3,562 research outputs found

    Development and Initial Validation of a Flipped Classroom Adoption Inventory in Higher Education

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    The purpose of this study is to develop and initially validate an inventory to learn about the critical variables involved in a higher education instructorā€™s decision to adopt a flipped classroom instructional model. A flipped classroom is an instructional model in which studentsā€™ learning is divided into two phases, the self-directed pre-class learning phase and the in-class student-centered active learning phase. Both phases are typically technology-enhanced. This study addresses a gap in the recent research regarding the identification and assessment of the critical variables that are related to a higher education instructorā€™s decision to adopt a flipped classroom instructional model. This study proposed a six-scale, 43-item inventory on higher education instructorsā€™ adoption decision of a flipped classroom instructional model. After pilot study, this inventory was released to instructors at UTK through a web-based survey software tool and received more than 200 valid responses. A validated and refined inventory was generated after an Exploratory Factor Analysis (EFA), which was used to identify the factor structure and the relationship between items and the factors. This validated inventory includes 24 items in three subscales, which represent three factors that might influence a higher education instructorā€™s adoption decision of a flipped classroom instructional model. Then, the three factors were used as independent variables in a multiple regression to examine their ability to predict a higher education instructorā€™s adoption decision. The results revealed that performance expectancy and technology self- efficacy are strong predictors of a higher education instructorā€™s decision to adopt a flipped classroom instructional model

    Application of flipped classroom to enhance the reading skill in efl students with unfinished schooling at MonseƱor Leonidas ProaƱo Fiscomisional School in Carchi province

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    To analyze the application of flipped classroom for the enhancement of the reading skill in senior year EFL students with unfinished schooling at MonseƱor Leonidas ProaƱo Fiscomisional High School in Carchi province during 2021-2022.This research work regarding the application of Flipped Classroom to improve the reading ability in students with unfinished schooling was carried out with the senior year students of the MonseƱor Leonidas ProaƱo Fiscomisional Educational High School PCEI in Carchi Province. This investigation was conducted because the student population of this High School has student lag. The flipped classroom provides the opportunity to work with students with prior preparation at home before arriving to the classroom. The use of technological tools is very important since with this aforementioned teaching method, a lot of the pages, applications and tools that are offered to us online are used, in order to be able to apply within the learning of the second language such as English. Acquiring a second language has become so essential today that this pedagogical model was implemented for students, framed in reading skills and thus, encouraging students to read more in an interactive and attractive way for them. To achieve the proposed objectives, the best methodology according to the student population was implemented. A type 4 mixed methodology was used. In this methodology, the exploratory study was carried out applying the qualitative method and statistical analysis of what was collected through the data collection instruments. These instruments were applied to teachers through the Zoom platform and a survey was applied to the students virtually using Google forms, once the data from the interviews and surveys were collected, the quantitative method was used to tabulate the data and obtain the results. The results evidenced that both teachers and students consider learning a foreign language important and the little importance given to the ability to read within the teaching-learning process. To help students and teachers, a didactic guide was created with strategies focused on the use of the flipped class to improve reading in learning English.Maestrƭ

    Exploring Faculty Perceptions about Classroom Technology Integration and Acceptance: A literature Review.

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    In examining the complexity of how higher education institutions integrate and adopt classroom technology, this study explores literature regarding classroom technology integration and acceptance that appears in research articles published from 2012 ā€“ 2018. The literature review of 148 articles was centered on a deeper understanding of faculty perceptions regarding classroom technology integration and acceptance. The evidence suggests that there is not a simple model when it comes to augmenting classrooms with classroom technology. Additionally, for the appropriate adoption of technology tools, it is important to understand how faculty perceive the integration of classroom technology tools

    How do students become self-directed learners in the EFL flipped-class pedagogy? A study in higher education

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    The purpose of this study was to identify the impact of implementing a Learning Management System (LMS) ā€˜TES BlendSpaceā€™ to promote studentsā€™ self-directed learning in EFL flipped-class instruction. For the data collection procedure, an individual interview with ten undergraduate students from an Indonesian college was conducted to demonstrate the potential impacts of the LMS in studentsā€™ self-directed learning abilities. The observation of studentsā€™ learning activities on the TES BlendSpace was also recorded to support the interview data. The LMS was adopted to distribute and receive information. Thus, the students were able to monitor learning activities, learn the contents before coming to class, evaluate the learning process, and interact with others outside of class hours. The finding of this study suggests that the LMS TES BlendSpace is recommended to be performed in teaching EFL for higher education in Indonesia. It offers studentsā€™ occasion to practice and enhances their listening, writing, reading and vocabulary skills in and out-of-class times. It also prepares students to get ready for classroom activities in terms of conversations and speaking skills. The further use of the LMSs should become often-visited sites by students for learning activities and replacing other non-educational favorite websites. The finding of this study indicates that the studentsā€™ online culture was predominantly formed by the interesting contents posting on the LMS, especially the video lectures and an easy way to use. Additionally, instructors should develop activities in and around the LMS with a number of benefits and rewards. Hence, the students will be motivated to log in the LMS for learning purposes

    Impact on the Virtual Learning Environment Due to COVID-19

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    As a result of the global pandemic caused by COVID-19, universities have carried out teaching in a digital way, accelerating the inclusion and use of technologies in methodological adaptation. The research aims to ascertain the perception that students at the Faculty of Education Sciences of the University of Granada have regarding the pedagogical model adopted in the virtual learning environment during confinement through the second semester of the 2019ā€“2020 academic year. The information collection method was an online questionnaire, using simple random sampling with proportional affixing 0.5, 95% confidence level and maximum permissible error of 4.7%. The results demonstrate a generalised dissatisfaction of the students, being fundamental to carry out the transition of the educational processes and training of the teaching staff. The implementation of active methodologies increases due to the virtual condition, specifically the flipped classroom methodology, but students manifest generalised dissatisfaction regarding the adequate methodological development and the involvement of professors. There is an outstanding use of e-mail and the virtual learning platform (PRADO), although they consider that they do not have the appropriate knowledge about image editors, video, computer graphics, synchronous response systems and anti-plagiarism tools. The students surveyed express that the tutoring functions, tasks and beliefs of the teaching staff in e-learning are not satisfactory.Spanish Ministry of Science, Innovation and Universities FPU18/0177

    Inspiration of Technology; Effect of COVID-19 Pandemic on Education

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    Just like every other virus, there is a recent outbreak of COVID-19 which hampers with the school academic activities. This virus been an influenza, epidemic and airborne disease had affected a lot of lives, affecting national economy as well as shutting down all schools at all levels. Thus, there is a need to introduce technologies which can help students continue with their learning from their different isolation centres. The present study investigated (i) various technologies that can be used for learning from their isolation centres; (ii) influence of these technologies in combating the learning gaps established by COVID-19; and (iii) readiness of students to use these technologies. It was concluded that mobile learning, google classroom, webinar zoom application and web-based authoring system among others can be used to resolve the academic activity crisis established via the pandemic but clustered teaching is apt for those without access to versatile technologies and electricity power supply. Thus, if these technologies are utilized by students and teachers for both the teaching and learning process, there could be tremendous improvement in the academic performance of students as well as job performance of the teachers across all levels of education

    Google Glass App for Displaying ASL Videos for Deaf Children ā€“ The Preliminary Race

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    Glass Vision 3D is a grant-funded project focused on the goal of developing and researching the feasibility & usability of a Google Glass app that will allow young Deaf children to look at an object in the classroom and see an augmented reality projection that displays an American Sign Language (ASL) related video. Session will show the system (Glass app) that was developed and summarize feedback gathered during focus-group testing of the prototype

    Exploring the flipped classroom : possibilities and limitations

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    DissertaĆ§Ć£o de mestrado, EducaĆ§Ć£o (Ɓrea de especializaĆ§Ć£o em EducaĆ§Ć£o e Tecnologias Digitais), Universidade de Lisboa, Instituto de EducaĆ§Ć£o, 2016At the dawn of the Information Age, despite the slow digital integration of mainstream education for the XXI century in most of the world, there are already new trends in education using digital technology that are revolutionizing education as we know it. One of such is the Flipped Classroom, a blended learning model growing quickly throughout the education innovators in the US and around the world. Many claim this model teaches necessary XXI century skills for, and when applied correctly can help students learn faster and reach higher levels of learning. The Flipped Classroom is an education model that inverts the traditional classic teacher-centred classroom model upside down, into a student centred structured, where student use digital technology (or not) to learn the material for homework, usually in 10-15 minute videos, and use the class time for application of the material, usually using active learning and collaborative learning strategies. The following qualitative research project offers a comprehensive theoretical qualitative exploration of the Flipped Classroom Blended Learning model involving a non-directive interview with ten educational specialists in the Flipped Classroom model, including teachers, professors, and instructional designers who have converted their instruction to this model and who believe this is the future of education. Each of the interviewees were interviewed via Google Hangouts and Skype. The purpose of the study was to identify the possibilities and limitations of a flipped learning classroom environmente at of all levels, from elementary school to university. This study hopes to assist professionals in determining the value of flipped learning for any educational purpose, by helping teachers make a skift into XXI Century education based on research proven data, and effectively shift learning responsability in ways that improve learner outcomes. The nature of this study is fundamentally of informative character, exploring the possibilities and limitations of the Flipped Classroom teaching model specifically for teachers and educational professionals (as well as students and families) interested in teaching techniques and approaches to education that promote student learning in the XXI century

    Research Trends in Flipped Classroom Empirical Evidence from 2017 to 2018: A Content Analysis

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    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

    Flipping an IELTS Writing Course: Investigating its impacts on studentsā€™ performance and their attitudes

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    The technology-enhanced instructional approach has been proven to stimulate active learning and advance the teaching-learning process. The flipped classroom (FC) instructional method, an instructional technology part of blended learning, has gained remarkable popularity in recent years due to its promising and positive impacts on different aspects of studentsā€™ learning process (motivation, engagement, academic performance, independent learning). In the current study, an explanatory mixed-method approach was employed to investigate the implementation of the flipped pedagogical approach in a government-funded IELTS preparation course in Indonesia, particularly in the writing section of the course. It examined the impacts of this instructional technology method on learnersā€™ writing performance and explored their learning attitudes and experiences. A number of 25 participants from various professional backgrounds aspiring to pursue masterā€™s and doctoral degrees who were recruited based on their previous TOEFL or IELTS scores participated in this study. The findings of this study showed that the learners had a positive attitude toward the flipped instruction method, and their writing test achievement significantly improved as reflected in the official IELTS test scores. Method flexibility, independent learning, and collaborative and active learning were factors that emerged in the interviews that were considered the important determinants of the participantsā€™ IELTS writing improvements
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