4,184 research outputs found

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

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    INE/AUTC 14.0

    Working on a Start-Up: A Case for An Applied Entrepreneurship Oriented Course for Senior Undergraduates

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    In this paper, we describe a new teaching approach whose objective is to implement entrepreneurship-based learning. The proposed teaching approach is essentially a project-based approach, but, with two novel key components that give it the entrepreneurship emphasis. First, the main idea is to divide students into groups of four or five members and have each team go through the process of starting-up a company. This process tries to emulate all steps through which entrepreneurs go when a new start-up idea is taken from concept to product realization. These steps include proposing a novel start-up idea, writing a business plan, coming up with a solution, implementing and testing the solution, and reporting results. The only constraint of this “exercise” is that all start-up ideas must be related to the main topic of the course, which in our case is that of advanced hardware description language and field-programmable gate array (FPGA) digital design. As a second component, each student is required to maintain a so called individual reflective journal (IRJ). Students add new entries of about half a page each week to the IRJ, which plays the role of a diary. The objective of this component is to engage students in thinking about how the course activities tie into the three components of the KEEN framework: curiosity, connections, and creation of value. The projected outcomes of this teaching approach include: 1) help students to develop an entrepreneurial mindset, 2) foster creativity and self-learning, and 3) engage students more and enable them to be proactive and competition-aware

    The Flipped Classroom and its Impact on Student Engagement and Academic Performance in a Culinary Arts, Career and Technical Education Program

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    The purpose of this study was to gather evidence from a CTE culinary arts program to determine if students perform better academically and are more engaged in the flipped classroom using digital technology, than the traditional classroom. The study included 24 participants in a post-secondary, CTE culinary arts program who were divided into two groups of 12: a traditional, teacher-centered group and a flipped, student-centered group. Utilizing action-based research, surveys, journals, and an engagement matrix were created and used. Although not statistically significant, student grades in the flipped classroom were nearly 4% higher than those in the traditional classroom and were consistently higher throughout the semester. This study helps establish a foundation of evidence that student engagement and academic success improve in the flipped classroom for culinary arts CTE students

    Lessons Learned from an Inside-Out Flip in Entrepreneurship Education

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    This paper summarizes the benefits and challenges of flipping an entrepreneurship course in two ways. The conventional flip changes how lecturers and students relate to the course content by primarily affecting when and where they learn, but not necessarily how. Flipping the classroom inside-out grounds the lessons learned in the ‘real world’ by bringing in guests to help run workshops in the classroom, and by getting students to validate their business ideas outside the classroom. This inside-out flip involves additional logistical challenges. However, it appears to be a better fit with the overarching set of attributes that graduates are expected to attain, and the assessment thereof

    The effects of flipped learning on students in secondary education

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    As schools incorporate flipped instruction into the classroom, it is important to understand the effectiveness of flipped learning and its pedagogical shift. This literature review analyzed 24 peer-reviewed empirical studies out of 30 articles that explore the effectiveness of flipped learning versus a traditional learning style on student achievement and student engagement in general and the promotion of student-centered learning activities when using a flipped learning environment in particularly. Studies selected for the review were conducted in secondary classrooms after the year 2000 with sound research methodology. The major findings reveal that flipped learning can lead to higher student achievement and student engagement as a result of implementing student-centered teaching approaches. Recommendations for implementation of flipped learning and future research are discussed

    An evaluation of a flipped approach to risk training in the operating theatre

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    Operating departments are high-risk environments in which a safety culture is fundamental to managing inherent risks. Management of risk is an integral part of the local preceptorship course for newly qualified staff. The author has provided training for the preceptorship course in an innovative way to enhance and contextualise learning within the safe environment of a classroom. The training provides information about human error theory and how this interacts with the contextual environment of the operating department, producing risky situations

    Teacher’s and Students’ Perceptions Between Flipped Classroom and Traditional Classroom At Primary Tamil School

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    This research was carried out in order to investigate teacher’s and student’s perceptions to promote active learning through flipped classroom among Tamil school teachers and students. A quantitative research design was used to carry out this study.The dependent variables in this study were teacher’s and student’s perceptions while the independent variables were traditional and flipped classroom. The sample consisted of 20 primary school teachers, 36 students from year 4 from primary Tamil school.Teachers’ perception interview questions were based on Snowden (2012) and a structured questionnaire to determine student perceptions between two different learning environments, flipped classroom and traditional classroom, was adapted from the Student Perception of Instruction Questionnaire (SPIQ) by Johnson and Renner (2012). The researchers distributed the survey questionnaire to primary Tamil school teachers and students. An independent samples t-test was conducted to compare student perception in a traditional and flipped classroom setting. A t-test for independent samples revealed a significant difference in perception between students that learn from a different learning culture (t(57) = -3.71, p < .05). The mean students who learn in a traditional classroom reported significantly different perceptions (M = 4.45, SD = .38) than students who learn in a flipped classroom (M = 4.93, SD = .40). In other words, students in the traditional classroom appear to have a better perception on method of delivery than the flipped classroom. Existing conventional teaching methods need to be transformed to ensure that the country's education system is able to move along the latest and competitive learning. Flipped classroom is one of the methods with potential to realize this vision

    “Flipping or flapping?” Investigating engineering students’ experience in flipped classrooms

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    Purpose This study has explored the flipped classroom model in a private university in Malaysia. It aims to present a flipped classroom intervention for engineering education innovation. Design/methodology/approach The research (1) revisited prominent educational theories for a flipping or flapping pedagogy, (2) implemented and explored the flipped classroom experiences in one engineering subject using the action inquiry method with thematic analysis and (3) reflectively evaluated both students’ and educators’ “flipping or flapping experience”. Findings The responses of the research participants are analysed and used to develop the flipping or flapping classroom principles and an ideal flipped classroom model. From passive lectures to active learning with collaborative discourse and reflective communication, flipping the classroom can offer a seamless learning experience. Research limitations/implications The flipped classroom model can provide good reference for other educational researchers who intended to conduct a flipped classroom. However, the small sample size with qualitative method and thematic analysis useds led to considerable theoretical development, but it may not achieve the validity standards to generalise the findings. Further empirical investigation with a systematic controlled group is recommended for future work across disciplines for extrapolation. Originality/value This is a genuine case study with an identified innovative teaching need to investigate how flipped classrooms can be enabled and enhanced in engineering education innovation

    The Use of a Flipped Classroom to Enhance Engagement and Promote Active Learning

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    This study was based on Reeve’s (2013) four-aspect conceptualization regarding student engagement to promote active learning using a flipped classroom. The flipped classroom is defined as using technology to provide lectures outside of the classroom, while assignments with concepts are provided inside the classroom through learning activities (Clark, 2013). Behavioral engagement is defined as teachers’ direction of students toward activities that require them to apply initiative (Fredricks, Blumenfeld, &amp; Paris, 2004). Emotional engagement is promoted by intentionally selecting materials that stimulate students’ interaction with and feedback to the material (Taylor &amp; Statler, 2013). Cognitive engagement is defined as the teacher’s skill in questioning and the students’ elaboration of an idea as an answer (Smart &amp; Marshall, 2012). Agentic engagement is student self-learning, with a contribution from the lecturer to provide instructional support (Reeve &amp; Tseng, 2011). A descriptive quantitative methodology was used in which 24 undergraduate TESOL students took the course QMT 212 Instructional Design.  More information can be found in the full paper
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