A supported flipped learning model for mathematics gives safety nets for online and blended learning

Flipped learning is a popular pedagogy, and its benefits, challenges and implementations have recently been discussed widely. This study presents the implementation of a new ‘supported’ flipped learning model for teaching foundation-year mathematics, built on mathematics anxiety principles. Effective flipped learning re- quires a good course structure, and therefore the purpose of this study is to explore student perspectives and experiences of the structure of the supported flipped learning model. Interviews were carried out with students who took a foundation mathematics module between 2016 and 2021 (n = 34), including cohorts who experi- enced it in blended forms and entirely online. One overarching theme of structure and online working encap- sulates six themes forming the discussion: ‘timing is important’; ‘structure of materials’; ‘online enables access’; ‘distractions online and at home’; ‘finding online difficult’; and ‘better than traditional teaching methods’. The results show that students from a range of disciplines, including non-STEM (science, technology, engineering, and mathematics) courses, are positive about the supported flipped learning model for studying mathematics, believing it superior to traditional teaching methods. The structure of this model gives students a sense of progression while providing a safety net for students with lower levels of self-regulation who often find flipped environments challenging. The structure of lessons, the materials used, and delivery infrastructure are crucial to success. The new model presented here advances current use of flipped learning for mathematics, and potentially other subjects, in higher education. The structure has also been shown to be appropriate for rapid transition to online learning

“Just Don’t Bore Us To Death”: Seventh Graders’ Perceptions of Flipping a Technology-Mediated English Language Arts Unit

This mixed methods study aimed to assess student engagement during the flipped model of instruction in two seventh-grade English language arts (ELA) classrooms. Implementation of the flipped model required students (n=183) and teachers (n=2) to use digital technology via a website and teacher-made videos. It compared student perceptions during a flipped unit to those same students’ perceptions during a traditionally taught unit. A hybrid embedded design and case study interviews were used to assess students’ cognitive, emotional, and behavioral engagement. Data analysis revealed that overall student engagement decreased in the flipped unit and that students were divided in their reactions to the flipped method with one student poignantly writing on the survey, “Just don’t bore us to death.” This work is significant in that it is among the first to examine whether course content matters when utilizing the flipped method and whether student engagement in the traditional ELA curriculum is unique due its emphasis on discussion and holistic assessment

A Flipped Classroom Redesign in General Chemistry

The flipped classroom continues to attract significant attention in higher education. Building upon our recent parallel controlled study of the flipped classroom in a second-term general chemistry course (J. Chem. Educ., 2016, 93, 13–23), here we report on a redesign of the flipped course aimed at scaling up total enrollment while keeping discussion sizes small (i.e.,students), and maintaining equivalent contact hour load for faculty and workload for students. To that end, the course format featured lecture contact pushed outside of the classroom in the form of video lectures (mean duration 13 minutes) paired with online homework sets, and three parallel weekly one-hour discussion sections were held in adjoining lab rooms immediately prior to the three-hour laboratory session. As in our previous design, the discussion sections were led by teaching assistants; however, the weekly discussion meeting was shortened from 75 minutes to 50 minutes, and the primary instructor “floated” between the three parallel sessions. Two such sessions were held each week, affording a possible enrollment of 144; initial enrollment was 141, with students self-selecting into the course. We examine student performance in and satisfaction with the course using: (1) a pre-test/post-test design based on the paired questions American Chemical Society (ACS) first-term and second-term exams, (2) data on DFW (D, F, withdrawal) rates, and (3) student evaluations

Flipped Classrooms in the Humanities: Findings from a Quasi-Experimental Study

This quasi-experimental study explored the effects of flipping the classroom on perceptions of students in humanities settings. This control-matched study examined the effects of the flipped classroom on seven subscales from a satisfaction inventory. Out of 130 students, n = 62 (47.7%) completed the study. Flipped classes reported a more ideal classroom environment on Innovation and Individualization (p \u3c .001). Additionally, flipping provides instructors more time to focus on deeper learning strategies than traditional courses

Delivering manufacturing technology and workshop appreciation to engineering undergraduates using the flipped classroom approach

Delivery of manufacturing technology and practical workshop-based work, on undergraduate engineering courses that engage the learners, is challenging. The paper presents an experimental method of workshop delivery using the flipped learning approach, a pedagogical model in which the typical lecture and homework elements of a course are reversed. Video lectures are viewed by students prior to class. In-class time can be devoted to exercises, projects, or discussions as in this case. Learners were asked to observe three audiovisual clips in preparation for class. The objective was to determine whether the flipped classroom approach can enhance the learning experience, through better engagement with the students, compared to conventional classroom-based learning. The level of student participation and level of success have been established by means of feedback questionnaires from more than 100 participants and peer observation. The results are encouraging and demonstrate that this approach is favoured by the students

Framework to Enhance Teaching and Learning in System Analysis and Unified Modelling Language

Cowling, MA ORCiD: 0000-0003-1444-1563; Munoz Carpio, JC ORCiD: 0000-0003-0251-5510Systems Analysis modelling is considered foundational for Information and Communication Technology (ICT) students, with introductory and advanced units included in nearly all ICT and computer science degrees. Yet despite this, novice systems analysts (learners) find modelling and systems thinking quite difficult to learn and master. This makes the process of teaching the fundamentals frustrating and time intensive. This paper will discuss the foundational problems that learners face when learning Systems Analysis modelling. Through a systematic literature review, a framework will be proposed based on the key problems that novice learners experience. In this proposed framework, a sequence of activities has been developed to facilitate understanding of the requirements, solutions and incremental modelling. An example is provided illustrating how the framework could be used to incorporate visualization and gaming elements into a Systems Analysis classroom; therefore, improving motivation and learning. Through this work, a greater understanding of the approach to teaching modelling within the computer science classroom will be provided, as well as a framework to guide future teaching activities

Connecting Undergraduate Students as Partners in Computer Science Teaching and Research

Connecting undergraduate students as partners can lead to the enhancement of the undergraduate experience and allow students to see the different sides of the university. Such holistic perspectives may better inform academic career choices and postgraduate study. Furthermore, student involvement in course development has many potential benefits. This paper outlines a framework for connecting research and teaching within Computer Science- though this is applicable across other disciplines. Three case studies are considered to illustrate the approach. The first case study involves students in their honours’ stage (level 6, typically 3rd year) project, the second an undergraduate intern between stages 5 and 6, and finally, a MSc (level 7) project. All three case studies have actively involved students in core parts of the University’s teaching and research activities, producing usable software systems to support these efforts. We consider this as a continuing engagement process to enhance the undergraduate learning experience within Computer Science

Developing Project Managers’ Transversal Competences Using Building Information Modeling

The emergence of building information modeling (BIM) methodology requires the training of professionals with both specific and transversal skills. In this paper, a project-based learning experience carried out in the context of a project management course at the University of Extremadura is analyzed. To that end, a questionnaire was designed and given to students who participated in the initiative. Results suggest that BIM can be considered a virtual learning environment, from which students value the competences developed. The emotional performance observed was quite flat. Similarly, students valued the usefulness of the initiative. Students expressed a desire for the methodological change of the university classes, and thought that BIM methodology could be useful for other courses. The results obtained show a line of work to be done to improve the training of students and university teaching