Evaluating science teachers' flipped learning readiness: a GETAMEL approach test

Flipped learning has become an ally in education. However, although the literature has identified multiple benefits of using this strategy to improve student learning outcomes, its adoption and implementation by teachers in science education remain scarce. This study examines antecedents of science teachers' flipped teaching readiness to act, aiming to encourage more teachers to use this strategy. The study implemented the General Extended Technology Acceptance Model for E-Learning (GETAMEL) approach as the theoretical framework. A cross-sectional research design study, including 398 in-service science teachers, was implemented in five Turkish cities during the first semester of 2022. The results indicated that the GETAMEL approach provided adequate prediction power to explain science teachers' flipped teaching readiness. It was also shown that all hypotheses were supported, and constructs of the conceptual model were significant activators of intention to use the flipped learning approach for science teaching. Moreover, subjective norm, experience, perceived enjoyment, anxiety, and self-efficacy on perceived usefulness, attitude, and intention acted as mediator constructs. Overall, this study guides researchers and practitioners to better comprehend science teachers' flipped teaching readiness

Quantum Associative Memory

This paper combines quantum computation with classical neural network theory to produce a quantum computational learning algorithm. Quantum computation uses microscopic quantum level effects to perform computational tasks and has produced results that in some cases are exponentially faster than their classical counterparts. The unique characteristics of quantum theory may also be used to create a quantum associative memory with a capacity exponential in the number of neurons. This paper combines two quantum computational algorithms to produce such a quantum associative memory. The result is an exponential increase in the capacity of the memory when compared to traditional associative memories such as the Hopfield network. The paper covers necessary high-level quantum mechanical and quantum computational ideas and introduces a quantum associative memory. Theoretical analysis proves the utility of the memory, and it is noted that a small version should be physically realizable in the near future

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

Students’ perceptions of their learning outcomes in a flipped classroom environment

The flipped classroom model has positive effects on the educational process, and has recently become an alternative to the traditional model. However, additional research is necessary to identify the causes of those improvements and the contexts in which this methodology performs better. In this study, we analyze the perceptions of different students pursuing a bachelor’s degree at the University of Jaén (Spain) regarding flipped learning dynamics and the relationship between those perceptions and perceptions of their learning outcomes. Specifically, we investigate whether students’ acquired competences and attitude, as well as the use of formative assessment have positive effects on student perceptions on results. To accomplish this task, during the first semester of the 2020–2021 and 2021–2022 academic years, we collected the opinions of students via a questionnaire and tested those relationships using PLS. The results indicate that the three variables (acquired competences, attitude, and formative assessment) explain the perceptions of students with respect to achieving better grades, and are key elements of superior learning, that can improve students’ performance. Accordingly, this study provides evidence regarding the positive effects of flipped classroom on the teaching–learning process in higher education and explains the reasons for the resulting improvement in learning outcomes.Proyecto de Innovación Docente de la Universidad de Jaén “Aulas invertidas (Flipped Classroom): Una nueva forma de enseñar y aprender”, financiado por la Universidad de Jaén (España) (PIMED-UJA 2019)

An Investigation of the Impact of Student Satisfaction on Student Outcomes Among Undergraduate Students in a Blended Learning Environment in University A

The purpose of this study was to examine the impact of student satisfaction on student outcomes among undergraduate students in a blended learning environment in University A. It was a quantitative predictive correlational design, with predictor variables satisfaction with course, sex, age and race/ethnicity, and criterion variable end-of-course score. The Corona Virus pandemic highlighted the central role of blended and online learning in educational processes globally. The technological revolution in education characterized by the infusion of digital technologies in classrooms, indicates that blended learning will continue to feature prominently in educational settings. Student satisfaction in blended learning redounds to the benefit of students and educational institutions since it could contribute to improved pedagogical and curricular practices, goodwill, enhanced reputation, and increased enrollment. Participants for this study were drawn from a convenience sample of 330 undergraduate students enrolled in a blended general education course at University A. Data collection procedures for predictor variables were accomplished through the online administration of the Satisfaction with Blended eLearning Systems (BELS) Questionnaire, while criterion variable data was garnered from student records. Applying multiple linear regression analysis, a statistically significant relationship was found between the linear combination of satisfaction with course, sex, age, race/ethnicity and end-of-course score. However, satisfaction with course emerged as the only significant predictor of the end-of-course score. Course satisfaction in blended learning settings influences performance. Further investigations are needed in other tertiary level institutions in the Caribbean, across different disciplines, and different blended learning delivery methods

Students’ attitude: Key to understanding the improvement of their academic RESULTS in a flipped classroom environment

The flipped classroom model has been shown in recent years to have a positive effect on students’ motivation and academic performance. In this paper, we analyze the perception that students of six undergraduate subjects at University of Ja´en (Spain) have of the subjects’ formative assessment and their attitude towards this new teaching-learning model. In addition, we analyze whether both variables influence their perception of achieving better academic results. The results of our study show that both aspects (formative assessment perception and attitude) explain students’ perception of outcomes. It leads us to conclude that students’ attitude is a key element of fostering more and better learning that improves their performance. In this way, our results provide further evidence for the literature on the positive effects of the flipped classroom on the teaching-learning process at the university level for students, teachers and scholars.“Aulas invertidas (Flipped Classroom): Una nueva forma de enseñar y aprender”, financiado por la Universidad de Jaén en el marco del “Plan de Innovación y Mejora Docente” (PIMED-UJA 2019

Flipping Laboratory Sessions in a Computer Science Course: An Experience Report

Contribution: This article presents an experience report on the application of flipped classroom (FC) to the laboratory sessions (henceforth lab sessions) of an undergraduate computer science course. Background: Hands-on work in computer science lab sessions is typically preceded by technical instructions on how to install, configure, and use the software and hardware tools needed during the lab. In the course under study, this initial explanation took between 14% and 50% of the lab time, reducing drastically the time available for actual practice. It was also observed that students missing any of the labs had trouble catching up. Intended Outcomes: The application of FC is expected to increase the time for hands-on activities, and improve students' performance and motivation. This improvement is expected to be more noticeable in those students who are unable to attend all lab sessions. Application Design: The study compares the application of FC and a traditional methodology. It encompasses two academic courses and involves 434 students and six lecturers. Findings: The FC is suitable for lab sessions in computer science. Among other results, flipping the labs resulted in 24 more minutes of practical and collaborative work on average at each lab session. It was observed a significant improvement in the motivation of students, with 9 out of every 10 students preferring it over traditional methodologies. Also, the FC made it much easier for students to catch up after missing a lab, making the final grades less dependent on lab attendance