The purpose of the study is to examine and evaluate the impact the "flipped classroom" model-based learning environment accompanied by multimedia-based textbook entitled "English through Soft Skills" provides for the learning styles of the university students majoring in Economics. The study sought to identify tangible (seemingly measurable) and intangible (difficult to measure) gains the "flipped classroom" learning model brought to both students and instructors. A multimedia textbook "English through Soft Skills" was developed for the study. A multi method approach was used to gather feedback and quantitative methods were used to analyze the data. Specifically, Covariance-based Structural Equation Modeling (SEM) software as SPSS AMOS and Textalyzer were used to process the students' responses to survey questions. The results reported a shift in student preferences in learning, including a greater desire to engage independently with computer-assisted work, quicker problem solving, increased motivation to study, and improved time management and lifelong learning skills. Additionally, there was a shift in teaching approaches of the instructors, namely from a teacher-centered to a student-centered approach. The study may better inform building the learning process for the students with limited learning opportunities or studying the distance learning model. Despite the experimental group involving only the students majoring in Economics, this methodology could be applicable to teaching English for Specific Purposes to other majors, such as: Business, International Relations, Psychology, Law. The research is advancing the knowledge of integration multimedia tools into teaching, and specifically the use of multimedia textbooks in the "flipped classroom" settings to deliver Business English course to the students majoring in Economics Keywords: tertiary school, teaching business English, "flipped classroom" model, multimedia-based textbook This research was inspired by the easy-to-adjust nature of the multimedia textbook-based "flipped classroom" model as it fits ESP (English for Specific Purposes) and CLIL (Content and Language Integrated Learning) approaches to teaching English Language at tertiary schools. A "flipped classroom" teaching method is often difined as the inverted classroom, or to put it simply, the flip. This teaching method or model is related to the concept of creating a hybrid, or blended learning and problem-based learning environment to engage students in active learning through the use of new technologies (Arnold-Garza, 2014). The latter moves the lecture outside of class and enables using class time more efficienly dedicating it to the practical application assignments (Educause, 2012). Therefore, flipped learning is
Pedagogical strategies for the implementation of the social content of higher education should be exercised through the application of the bottom-up approach. The bottom-up approach is aimed at ensuring proper development of the student’s personality. This approach is based on the subject-specific (academic achievements) and generic (leadership, management skills and focus on personal and professional development) competencies. The purpose of this study was to investigate the range of tools as well as the effectiveness of the bottom-up approach to the implementation of the social component of higher education through perspective development and the emphasis on students’ leadership and management skills. The study is of an empirical nature and the research component is based on the formative experimental methodology. Fifteen students of the Faculty of Primary Education participated in the experimental part of the study. They were involved in the specific bottom-up approach to educational environment organization and were evaluated accordingly by a jury. The two-year implementation period of the bottom-up approach to the implementation of the social content of higher education took place through customized projects of personal and professional development. The average socialization readiness level within the group was 78.2 (out of 100 max.), with 13.3% of students showing an average socialization readiness level, and 86.7% of students achieving a good level. The results confirmed the effectiveness of the principal notions of the study. The task of adapting the content of higher education in order to achieve a positive momentum of students’ socialization readiness was successfully completed. The most promising approach for future research is finding out the advisability and effectiveness of expanding the range of participants of the projects of personal and professional self-development and leadership with the preservation of the essence and identified values of the bottom-up approach.
The US Higher Education Reform is due to certain processes of competitiveness, market orientation, the tendency to form a single space for education. The American system of Higher Education has integrated the best in the education of other countries and thus helped the country overcome crises, to some extent solve the problems of racial discrimination, unemployment, poverty, improved the situation of women, people with disabilities, national minorities. The historical events, socio-economic transformations, aspiration to be a leader in the world market respectively have influenced the development of Higher Education. Due to reforms in American society, education has become more open, various, versatile. The Americans highly value the Higher Education and believe that education is necessary for a conscious political life, the functioning of a democratic government, the development of economic and political international relations. The American education serving the dynamic and global economy is effective and capable of developing in the conditions of limited public resources. This article focuses on the measurement of education quality and accreditation of Higher Learning Institutions in the USA; the analysis of educational activities of American universities; the coverage of accreditation and education performance of Higher Learning Institutions in the United States; these indicators usage in the process of education quality assessing in American universities; the essence disclosure of measurement the education quality with helping "added value" on the basis by American scientists research; the borrowing American experience into the Higher Learning Institutions in Ukraine.
The purpose of the articlewas to test the effectiveness of the influence of pedagogical conditions for online debates on the formation of future philologists’ professional competencies.Methods used:pedagogical observation, pedagogical experiment, and students' self-assessment methods, mathematical and statistical methods for research results processing (t-Student's criterion), interviews, questionnaires. Dialogicality (communicative level) was estimated by L. Michelson test and by the method of diagnostics of “General Communicative Tolerance” by V. V. Boyko. Results. In an experiment, it was found that, after the secondary survey, 33.75% of respondents view online debates as educational technology and 26.25% of respondents explain their participation in the debates by the desire to improve communication skills. When analyzing the results of the secondary survey, it was found that such qualities as determination, tolerance, and sociability are in the lead. Comparing the design value and critical value of the Criterion t and T-Critical, we have taken that T≤T-Critical, and therefore accepted the hypothesis of different average values in the two frames.
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