3,386 research outputs found
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
Research Trends in Flipped Classroom Empirical Evidence from 2017 to 2018: A Content Analysis
Purpose ā This paper aims to analyze the trends and contents of ļ¬ipped classroom research based on 48 selected empirical articles published during 2017 and 2018.
Design/methodology/approach ā The inductive content analysis was used as a methodology to investigate the content of ļ¬ipped classroom research, including subject-speciļ¬c areas, methodological approaches, technology tools or platforms, the most frequently used trending searches, countries of research, positive impacts and challenges.
Findings ā The results of the analysis were interpreted using descriptive analysis, percentages and frequencies. This analysis found that various subjects were implemented in ļ¬ipped classroom learning, and some technological tools were also used to enhance teaching and learning. Analysis of the impact revealed that the ļ¬ipped classroom yielded positive learning outcomes on studentsā learning activities such as learning motivation and engagement, social interaction and self-directed learning skills. Meanwhile, the most signiļ¬cant challenges encountered by the instructor were the lack of studentsā motivation to watch pre-recorded video lectures or to study the contents outside of the class time.
Originality/value ā The ļ¬ndings suggest that the ļ¬ipped classroom concept might be effective in promoting twenty-ļ¬rst-century learning skills and developing the technology and information literacy competency based on national standards
Self regulated learning in flipped classrooms: A systematic literature review
The flipped classroom is considered an instructional strategy and a type of blended learning instruction that focused on active learning and student engagement. Over the years, flipped classroom studies have focused more on the advantages and challenges of flipped instruction and its effectiveness, but little is known about the state of self-regulation in flipped classrooms. This study investigates the self-regulation strategies as well as the supports proposed for self-regulated learning in flipped classrooms. Findings show that relatively few studies have focused on self-regulated learning in flipped classrooms compared to the overall research and publication productivity in flipped classrooms. Also, the existing solutions and supports have only focused on either self-regulation or online help-seeking, but have not focused on other specific types of self-regulation strategies. Our study proposed some future research recommendations in flipped classrooms
The Effectiveness of the Flipped Classroom on Homework and Student Achievement in a Secondary Mathematics Classroom
The purpose of this action research study was to determine the effects, if any, a flipped classroom had on homework and student achievement. The study took place in a high school mathematics classroom over a four-week timeline. Two sections of Algebra 2 were included in this study. Data sources collected from the students included the use of a pre-assessment, quiz, homework rubric, surveys, behavioral logs, and a final assessment that covered the mathematics concepts of rational exponents and radical functions. Additional qualitative data was also collected through teacher observations and teacher-student conversations. While 44% of studentsā overall grades improved, the final test average was only 67%. Results were inconclusive as to whether using a flipped classroom pedagogy improved student achievement; however, students copying each otherās work to receive homework completion points was eliminated during implementation of this pedagogy for the fact that the homework was completed during class time
The Voices of Preservice EFL Teachers on the Implementation of Teacher Educatorsā
ABSTRACT This research investigate pre-service EFL teachersā voices toward teacher educatorsā implementation of flipped classroom combined with Facebook throughout TPACK that can be observed by pre-service EFL teachers during their teacher training program. This study employed phenomenology of semi-structure interview and document e-portfolio projects of eight pre-service EFL teachers. This research revealed although not all participants were unfamiliar with flipped classroom, this approach to combine with Facebook as media to upload e-portfolios of previous pre-service EFL teachers and various website links to design and develop PACI model was effective and efficient in understanding the content of PACI model before they have face to face classes. The significance of this study is useful for pre-service EFL teachers to witness the use flipped classroom combine with Facebook to extend the use of technology for being self-discipline and self-directness to design and develop PACI model throughout the TPACK framework in supporting them to be 21st future teachers. ABSTRAK Penelitian ini mengungkap pengalaman para calon guru terhadap penerapan kelas terbalik dengan menggunakan Facebook sebagai media oleh dosen dengan TPACK yang dapat diamati oleh para calon guru selama mengikuti perkuliahan agar nantinya dapat mereka terapkan. Dengan menggunakan phenomenology semi interview terstruktur terhadap delapan calon guru dan menganalisa hasil unjuk kerja berbasis portofolio elektronik. Penelitian ini menemukan walaupun tidak semua calon guru terbiasa dengan pendekatan kelas terbalik, penggabungan metode ini dengan Facebook sebagai media untuk memasukkan materi ajar dari Internet ditambah dengan hasil kerja mahasiswa sebelumnya berbasis elektronik portofolio untuk mendesain dan membuat materi ajar berbasis teknologi dengan menggunakan PowerPoint, Audacity, Camtasia, dan Internet (PACI) efektif dan efisien untuk difahami dan diterapkan oleh calon guru sebelum mengikuti perkuliahan dan meningkatkan penggunaan teknologi untuk belajar mandiri, mendesain, dan membuat PACI model berdasarkan TPACK untuk menjadi guru abad 21. How to Cite: Limbong, E. (2016). The Voices of Preservice EFL Teachers on the Implementation of Teacher Educatorsā Flipped Classroom in Designing and Developing PACI Model. IJEE (Indonesian Journal of English Education), 3(2), 171-191 doi:10.15408/ijee.v3i2.5511. Permalink/DOI: http://dx.doi.org/10.15408/ijee.v3i2.5511
Growth of Pedagogical Practice in an Active Multidisciplinary FLC on Flipped Learning
Faculty Learning Communities (FLCs) have gained a lot of attention in higher education. Research has shown that they support student learning, faculty development, and congenial relations among faculty. This paper will shed light on a successful, multidisciplinary FLC comprised of nine faculty members who engaged in Flipped Classroom pedagogy over a two-year period. Guided by Coxās (2015) recommendations, the FLC members sought to improve their studentsā learning while at the same time enhance their instructional practice. Participation in the FLC led to (1) course redesign, (2) instructional redesign, (3) professional growth, and (4) a sense of community
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Beyond the language classroom: researching MOOCs and other innovations
With the rise of the internet and new communication technologies, language learning has moved beyond the classroom walls. This volume presents a range of important studies on innovative ways for learning languages outside the classroom. Chapters discuss MOOCs in the UK, Belgium, China, and Italy for studying a range of languages, research on new apps, flipped classroom modes, and approaches to informal learning in a range of international settings. In these ways, the volume offers a significant contribution to our understanding of how learning beyond the language classroom will transform language education in the decades to come
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