Flipped classrooms have been extensively used by many educators all over the world and are being seen as an alternative to the traditional classroom-based teaching-learning practices. As for traditional classrooms, face-to-face learning has not brought the personalization of learning capacity, time, attitude, behavior and interests to learners and has not exposed them to experimental activities. The flipped classrooms, on the other hand, enable students to be flexible in their learning and offer more time to go through videos, lectures posted on the Internet, which helps students to acquire the lessons through online learning systems. Flipped classrooms help create environment for more interaction between learners and instructors/facilitators, especially by creating the face-to-face conversations more interactive. However, teaching using flipped classrooms requires adequate additional resources such as; the effective online learning systems, databases, appropriate learning contents and methods, plan, presentations (in various forms like PowerPoint, word, scrom, video, audio) and most importantly minimum technical knowledge for both learners and instructors to use varieties of tools. This paper presents the construction of an environment supporting students to take part in an online activity before and after face-to-face interaction and organization of experimental teaching with the process of learning in groups based on the model of flipped classrooms to facilitate active learning. The quantitative results at the end of the course showed that the flipped learning is highly preferred and useful pedagogical approach when compared to those traditional methods that fostered better learning attitude and behaviors.
Abstract. The tail of the minutia marker is used to identify the orientation or "flow" of fingerprint charactestics and plays a crucial role in the minutia matching process. During the matching process, some minutia points that match in terms of X and Y coordinates may not be included in the scoring if the orientation or "angle" of the minutia tails do not match. In this paper, the orientations of the minutia tail are determined using a special proprietary algorithms.1. VAl TRO CUA HUONG DItM D!C TRlfNG KIll DOl SANH V AN TAY Truce khi tlm hieu vai tro cua huang, cluing toi dua ra mot so khai niern co ban v~diem dac tnrng va huang diem dac tnrng. Mot s6 dinh nghia CO' banQuan sat anh van tay ta thay van tay g6m cac ducng van xen ke IAn nhau. Giiia cac duong van ill cac 'thung lung' van. D~tien eho viec nghien ciiu tiep theo nhung khong lam mat di tinh chinh xac, chung toi dua ra mot khai niem moi nhu sau: V!ln tay ba~g6111cac duong van mau den xen ke cac duong van mau trang, nghia la cac duong van 'that ' duoc goi la duong van man den, con 'thung lung' van duoc goi la van mau trang.Theo quan diem moi nay thi diem dac tnrng bao g6m diem cuoi hay diem re nhanhcua duong van deu goi chuiig Ia diem re nhanh. Tit do rut ra 2 dinh nghia co ban sau: Dinh nghia 1. Diem cuoi duong van goi Ia diem dac tnrng re nhanh hay la diem re 0 cuoi duong van. Diem re 0 cuoi duong van ill giao cua cac duong trang, nrc la giao cua hai 'thung lung' duong van bao quanh diem cuoi duong van. Dinh nghia 2. Diem re nhanh la giao cua hai duong van mau den, nrc la giao cua hai duong van thuc. Anh nhi phan va di~m d~c trung [2]Trong bai nay chi quan tam den anh nhi phan tire la anh ma gia tri 1 urong img v6i pixel man den, gia tri o nrong irng voi pixel mau trang. Diem dac tnrng anh van tay duoc phan thanh hai loai chinh: diem ket thiic (diem cuoi) va diem re nhanh nhu hinh 1 ben phai. Duoi DuoiHinh 2. Ky hieu di~m dac tnrng cuoi va diem dac tnrng re nhanh Dau cua mot di~m dac tnrng luon tuong ung voi diem ke't thiic cua duong van hay diem re -nhanh, Hinh tron la diem dac tnrng cuoi, hinh vuong la diem dac tnrng re nhanh.Duoi cua diem dac trung chi ra huang cua no.
This study aims to assess high school students' learning outcomes, their achievement of goals and fulfilling academic requirements and how the entire teaching and learning process takes place. The study, consisting of an experimental group and a control group was conducted for pre-test and post-test comparisons of the academic performance of 88 10th grade students. 44 students were selected as the experimental group that underwent a specific teaching strategy to monitor their development of qualities and competencies in one semester, and the remaining 44 students acted as the control group. The data collected after the tests were analyzed using SPSS software (V20). The results showed that the students in the experimental group had better academic results than those in the control group. The findings of this study have implications for policy, further research as well as approaches for the assessment of students’ development of qualities and competencies in Vietnam.
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