacy and divergent thinking when compared to more affluent communities (Puente-Díaz & Cavazos-Arroyo, 2017; Reichelt et al., 2019)

Effective Teaching in Higher Education for the 21st Century Adult Learner

Abstract As college populations are becoming increasingly diverse, institutions must find ways to meet the needs of their nontraditional students. Nontraditional adult learners are self-directed, ready to learn, and are internally motivated to engage in problem-centered learning. The purpose of this study was to expand and refine an active learning seminar in a higher education setting to improve the quality of teaching, student engagement, and retention rates. The site of the study was a Historically Black College and University (HBCU) in which adult students over 25 constituted 49% of the population. The faculty members at this site predominantly employed traditional instructional methods. Action research was used to explore 6 faculty members\u27 perceptions of active learning approaches before and after they attended an active learning seminar. Before and after the seminar, observations of student engagement, using the Direct Observation Instructional Management (DOIM) checklist, were conducted. Interviews with the faculty members explored their perceptions and needs regarding use of active learning strategies. Interview data were analyzed thematically and pre and post themes were compared. On the DOIM, student engagement was observed to increase in 2 classes. Results, including strategies that increased engagement, were integrated into a seminar that can be implemented at the same HBCU. Social change implications are that faculty members may begin to use techniques that will more effectively engage adult learners, leading to greater retention of knowledge and a likely increase in the graduation rate of students

The Evaluation of Arabic Learning based on Multiple Intelligences Classroom

Evaluation is an integral part of the curriculum component. Evaluation of language learning in general can provide an overview of student learning outcomes that have been done. The need for evaluation of Multiple Intelligences class-based learning evaluation techniques in order to expand the evaluation holistically according to the provisions of globalization. This study aims to analyze evaluation techniques based on Multiple Intelligences class at SD Plus Al-Kautsar Malang. This research using a qualitative approach through case study methods with data techniques include observation, interviews and documentation. This research shows evaluation techniques that can be developed in multiple intelligence classroom through several various techniques; portofolio services, personal expenses, projects. The research findings show that authority in authentic evaluation based on Multiple Intelligence classroom management can provide a concrete picture of students from the language skills system.Evaluation is an integral part of the curriculum component. Evaluation of language learning in general can provide an overview of student learning outcomes that have been done. The need for evaluation of Multiple Intelligences class-based learning evaluation techniques in order to expand the evaluation holistically according to the provisions of globalization. This study aims to analyze evaluation techniques based on Multiple Intelligences class at SD Plus Al-Kautsar Malang. This research using a qualitative approach through case study methods with data techniques include observation, interviews and documentation. This research shows evaluation techniques that can be developed in multiple intelligence classroom through several various techniques; portofolio services, personal expenses, projects. The research findings show that authority in authentic evaluation based on Multiple Intelligence classroom management can provide a concrete picture of students from the language skills system. &nbsp

Static Adaptations Of Personalization Factors Included In The Development Of An Adaptive Web-Based Tutorial

The present research divides the adaptation process into dynamic and static adaptations. The present paper introduces the static adaptations of personalization factors included in the development of an Adaptive Web-based Tutorial system. The included personalization factors are: Learning styles, intelligence types, knowledge background, special interests, learning goals and beliefs. The personalization factors were determined in order to improve the teaching-learning process of Object-Oriented Programming Languages.The present research divides the adaptation process into dynamic and static adaptations. The present paper introduces the static adaptations of personalization factors included in the development of an Adaptive Web-based Tutorial system. The included personalization factors are: Learning styles, intelligence types, knowledge background, special interests, learning goals and beliefs. The personalization factors were determined in order to improve the teaching-learning process of Object-Oriented Programming Languages