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

Using Technology to Support At-Risk Students' Learning

A new report finds that technology - when implemented properly -can produce significant gains in student achievement and boost engagement, particularly among students most at risk

Digital Dissemination Platform of Transportation Engineering Education Materials Founded in Adoption Research

INE/AUTC 14.0

Feedback on Academic Essay Writing through pre-Emptive Hints: Moving Towards "Advice for Action"

This paper adopts an “advice for action” approach to feedback in educational practice: addressing how provision of “hints” to participants before they write academic essays can support their understanding and performance in essay-writing tasks. We explored differences in performance by type of hint, and whether there was a transfer of better performance in subsequent essays. Fifty participants were recruited, consisting of eight men and 42 women aged 18-80. Participants were assigned in rotation to four groups, and asked to write two essays. Groups 1 and 3 received hints before Essay 1, whilst Groups 2 and 4 received hints before Essay 2. Groups 1 and 2 received essential hints; Groups 3 and 4 received helpful hints. Essays were marked against set criteria. The results showed that an “advice for action” approach to essay-writing, in the form of hints, can significantly improve writers’ marks. Specifically higher marks were gained for the introduction, conclusion and use of evidence: critical components of “good” academic essays. As the hints given were content-free, this approach has the potential to instantly benefit tutors and students across subject domains and institutions and is informing the development of a technical system that can offer formative feedback as students draft essays

Booming the Vocabulary Acquisition by Using Flipped Classroom on EFL Learners’ PPA (Performance, Perception and Acceptance)

With the advancement of technology, today’s language teaching and learning are no longer restricted to classroom face-to-face interaction, but it is going beyond a formal classroom. Drawing on this issue, this study sheds some light on the impact of flipped learning instruction on vocabulary acquisition of English learners as a foreign language, their perception of the practices of flipped learning, and their acceptance of the use of the WhatsApp smartphone application to assist the flipped learning activities. An experimental research design was employed by involving 60 EFL learners who were assigned into flipped (N=30) and conventional (N=30) groups. Learners of the flipped group were taught in combined learning activities before the class using WhatsApp and in-class active practices on vocabulary. This study used multiple data collection sources, including pre and post-tests on English vocabulary, a self-report survey, and a Technology Acceptance Model (TAM) questionnaire. The results demonstrated that the EFL learners in the flipped group scored higher in the post-test, and significantly outperformed their counterparts in the conventional group. Moreover, the results of the self-report survey showed that the EFL learners were at a positive perception of the flipped learning environment to study English vocabulary. Furthermore, finding on the TAM questionnaire portrayed that the EFL learners acknowledged WhatsApp as a satisfactory digital platform to assist the activities of English learning through flipped classrooms. This study offers insights for teachers and curriculum developers to begin acknowledging the promising role of digital learning of English beyond the classroom

“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

Accounting Student Perceptions toward Online Flipped Statistics Course and Effective Methods to Promote Engagement, Increase Satisfaction, and Improve Self-Efficacy

The COVID-19 pandemic has motivated many educational institutions in the world to adapt their delivery method from conventional (offline) teaching/learning to online methods, and one of the methods is the Flipped Classroom. Nonetheless, the shift from offline classroom instruction to online learning must ensure its long-term quality, which can be effectively delivered to students. Thus, this study investigates the effectiveness of the an online flipped classroom teaching model as perceived by learners, applied due to the COVID-19 pandemic. The sample for this study includes 41 accounting students taking an online statistics course in their 5th and 7th semesters in a private university in Indonesia. The methods are both quantitative—employed through a questionnaire—and qualitative through applied semi-structured interviews as well as for analyzing the collected corpus. Ultimately, the study concludes that, in terms of student engagement, satisfaction, and efficacy, the flipped classroom method is effective. Lastly, the significance of the research shows recommendations for improving the application of the flipped classroom approach in the current context of online learning amidst the prevailing policy in Indonesia and beyond

Blending Learning: The Evolution of Online and Face-to-Face Education from 20082015

In 2008, iNACOL produced a series of papers documenting promising practices identified throughout the field of K–12 online learning. Since then, we have witnessed a tremendous acceleration of transformative policy and practice driving personalized learning in the K–12 education space. State, district, school, and classroom leaders recognize that the ultimate potential for blended and online learning lies in the opportunity to transform the education system and enable higher levels of learning through competency-based approaches.iNACOL's core work adds significant value to the field by providing a powerful practitioner voice in policy advocacy, communications, and in the creation of resources and best practices to enable transformational change in K–12 education.We worked with leaders throughout the field to update these resources for a new generation of pioneers working towards the creation of student-centered learning environments.This refreshed series, Promising Practices in Blended and Online Learning, explores some of the approaches developed by practitioners and policymakers in response to key issues in K–12 education, including:Blended Learning: The Evolution of Online and Face-to-Face Education from 2008-2015;Using Blended and Online Learning for Credit Recovery and At-Risk Students;Oversight and Management of Blended and Online Programs: Ensuring Quality and Accountability; andFunding and Legislation for Blended and Online Education.Personalized learning environments provide the very best educational opportunities and personalized pathways for all students, with highly qualified teachers delivering world-class instruction using innovative digital resources and content. Through this series of white papers, we are pleased to share the promising practices in K–12 blended, online, and competency education transforming teaching and learning today

Motivation to learn Chemistry in massive open online courses

One of the key factors for any educational proposal to achieve success lies in the motivation of students. The disposition that the students have before the learning is fundamental to be able to obtain the objectives. MOOC (Massive Open Online Course) has emerged strongly in the context of university education. The use of MOOC offers time in the classroom that can be used to do active learning activities in which teachers' role is essential, and students can review learning materials at their own pace. The objective of this paper was to evaluate a course about concepts. The use of a MOOC named Introduction to Chemistry: Reactions. It is a course for students with limited background in chemistry; basic concepts involved in chemical reactions, stoichiometry, the periodic table, periodic trends, nomenclature. The evaluation of the proposal was made by students of Electrical Engineers at University of Malaga, with satisfactory results.Universidad de Málaga. Campus de Excelencia Internacional Andalucía Tech