Flipping the Business Information Literacy Classroom: Redesign, Implementation and Assessment of a Case Study

A team of librarians at Purdue University transformed a business information literacy course from a traditional lecture, 40-student class into multiple sections of a flipped, 70-student classroom to meet the request that the successful course be required for all 500 undergraduate students. Scaling up required the adoption of flipped learning techniques for better utilization of library teaching resources. This case study provides key insights for others implementing credit classes or integrating similar content into one-shots or embedded work. It also describes the assessed results determined through student feedback (focus groups) and student performance (pre/post-tests)

The Influence of BYOD on Results of Students' Learning

This work analyzes the influence and efficiency of BYOD for learning students and academic perfection. The relevance of mobile technologies for learning has been substantiated. The influence of BYOD on academic performance of undergraduate students in terms of their test scores and final course marks, as well as on quality of work on selected course projects and on level of satisfaction with the BYOD course, has been experimentally studied. It has been proved that BYOD exerts positive influence on learning and academic achievements of students measured by their academic test scores, by their final marks and quality of their classroom work, as well as that the implementation of BYOD will stimulate and motivate students, thus affecting their level of involvement and creation of independent learning. The experimental results should be used as a guide for persons making decisions as well as for practical specialists in the field of education, especially in the area of BYOD and mobile learning, which will save significant expenses for stationary learning (for instance, concerning desktop computers, projectors, etc.). Scientific novelty of the studies is that the influence of BYOD on academic performance of students in terms of their test scores and final course marks, as well as on quality of students’ work on selected course projects and on level of satisfaction with the BYOD course, has been comprehensively analyzed

The Influence of BYOD on Results of Students' Learning

This work analyzes the influence and efficiency of BYOD for learning students and academic perfection. The relevance of mobile technologies for learning has been substantiated. The influence of BYOD on academic performance of undergraduate students in terms of their test scores and final course marks, as well as on quality of work on selected course projects and on level of satisfaction with the BYOD course, has been experimentally studied. It has been proved that BYOD exerts positive influence on learning and academic achievements of students measured by their academic test scores, by their final marks and quality of their classroom work, as well as that the implementation of BYOD will stimulate and motivate students, thus affecting their level of involvement and creation of independent learning. The experimental results should be used as a guide for persons making decisions as well as for practical specialists in the field of education, especially in the area of BYOD and mobile learning, which will save significant expenses for stationary learning (for instance, concerning desktop computers, projectors, etc.). Scientific novelty of the studies is that the influence of BYOD on academic performance of students in terms of their test scores and final course marks, as well as on quality of students’ work on selected course projects and on level of satisfaction with the BYOD course, has been comprehensively analyzed

Effect of Bring-Your-Own-Device Program on Flipped Learning in Higher Education Students

The “bring your own device” (BYOD) program is positioned as one of the fastest-emerging methods to solve accessibility problems in the flipped learning methodology. The objective of the study is to analyze the potential of a training plan through inverted learning using the BYOD program compared to inverted learning without BYOD. A quasi-experimental design was carried out on a sample of 118 Higher Education students. A questionnaire was used as an instrument for data collection. The results show that the assessments of the study groups, both control and experimental, are at medium–high levels, which shows a significant incidence of the teaching and learning methodologies applied in both groups. There are only three dimensions in which a distance is observed between the groups’ assessments: motivation and autonomy, which were better valued by the experimental group, and class time, which was better valued by the control group. The study concludes that there are no great differences between the teaching methodologies applied in the groups that were subjected to experimentation, except in terms of motivation and autonomy, making these methodologies reliable for the development of these dimensions.This research was funded by I+D+i OTRi CNT-4315. Metodologías activas para el aprendizaje mediante recursos tecnológicos para el desarrollo de la sociedad

The effectiveness of MALL and flipped classroom in teaching writing to the eleventh graders of SMA in Banyumas

MALL has become an invaluable means in teaching writing for learners in and out of the classroom. Although there were many researches on MALL to enhance writing competence, analytical exposition text writing was never carried out. This study was aimed to investigate whether: (1) MALL was more effective than Flipped classroom to teach writing for the eleventh graders of SMA (senior high school); (2) the high creative students possessed better writing skills than the low creative ones; and (3) an interaction effect occurred between the methods of teaching and creativity to teach writing for the eleventh graders of SMA in Banyumas. The employed method was an experimental research with factorial design. The population of the research was the eleventh graders of SMA in Banyumas. Four schools were purposively taken. There were two samples in this research; experimental class comprising 72 students from SMAN 01 Banyumas and SMAN 01 Baturraden and control class containing 72 students from SMAN 03 Purwokerto and SMAN 01 Sokaraja. The occupied instruments in this research were verbal creativity and writing test. The data analyses were in the matter of frequency distribution, normality, homogeneity, ANOVA and TUKEY. The results of the study revealed that: (1) MALL is more effective than Flipped classroom in teaching writing for the eleventh graders of SMA; (2) the high creative students possessed better writing competence than the low creative students; and (3) an interaction effect happened between the methods of teaching and creativity in regards to writing teaching

Measuring Third Grade Reading Performance With and Without Using the Study Island Program

The low test scores on third graders\u27 Illinois State Assessment Test (ISAT) is a concern in the Allgood Elementary School community. Thirty percent of third graders are retained because they do not meet the standard on the ISAT. A technology-assisted reading program, Study Island, was implemented to increase reading proficiency. The purpose of this study was to determine if there was an improvement in standardized test performance after the implementation of Study Island for the academic school years 2009-2012. Dewey\u27s theory of experience provided the theoretical framework for the study because when students are engaged in hands on experience in education it reflects a meaningful learning experience. A correlational study was conducted to examine whether the computer-based program had an effect on student reading performance on the ISAT. The sample consisted of students in two third-grade classrooms (N = 305) enrolled during these years. Archived ISAT scores were used to compare student performance. A one-way ANOVA determined whether statistically significant differences existed in the mean scores of students who did and did not use the Study Island reading program. The results show, ISAT scores were significantly higher only after the second year of implementation of the program. The findings, presented in a white paper, can promote social change by helping school officials make informed decisions on implementing Study Island, ultimately to improve reading outcomes for students and help them become critical thinkers in society