A Mixed Method Study: Assessing Critical Thinking, Metacognition, and Motivation in a Flipped Classroom Instructional Model

Technology has changed pedagogical methods in higher education. Educators are using technology more and integrating more active learning techniques. One pedagogical method, the flipped classroom, is suitable for integrating technology and active learning techniques. The pedagogical efficacy of the flipped classroom has not been determined despite being a potential solution for technology savvy millennial students. This mixed method study assessed critical thinking, metacognition, and motivation in higher education flipped classrooms in the United States. Human Anatomy and Physiology Society (HAPS) members teaching traditional and flipped format science courses were purposefully selected to participate in the study. A sample of 14 HAPS educators recruited 426 students enrolled in their science courses to complete the Motivated Strategies for Learning Questionnaire (MSLQ), a five-point Likert scale instrument used to measure critical thinking, metacognition, and motivation. The study was a pre-test/post-test non-equivalent control group design with semi-structured interviews for flipped classroom educators. The MSLQ was administered at the beginning and end of the fall semester (16 weeks) or the summer semester (8 weeks). A multivariate analysis of variance was used to estimate relationships between classroom format (flipped or traditional) and outcome variables (critical thinking, metacognition and motivation). The results were not statistically significant, meaning the flipped classroom was not more effective than the traditional classroom format for the outcome variables. The semi-structured interviews with flipped classroom instructors addressed the limitations and challenges of implementing a flipped classroom instructional model (FCIM). The most common limitations and challenges were preparation, in-class activities, student attitudes, and classroom space. The findings from this study will help those making pedagogical decisions in higher education as well as educators interested in implementing FCIM

Design, Implementation, and Evaluation of an Online Systemic Human Anatomy Course with Laboratory

Systemic Human Anatomy is a full credit, upper year undergraduate course with a prosection laboratory demonstration at Western University Canada. To meet enrolment demands beyond the physical space of the laboratory facility, a fully online section was developed to run concurrently with the traditional face-to-face (F2F) course in 2012-13. Lectures for F2F students were broadcast in live and archived format to online students using Blackboard Collaborate virtual classroom. Online laboratories were delivered in the virtual classroom by teaching assistants (TAs) with three dimensional (3D) anatomical models (Netter’s 3D Interactive Anatomy). Student performance outcomes and student and instructor perceptions of the experience were studied over a two year period to determine the strengths and weaknesses of the new format. Data comparing the online and F2F student grades suggest that previous academic achievement, and not delivery format, predicts performance in anatomy. Students valued pace control, schedule and location flexibility of learning from archived materials. In the online laboratory, they had difficulty using the 3D models and preferred the unique and hands-on experiences of cadaveric specimens. The F2F environment was conducive to learning in both lecture and lab because students felt more engaged by instructors in person and were less distracted by their surroundings. The course was modified in its second year with the addition of virtual breakout laboratory rooms, which allowed students to learn in smaller groups and interact with 3 TAs per lesson. The new laboratory format encouraged the majority of online students to use the 3D models. Virtual breakout rooms engaged online students in learning and the students were satisfied with their interactions with TAs and peers, though online laboratories did not adequately replace the F2F learning environment for all students. The biggest concern of the instructors was their inability to see coverbal student behaviour and use it to assess class engagement and their teaching effectiveness. The design and evaluation of the course will guide anatomy educators in accommodating large student populations when faced with limited laboratory facilities and/or cadaveric specimens. The instructional methods will also be of interest to science, engineering, and mathematics educators who teach 3D concepts

Interactive Modules for Flight Training: A Review

The use of animation and video, combined with auditory and text components, to teach complex subjects can be beneficial to deepen understanding. A review of the literature was conducted to better understand how interactive learning modules can give flight students tools to enhance the learning process outside of traditional instruction. Instructional theories and educational environments were considered through the lens of designing course content for flight students. Several research questions were asked to guide the course of the research, all focused on how students learn a complex subject matter using interactive material. Guidelines and principles are discussed to ensure the interactive modules are designed to increase germane cognitive load and decrease extraneous cognitive load to benefit the learning processes of the flight students. This report concludes that interactive modules would allow flight students to own their academic experience while positively impacting declarative and procedural knowledge acquisition

A PHENOMENOLOGICAL STUDY OF FLEXIBLE BLENDED LEARNING IN A FOURTH GRADE CLASSROOM

This phenomenological study explored fourth-grade students\u27 perspectives on the barriers and successes they experienced in flexible blended learning. Focus group interviews were conducted to gain insight into the students\u27 motivation, perceived barriers, possible changes, and their own skills and characteristics for success. Thematic analysis was used to identify themes that addressed the research questions. Students identified several barriers to participation in flexible blended learning. Internal distractions, such as losing focus, and external distractions caused by disruptive behavior by classmates were barriers. Students found video lessons to be passive learning experiences that lacked flexibility. Technology problems and glitches were also identified as a hindrance to their learning progress, leading to frustration and affecting their motivation. Despite these barriers, the students identified several motivating aspects of flexible blended learning, such as autonomy, mastery, and self-directed learning. Gamification was also mentioned as an engagement tool, with students finding computer games and software fun and engaging. Time management and work completion were identified as essential success characteristics, along with the need to manage time effectively, prioritize tasks, and do easier tasks first before moving on to harder ones. Respect and responsibility were also mentioned as crucial characteristics for success in flexible blended learning. The students also discussed changes they would like to see in the flexible blended learning classroom, with the main theme being the need for more flexibility and adaptability in the learning experience. They also expressed a desire for more teacher support and guidance, particularly with independent work. Overall, this study contributes to the current knowledge on elementary students\u27 feelings and experiences in flexible blended learning environments. The findings can be used to inform the development of strategies to support students\u27 engagement and success in flexible blended learning. Further research is needed to explore how teachers can provide effective support and guidance to students in these environments, and how to balance the need for structure and flexibility in the learning experience

Investigating Self-Regulated Learning Differences Based on Gender, Scholarship, and Student’s Housing

This study aims to determine the differences students’ self-regulated learning (SRL) based on gender, scholarship, and student’s housing. Referring to Roscoe, our sample of the study is 36 students by using purposive sampling technique.. Analysis of the data are quantitative descriptive and hypothesis testing using independent sample t-test. The results showed that there is no significant difference in self-regulated learning based on gender. Self-regulated learning of female is higher than male students. Based on scholarships, there is no significant difference in self-regulated learning but students as scholarship recipients have higher self-regulated learning.Then, there is no significant difference based on house hold but students who live at home have highest self-regulated learning than students who live in boarding schools and boarding house. This research gives implication theoretically and practically. The finding proves that students who have self-regulated learning higher than others is due to good habit and intrinsic motivation. Thus; this research suggestsfor the university to establish good environment for students to develop themselves. &nbsp

Implementation of a learner support system in online education : a case study

Learner support systems that provide academic and non-academic supports, which are planned and strategically integrated into the online learning experience have been shown to have a positive impact on student’s persistence and satisfaction in online environments. Insufficient research exists on how these systems are implemented, how support is provided, and how students perceive the support they receive, especially for adult learners. To address this gap in research, this descriptive case study analyzed the implementation of a learner support system in an online program in which three-quarters of the students are nontraditional. Through the use of qualitative methods, the study describes the experiences and perceptions of faculty, the academic advisor, and students who administered or received support through the system. This study contributes needed research to the field of education by exploring student support as a method of improving student persistence in online education. This study found that learner support systems require oversight and management to ensure that they remain a working system. It was uncovered that the originally envisioned support system ultimately broke down as support became compartmentalized to those providing support resulting in gaps in a learner support system that was envisioned to encircle students with assistance when needed. However, despite this breakdown, the results showed that learner support can help students feel encouraged and satisfied with their online experience. The majority of students found the support they received was helpful and that alerts about their academic standing motivated to continue in their course. This research study also illuminated support strategies the faculty and the academic advisor used to optimize student interaction and persistence. The academic advisor, as a one-stop resource for providing nonacademic support, increased students’ feelings of connectedness. This study also found that regular support interactions and timely responses from course faculty helped students’ feel supported and reduced their perception of being isolated. This study also uncovered the faculty and advisors’ perceptions and challenges in providing support to students. Lastly, the study identified the types of support that students found most helpful to their learning in an online environment. The students found timely responses to their requests for assistance as most important to their learning and preferred easy methods to communicate with their professors. The support preferences between traditional and nontraditional students were also investigatedCurriculum and Instructio

Rapid migration from traditional or hybrid to fully virtual education in the age of the coronavirus pandemic: challenges, experiences and views of college and university students

The abrupt outbreak of the coronavirus pandemic throughout the world in March 2020 resulted in the sudden closure of all schools, colleges and universities, institutions, and an unprecedented pivot to remote learning. Students and teachers were confronted with the overwhelming challenge of migrating from the traditional face-to-face or hybrid mode of education to fully virtual learning and assessment environments within an extremely short amount of time. This migration was exceptionally difficult, as it took place halfway through the academic or school year in most countries. While pandemic restrictions currently vary across different regions, the 2020-2021 academic session continues to pose challenges despite the experience gained. In addition to a review of the current state-of-the-art in relation to the effects of COVID-19 on teaching and learning, this paper reports on an empirical study carried out in 26 countries (from Asia, Europe, Africa and America), by 36 academics from 29 academic institutions. Through an extensive global survey of college and university students, information was collected about the challenges (technological, economic, psychological) faced by them, as a result of the pandemic. We also asked the students’ to offer their ideas and suggestions for further improvements in teaching and learning, as we look toward a post-COVID world. In this paper, we address issues relating to the availability of, and accessibility to, necessary digital technologies (e.g., learning and communication platforms), isolation, disconnection, and loneliness among students, the overall impact of the pandemic on learning and academic performance, and the reliability of assessment methods., cybercrime dangers and fake information. A total of 1005 responses to the survey were received and analysed. The results are presented in this paper together with reflections of the authors. The paper concludes with a summary of suggestions for process improvements in distance education, and the need for preventive preparedness in the post-COVID period

Community of Inquiry (COI) and Self-Directed Learning (SDL) in Online Environments: An Exploratory, Correlational and Critical Analysis of MOOCs. Introduction to Cybersecurity MOOC Case Study

L’objectiu d’aquesta recerca multi-paradigmàtica és presentar un anàlisis exploratori, correlacional y crític dels MOOC (Massive Open Online Courses) entesos com a comunitats d’aprenentatge participatius i descobrir el rol que l’aprenentatge autònom juga dins d’aquest marc. La recerca combina dades quantitatives i qualitatives i junt amb el marc teòric actual afegeix novetats en el cap de l’educació a distancia y les noves formes d’oferir cursos a distància. Els nostres resultats mostren diferencies estadístiques entre els estudiants que participen en diferent nombre de tests i el seu nivell d’aprenentatge autònom (p=0.003). Presentem informació demogràfica y les visions dels estudiants relacionades amb les tres presencies de la comunitat d’aprenentatge participatiu (presencia social, cognitiva y del instructor). L’estudi consta també de les opinions dels experts sobre el disseny dels MOOC i el seu valor pedagògic. Les nostres conclusions finals indican que els MOOC son entorns d’aprenentatge diferents en relació amb els entorns tradicionals a distancia, creen una comunitat d’aprenentatge participativa diferent i atrauen perfils d’estudiants diferents. Suggerim millores en el disseny pedagògic per a ajudar als estudiants a ser mes autònoms y per alinear els continguts del curs. La taxonomia de Marzano és suggerida com a marc pedagògic per a millorar el disseny dels MOOC i el grau de satisfacció dels alumnes.El objetivo de esta investigación multi-paradigmática es presentar un análisis exploratorio, correlacional y crítico de los MOOC (Massive Open Online Courses) entendidos como comunidades de aprendizaje participativo y descubrir el role que el juega el aprendizaje autónomo dentro de este marco. La investigación combina datos cuantitativos y cualitativos, y junto con el marco teórico actual añade novedades en el campo de la educación online y los nuevos métodos para ofrecer cursos a distancia. Nuestros resultados muestran diferencias estadísticas entre los estudiantes que toman parte en diferente número de tests y su nivel de aprendizaje autónomo (p=0.003). También presentamos información demográfica y las opiniones de los estudiantes relacionadas con las tres presencias de la comunidad de aprendizaje participativo (presencia social, cognitiva y del instructor). El estudio consta también de las opiniones de expertos sobre el diseño de los MOOC y su valor pedagógico. Nuestras conclusiones finales indican que los MOOC son entornos de aprendizaje diferentes en relación con los entornos tradicionales a distancia, crean una comunidad de aprendizaje participativo diferente y atraen perfiles de estudiantes diferentes. Sugerimos mejoras en el diseño pedagógico para ayudar a los estudiantes a llegar a ser mas autónomos y para linear los contenidos del curso. La taxonomía de Marzano es sugerida como marco pedagógico para mejorar el diseño de los MOOC y el grado de satisfacción de los estudiantes.The purpose of this mixed method research is to present an exploratory, correlational and critical analysis of MOOCs (Massive Open Online Courses) understood as COI (Community Of Inquiries) and uncover the role that SDL (Self Directed Learning) plays within the mentioned framework. The research combines quantitative and qualitative data and together with a current literature snapshot adds insights in the field of online education and its new content delivery forms. Our findings show statistical differences between students taking different number of quizzes and their level of SDL (p=0.003). We present demographic information and students views related with the three presences in the COI (social, cognitive and teaching presence). Experts’ views on MOOC designs and value are also collected. Our final conclusion points out that MOOCs are different content deliver environments from traditional online courses and they shape a different COI and attract different students profiles. Design improvements are also suggested to empower students to become independent learners and improve alignment in the course. Marzano’s taxonomy is the suggested pedagogical approach to improve MOOC design, and students’ satisfaction

The social representation of internet gaming disorder in the Greek population

The aim of this paper is to study the social representation of Internet Gaming Disorder. For this reason, 286 adults, both male and female, 18-69 years old, participated in the research. The selected method is the free association technique. Underlying assumptions are:  On one hand, a strong representation was not expected, given the fact that this disorder has been acknowledged only for the last ten years in the scientific field. On the other hand, addiction is expected to be the central nucleus’ main element. Results confirmed the above assumptions. Indeed, addiction seems to be the core’s main element. Furthermore, “Social isolation” and “Technological means” stood out as main peripheral elements, due to their relatively high frequency. In addition, results suggest that the representation has not yet fully emerged, confirming our first hypothesis. Finally, we must keep in mind that this new concept needs further study. Therefore, alternative proposals and methods for future research are proposed in the last section of this paper, in order to take a broad view of this subject