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

Learning from experience, for experienced staff

Business needs in multinational corporations call for courses that involve problem solving and creating and sharing new knowledge based on workplace situations. The courses also need to be engaging for the participants. Blended learning at Shell International Exploration and Production involves these kinds of outcomes in courses designed around a workplace-learning model. Employees use a Web-based system to make contributions based on their own work experiences in preparation for a face-to-face session. These contributions then feed into classroom sessions that involve collaborative learning where the workplace problems and experiences of the participants are the focus. In this presentation one course is highlighted that demonstrates a number of game-type activities based on the participants' own workplace experiences. Implications for other courses outside of the Shell context are discussed

Developing e-assessment using the quiz activity within Moodle: empowering student learning

Using formative assessment within Moodle has been shown to encourage self-directed learning (Bromham & Oprandi, 2006). Our experience of using formative assessment quizzes as stand alone entities, as well as within Moodle lessons, has been used to introduce Moodle assessment quizzes over the past year in Level 1 and Level 2 Life Sciences courses. This experience has been distilled to inform the content of this workshop. Some advantages of incorporating assessments in the form of Moodle quizzes are that they allow for quick, reproducible and flexible assessment with a relatively small initial set-up cost, and substantial long-term staff and administration savings. One significant advantage is that staff and room pressures can be reduced as students can attempt the assessment at a time and location of their choice within a specified time period. This flexibility can help to reduce student stress associated with completion of a continuous assessment for their course. It is also a relatively simple process to account for students entitled to extra time during assessments. Providing clear instructions beforehand and at the start of the quiz ensures that students understand their responsibilities for completion of this assessment and ultimately the course. There are some disadvantages and limitations to the system as it currently exists, for example there is the perceived ability for students to “cheat” by completing the assessment as a group, accessing books and the internet. Strategies to account for these can be put in place and will be discussed in detail during the workshop. This workshop aims to take the participants through the initial set up of a quiz, highlighting the various question types and how these can be used to create a challenging assessment that can be quickly graded and prove informative for staff and course development. Reference Bromham L. & Oprandi P. (2006) Evolution online: developing active and blended learning by using a virtual learning environment in an introductory biology course. Journal of Biological Education 41 (1): 21-25

Improving student engagement in higher education through Mobile-Based Interactive Teaching Model using Socrative

One of the main problem in higher education teaching is low students’ levels of engagement leading to poor learning performance. Broad teaching strategies, methods and tools are developed over the years to address this concern. In recent years, with the increasing numbers of students accessing the internet using mobile devices, there has been growing interest in embracing the mobile technology in teaching to improve the student participation in the classroom. This research describes the design and implementation of a mobile-based interactive teaching model with in-class and off-class components aided by Socrative online audience response system to improve students’ engagement in a private university in Malaysia. A total of 45 students from undergraduate computing course had participated in this experimental study. The activities such as polls, exercises, quizzes and games was used to stimulate the discussion and encourage two ways communication between instructor and students. Both qualitative and quantitative data comprises of students’ feedbacks, academic results, attendance records and instructor’s teaching evaluation scores are analyzed. The results show that students were strongly positive with the use of Socrative and felt that they were more engaged. This interactive model has successfully enhanced students’ learning experience and improved students’ academic performance. The outcome of this study would contributes to current evidence of the efficacy of using mobile technology in higher education teaching

The Flipped Mastery Model in Secondary Mathematics Classroom: A Mixed Study to Determine the Effects on Student Satisfaction, Engagement, and Learning Achievement

Although many studies are on the flipped classroom, they are currently gaps and limited research conducted on flipped-mastery models. This mixed study implemented the repeated-measures design with few qualitative and quantitative studies on flipped-mastery in the secondary mathematics classroom. The purpose of the study aimed to examine the flipped mastery model’s effects on student satisfaction, engagement, and learning achievement. The study site was the researcher’s private school with purposive sampling of twenty-one high school Algebra II students. Pre-posttest unit tests and weekly quizzes assessed student learning achievement. The independent-samples t test results yielded no significant differences between achievement performance for the flipped mastery model and the traditional face-to-face instructional teaching. Qualitative and quantitative studies were used to determine the effects on student engagement and satisfaction. The adapted Student Perception of Instruction Questionnaire (SPIQ) pre-post surveys and observation protocol form determined student perceptions (satisfaction) and student engagement. The independent-samples t test compared the means of student satisfaction and student engagement, resulting in no significant difference between flipped mastery and traditional teaching methods on student engagement and satisfaction. However, researcher observations, student interviews, and comprehensive researcher journal entries revealed more student engagement and satisfaction. The lack of significance of results may be influenced by Covid-19, the small sample size, and the study duration of eight weeks

Supporting graduate teaching assistants in two STEM areas

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