Student's perceptions of flipped classroom approach: results from an educational innovation project

The Flipped Classroom model is well known and recognized, and its popularity seems to keep increasing. In this pedagogical model, the transmission of conceptual knowledge is left to individual tasks outside the classroom while the contact hours, inside the classroom, are completely opened to problem solving, active and peer-assisted learning. The purpose of this work is to describe an educational innovative experience that began in the academic year 2015-2016 with the University of Malaga's Educational Innovation Project PIE15/174 (UMA), based on Flipped Classroom and gamification in a collaborative system among its students. This project has been renewed and extended over the years, with the integration of more teachers and subjects from both the UMA and the Polytechnic University of Porto, up until the current PIE19/156. Further, the aim is to examine the degree of student satisfaction with the strategies and methodologies applied in class, paying special attention to the general aspects and the level of extension of the pedagogical model in each subject. Some statistical analysis of students' satisfaction with the pedagogical model's application are presented. The results are promising and gratifying for all teachers involved, since these show a high degree of satisfaction with the teaching model and the strategy implementation.info:eu-repo/semantics/publishedVersio

Student Engagement in a Team-Based Capstone Course: A Comparison of What Students Do and What Instructors Value

Student engagement is an important consideration across all levels of education. The adoption of student-centered teaching methods is an effective way to increase student engagement. Student engagement is at risk when instructor expectations and student participation in purposeful engagement activities are not aligned. Traditionally, student engagement is measured at the institutional level, which proves less than useful to instructors who wish to gauge engagement in specific courses in higher education. In this study, we sought to determine classroom level engagement in a capstone farm management course recently converted to the team-based learning format by comparing student perceptions regarding participation in engagement-specific activities with the instructors’ perceived importance of those same activities. The Classroom-Level Survey of Student Engagement (CLASSE) was utilized to collect student participation and instructor importance data. Data were examined utilizing a 2x2 quadrant analysis. Congruence between student participation frequency and instructor importance was found between 73.7% of the educational activities, while discrepancies were found on 26.3% of educational activities. Overall, students who completed the team-based learning-structured farm management course were physically and psychologically engaged in the learning environment. It is recommended that team-based learning be implemented in other courses within agricultural education to examine its utility in other contexts

Trialing project-based learning in a new EAP ESP course: A collaborative reflective practice of three college English teachers

Currently in many Chinese universities, the traditional College English course is facing the risk of being ‘marginalized’, replaced or even removed, and many hours previously allocated to the course are now being taken by EAP or ESP. At X University in northern China, a curriculum reform as such is taking place, as a result of which a new course has been created called ‘xue ke’ English. Despite the fact that ‘xue ke’ means subject literally, the course designer has made it clear that subject content is not the target, nor is the course the same as EAP or ESP. This curriculum initiative, while possibly having been justified with a rationale of some kind (e.g. to meet with changing social and/or academic needs of students and/or institutions), this is posing a great challenge for, as well as considerable pressure on, a number of College English teachers who have taught this single course for almost their entire teaching career. In such a context, three teachers formed a peer support group in Semester One this year, to work collaboratively co-tackling the challenge, and they chose Project-Based Learning (PBL) for the new course. This presentation will report on the implementation of this project, including the overall designing, operational procedure, and the teachers’ reflections. Based on discussion, pre-agreement was reached on the purpose and manner of collaboration as offering peer support for more effective teaching and learning and fulfilling and pleasant professional development. A WeChat group was set up as the chief platform for messaging, idea-sharing, and resource-exchanging. Physical meetings were supplementary, with sound agenda but flexible time, and venues. Mosoteach cloud class (lan mo yun ban ke) was established as a tool for virtual learning, employed both in and after class. Discussions were held at the beginning of the semester which determined only brief outlines for PBL implementation and allowed space for everyone to autonomously explore in their own way. Constant further discussions followed, which generated a great deal of opportunities for peer learning and lesson plan modifications. A reflective journal, in a greater or lesser detailed manner, was also kept by each teacher to record the journey of the collaboration. At the end of the semester, it was commonly recognized that, although challenges existed, the collaboration was overall a success and they were all willing to continue with it and endeavor to refine it to be a more professional and productive approach

Effectiveness of the Flipped Classroom Model in Anatomy and Physiology Laboratory Courses at a Hispanic Serving Institution

A flipped laboratory model involves significant preparation by the students on lab material prior to entry to the laboratory. This allows laboratory time to be focused on active learning through experiments. The aim of this study was to observe changes in student performance through the transition from a traditional laboratory format, to a flipped format. The data showed that for both Anatomy and Physiology (I and II) laboratories a more normal distribution of grades was observed once labs were flipped and lecture grade averages increased. Chi square and analysis of variance tests showed grade changes to a statistically significant degree, with a p value of less than 0.05 on both analyses. Regression analyses gave decreasing numbers after the flipped labs were introduced with an r 2 value of .485 for A&P I, and .564 for A&P II. Results indicate improved scores for the lecture part of the A&P course, decreased outlying scores above 100, and all score distributions approached a more normal distribution

Role of Flipped Class in Developing Self-Regulated Learning of ESL Students at Undergraduate Level in Pakistan

Flipped learning is the inverted classroom method, which introduces the lesson at home and encourages practise as well as other already-introduced lesson-based activities inside the classroom for practical purposes. Students can use their self-regulated learning strategies to continue with their respective content learning. In the current research, undergraduate learners of a public sector university in Pakistan are enrolled in a "short reading comprehension course" and are classified into the control and experimental groups following the research questions. Data were accumulated quantitatively with the help of two questionnaires evaluating learners’ satisfaction with the flipped experiment as well as the effect of the flipped method on developing self-regulated learning strategies. Flipped group learners, on the whole, exhibited satisfactory attitudes towards implementing the flipped method. The current study will aid future researchers using the flipped method in navigating the additional dimensions and models featuring self-regulated learning (SRL) strategies, along with incorporating the SRL-based model into the flipped method to analyse the results

Increasing Active Learning and Achievement in a Large Lecture Calculus Class Through a Flipped Classroom Model

University Calculus I courses serve as a means of access into high demand STEM fields and large lecture style passive calculus courses can be difficult for students. A mixed methods research design was used to compare a flipped instructional approach to a traditional lecture approach in large section Calculus I courses. The flipped lecture model required students to view videos of calculus instruction that included embedded quiz questions to allow for problem solving explorations during face-to-face class time. The traditional format included content from the video and limited time for additional problem solving. A professor with prior experience teaching Calculus I taught both sections. The results showed that students in the flipped class scored significantly higher on the final exam than the students in the traditional class. Student pass rates in the two Calculus I courses were found to be significantly affected by the lecture type, sex, race, and college affiliation. According to a logistic regression model, students who were in the flipped section had increased odds of passing Calculus I compared to the students in the traditional section. The students and instructor identified benefits and challenges of the flipped lecture model that are included in the results. Through the flipped lecture model, increased time was spent on active learning and student outcomes were improved in a large lecture calculus course

Engaging Students with Flipped Classes Using 3D Video Collaboration Technology

The objective of this paper is to demonstrate the potential of 3D video collaboration technologies to engage students with the learning materials prior flipped classes. The study uses iSee designed for 3D video collaborative classes and compared it with online learning management systems. An experiment has been reported on 273 students in an undergraduate Information System course. It was revealed that the correlation between either the students’ engagement on the online quizzes or their engagement on iSee discussions with their learning outcomes were high. However, our statistical analysis showed that the relationship between iSee engagement and students’ learning outcomes was stronger. The qualitative observations during this experiment are also discussed. The results have been discussed in the lens of Theory of Peer Learning and the future research have been suggested. This study motivates teaching practitioners in Information Systems to use 3D video collaboration technologies in flipped classes

Students’ learning experience in flipped classes using social media.

The current work aims at deploying Facebook as a social media site to improve students’ learning experience with the flipped learning materials through implementation of a socially enabled peer and selflearning environment. Provided the body of literature on poor students’ experience in flipped classes, the paper implements an experiment comparing the online quizzes and Facebook to improve students’ experience with the online materials in flipped classes. The study looks at the students’ perceptions. The paper provides recommendations to the instructors on how to use Facebook to improve students’ experience with the flipped materials. This study also motivates teaching practitioners in Information Systems to improve flipped learning by using social networking sites in their courses.N