157 research outputs found

    Using a SPOC to flip the classroom

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    Personal use of this material is permitted. Permission from IEEE must be obtained for all other uses, in any current or future media, including reprinting/republishing this material for advertising or promotional purposes, creating new collective works, for resale or redistribution to servers or lists, or reuse of any copyrighted component of this work in other works. G. Martínez-Muñoz and E. Pulido, "Using a SPOC to flip the classroom," 2015 IEEE Global Engineering Education Conference (EDUCON), Tallinn, 2015, pp. 431-436. doi: 10.1109/EDUCON.2015.7096007The benefits of using SPOC platforms into face-to-face education are yet to be completely analysed. In this work we propose to use SPOCs and video contents to flip the classroom. The objective is to improve the involvement and satisfaction of students with the course, to reduce the drop-out rates and to improve the face-to-face course success rate. We apply these ideas to an undergraduate first year course on Data Structures and Algorithms. The study is validated by collecting data from two consecutive editions of the course, one in which the flipped classroom model and videos were used and other in which they were not. The gathered data included online data about the students' interaction with the SPOC materials and offline data collected during lectures and exams. In the edition where the SPOC materials were available, we have observed a correlation between the students' final marks and their percentage rate of video accesses with respect to the total number of accesses, which indicates a better academic performance for students who prefer videos over documents.Authors acknowledge financial support from the Spanish Dirección General de Investigación project TIN2013-42351-P and from Comunidad de Madrid project CASI-CAM S2013/ICE-2845

    New Online Teaching Mode of Higher Education with Information Technology

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    In this article, the current situation of online teaching of higher education in the information age was briefly described, and the characteristics of MOOC and SPOC was also analyzed and compared to propose and construct a new mode of post-MOOC online education based on "autonomous learning - collaborative learning – mixed learning and learning "SCH-SPOC teaching model; and taking the teaching of engineering graphics course exploration as an example, demonstrated the resource-sharing individualized learning mode, while co-teaching collaborative learning mode and flip classroom mixed learning The significance of the new model is to gradually break the traditional pattern of "full house"

    Exploration and Practice of Blended Teaching Model Based Flipped Classroom and SPOC in higher University

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    SPOC is characterized by improving teaching effectiveness. Currently open teaching mode is the popular trend, which is mainly related to several aspects: how to carry out teaching practice by using MOOC proprietary, high-quality online teaching resources in open education, that is, deep integration of curriculum resources and teaching design. On the basis of SPOC development, combined with open education analysis of SPOC with instructional design theory and philosophy from flipped classroom as a guide, the present research try to propose instructional design model based on flipped classroom, including design of teaching content system, design of personalized learning strategies, design of teaching activities and teaching evaluation system. Four designs above contribute to the effective implementation of the open teaching activities based on the blended model of flipped classroom and SPOC teaching, so as to enhance the quality of education. Keywords: Teaching design model; SPOC; Teaching methods; Flipped classroo

    Flipped-Small Private Tuition Online Course in Learning English for Rural Students

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    There is still a lack of studies to implement a Small Private Online Course for learning communities. This study aimed to identify the teaching and learning (T&L) process carried out when using an English Flipped-Small Private Tuition Online Course (EESPtoc) based on Gagne's theory. Using purposive sampling, respondents were selected among rural primary school students. The respondents were introduced to the EESPtoc, which is a free tuition online platform for 4 sessions. A questionnaire and interview were used to collect data. SPSS software was used for data analysis in the form of descriptive statistics. Findings show that students have positive responses toward the use of EESPtoc and the interview had also supported the finding of the survey. To enhance this study, further research is recommended to look into the long-term effects of exploring retention of knowledge and skills from the use of the EESPtoc in the T&L process

    Challenges and Changes of MOOC to Traditional Classroom Teaching Mode

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    MOOC, namely massive open online courses, called as Mu Ke in China, is a new teaching model whose emergence is a great challenge to the traditional classroom teaching mode. MOOC has many advantages which the traditional teaching mode does not have, but it also has many shortcomings and problems. On the basis of analyzing the advantages and disadvantages of Mu Ke, this article tries to achieve a high degree of integration of MOOC and the traditional classroom teaching mode, proposes the concepts of flipped classroom and SPOC, and explores a new teaching mode in order to realize the reform of credit system

    A first approximation to the SPOCs-FC in the context of the Supply Chain Management

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    This study provides a first overview of how to combine some of the elements of the blended teaching models, such as SPOCs, with new teaching approaches, like the Flipped Classroom, in the domains of the Supply Chain Management education. Its main goal is to raise the learning rate in a heterogeneous students’ group. The proposal takes into account both classic curricular concerns on the teaching of Supply Chain Management, as in Visich and Khumawala (2006), and its pedagogical new trends, like in Wisner (2017)

    Una primera aproximación a los SPOCs-FCen el contexto de la Gestión de la Cadena de Suministro

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    [EN] This study provides a first overview of how to combine some of the elements of the blended teaching models, such as SPOCs, with new teaching approaches, like the Flipped Classroom, in the domains of the Supply Chain Management education. Its main goal is to raise the learning rate in a heterogeneous students’ group. The proposal takes into account both classic curricular concerns on the teaching of Supply Chain Management, as in Visich and Khumawala (2006), and its pedagogical new trends, like in Wisner (2017).El presente trabajo ha contado con el apoyo del proyecto ECO2013-46091-Pdel Ministerio de Economía y CompetitividadÁlvarez-Gil, MJ.; Montes-Sancho, MJ.; Tachizawa, EM. (2017). A first approximation to the SPOCs-FC in the context of the Supply Chain Management. Working Papers on Operations Management. 8(SP):151-163. https://doi.org/10.4995/wpom.v8i0.7198SWORD1511638SPArbaugh, J. B., Desai, A., Rau, B., & Sridhar, B. S. (2010). A review of research on online and blended learning in the management disciplines: 1994–2009. Organization Management Journal, 7(1), 39-55. doi:10.1057/omj.2010.5Arenas‐Márquez, F. J., Machuca, J. A. D., & Medina‐López, C. (2012). Interactive learning in operations management higher education. International Journal of Operations & Production Management, 32(12), 1395-1426. doi:10.1108/01443571211284160Argente, A.; García-Fornes, A.; Espinosa, A. (2016). Aplicando la metodología Flipped-Teaching en el Grado de Ingeniería Informática: Una experiencia práctica, Actas de las XXII Jenui, pp. 221-228.Bhattacharya, I., & Sharma, K. (2007). India in the knowledge economy – an electronic paradigm. International Journal of Educational Management, 21(6), 543-568. doi:10.1108/09513540710780055Bloom, B. (1956). Taxonomy of Educational Objectives, Handbook 1: The Cognitive Domain. New York: Longman.Bozkurt, A., Akgun-Ozbek, E., Yilmazel, S., Erdogdu, E., Ucar, H., Guler, E., … Aydin, C. H. (2015). Trends in distance education research: A content analysis of journals 2009-2013. The International Review of Research in Open and Distributed Learning, 16(1). doi:10.19173/irrodl.v16i1.1953Fox, A. (2013). From MOOCs to SPOCs. Communications of the ACM, 56(12), 38-40. doi:10.1145/2535918Hernández, P. (1997). Construyendo el constructivismo: Criterios para su fundamentación y su aplicación instruccional. En M. J. Rodrigo, y J. Arnay, (Comp.): La construcción del conocimiento escolar. Barcelona: Paidós.Estellés Miguel, S., Albarracín Guillem, J. M., & Palmer Gato, M. (2015). Flip Teaching en la Asignatura de Dirección de Producción y Operaciones. Libro de Actas IN-RED 2015 - Congreso Nacional de Innovación Educativa y de Docencia en Red. doi:10.4995/inred2015.2015.1645Frederickson, N., Reed, P., & Clifford, V. (2005). Evaluating Web-supported Learning Versus Lecture-based Teaching: Quantitative and Qualitative Perspectives. Higher Education, 50(4), 645-664. doi:10.1007/s10734-004-6370-0Goffin, K. (1998). Operations management teaching on European MBA programmes. International Journal of Operations & Production Management, 18(5), 424-451. doi:10.1108/01443579810206118Halili, S. H., Abdul Razak, R., & Zainuddin, Z. (2014). Enhancing collaborative learning in flipped classroom. Australian Journal of Basic and Applied Sciences, Vol. 9, No. 7, pp. 147–149.Khan, B. (2005). Managing E-Learning Strategies. doi:10.4018/978-1-59140-634-1KRAJEWSKI, L. (2009). MOTIVATING STUDENTS IN THE OPERATIONS MANAGEMENT CLASS: CHALLENGES FOR THE PUBLISHING INDUSTRY. Production and Operations Management, 7(2), 188-193. doi:10.1111/j.1937-5956.1998.tb00450.xLage, M. J., Platt, G. J., & Treglia, M. (2000). Inverting the Classroom: A Gateway to Creating an Inclusive Learning Environment. The Journal of Economic Education, 31(1), 30-43. doi:10.1080/00220480009596759Little, C. (2015). The flipped classroom in further education: literature review and case study. Research in Post-Compulsory Education, 20(3), 265-279. doi:10.1080/13596748.2015.1063260Lou, J. (2016). The Enlightenment of SPOC on Teaching Reform of Higher Education in China——Based on the Perspective of Mastery Learning Theory. Science Journal of Education, 4(2), 95. doi:10.11648/j.sjedu.20160402.22Mason, G. S., Shuman, T. R., & Cook, K. E. (2013). Comparing the Effectiveness of an Inverted Classroom to a Traditional Classroom in an Upper-Division Engineering Course. IEEE Transactions on Education, 56(4), 430-435. doi:10.1109/te.2013.2249066Mayes, T.; de Freitas, S. (2013). Technology-enhanced Learning: The Role of Theory. In Rethinking Pedagogy for a Digital Age: Designing for 21st Century Learning, edited by H. Beetham and R. Sharpe, pp. 17–31. Abingdon: Routledge.Mor, Y.; Craft, B.; Hernandez-Leo, D. (2013). The Art and Science of Learning Design: Editorial. Research in Learning Technology, Vol. 21. http://www.researchinlearningtechnology.net/index.php/rlt/article/view/22513Papadapoulos, C.; Roman, A. S. (2010). Implementing an inverted classroom model in engineering statistics: Initial results. Paper presented at the 40th American Society for Engineering Statistics/IEEE Frontiers in Education Conference, Washington, DC.Pasin, F., & Giroux, H. (2011). The impact of a simulation game on operations management education. Computers & Education, 57(1), 1240-1254. doi:10.1016/j.compedu.2010.12.006Prashar, A. (2015). Assessing the Flipped Classroom in Operations Management: A Pilot Study. Journal of Education for Business, 90(3), 126-138. doi:10.1080/08832323.2015.1007904Strayer, J. F. (2012). How learning in an inverted classroom influences cooperation, innovation and task orientation. Learning Environments Research, 15(2), 171-193. doi:10.1007/s10984-012-9108-4Tan, K. H., Tse, Y. K., & Chung, P. L. (2010). A plug and play pathway approach for operations management games development. Computers & Education, 55(1), 109-117. doi:10.1016/j.compedu.2009.12.008Visich, J. K., & Khumawala, B. M. (2006). Operations management curricula: literature review and analysis. Journal of Statistics and Management Systems, 9(3), 661-687. doi:10.1080/09720510.2006.10701229Wang Xin-Hong, Wang Jing-Ping, Wen Fu-Ji, Wang Jun,y Tao Jian-Qing (2016). Exploration and Practice of Blended Teaching Model Based Flipped Classroom and SPOC in higher University. Journal of Education and Practice, Vol.7, No.10, pp. 99-104.Xu, W.; Jia, I-Z; Fox, A. & Patterson, D. (2014). From MOOC to SPOC --- Academic Conversation Based on MOOC Practice in University of California Berkeley and Tsinghua University. Modern Distance Education Research, Vol. 4, pp. 13-22.Yazici, H. J. (2004). Student Perceptions of Collaborative Learning in Operations Management Classes. 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    Based on MOOC+SPOC Teaching Reform and Practice of Computer Basic Course in University

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    The emergence of MOOC has attracted wide attention from the educational circles at home and abroad. It is both a challenge and an opportunity for the traditional higher education. With the teaching reform of the course of “College computing” is deepening, MOOC will be introduced into the traditional classroom and through the “MOOC ten SPOC” way to achieve the complementary advantages, which all the quality of teaching is of great significance. This paper takes the “University Computer Foundation” MOOC of Changchun University of Science and Technology as an example. Then this paper introduces the exploration and practice experience of the reform of computer course in University by the way of “MOOC+SPOC”. It uses the hierarchical MOOC teaching content which fuse MOOC with the traditional classroom teaching. It introduce the “MOOC ten SPOC” teaching practice process, to achieve the combination of online and offline, curricular and extra-curricular complementary Hybrid Teaching and which analyzes the students for the evaluation of the curriculum, summed up the “MOOC +SPOC” teaching reform practice experience

    SPOCs for Remedial Education: Experiences at the Universidad Carlos III de Madrid

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    The Universidad Carlos III de Madrid has been offering several face-to-face remedial courses for freshmen to review or learn concepts and practical skills that they should know before starting their degree programme. During the last two years, our University has adopted MOOC-like technologies to support some of these courses so that a "fipping the classroom" methodology can be applied to a particular small educational context. This paper gathers a list of issues and challenges encountered when using Khan Academy technologies for small private online courses (SPOCs). These issues and challenges include the absence of a single platform that supports all the requirements, the need for integration of different learning platforms, the complexity of the authoring process, the need for an adaptation of gamifcation during the learning process and the adjustment of the learning analytics functionality. In addition, some lessons learned are presented, as well as specifc actions taken in response, where MOOCs do not replace teachers and classrooms for these remedial courses, but improve their effectiveness.This work was partially funded by the EEE project, “Plan Nacional de I+D+i TIN2011-28308-C03-01” and the “eMadrid: Investigación y desarrollo de tecnologías para el e-learning en la Comunidad de Madrid” project (S2009/TIC-1650)”. The last author wishes to acknowledge support from Fundación CajaMadrid to visit Harvard University and MIT in the academic year 2012-13
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