A Flipped Classroom Approach to Teaching Systems Analysis, Design and Implementation to Second Year Information Systems University Students

Tanner, Maureen; Scott, Elsje

doi:10.28945/2266

Cited by 28 publications

(22 citation statements)

References 17 publications

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“…' Roach (2014) further supports that students responded positively to the flipped approach in his microeconomics course. Tanner and Scott (2015) also find that student perceptions were mostly favorable and that they had a better understanding and ability to apply the theoretical concepts in a flipped systems analysis, design and implementation course. In contrast, Findlay-Thompson and Mombourquette (2013) report from their flipped introductory to business administration courses that some students felt that the workload was more than a traditional course.…”

Section: Literature Reviewmentioning

confidence: 88%

Student perceptions on using guided reading questions to motivate student reading in the flipped classroom

Brown

Danvers

Doran

2016

Accounting Education

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Although upper-level accounting majors tend to be more motivated than introductory-level students, or non-accounting majors, it is still challenging to motivate such students to complete and understand assigned readings. The purpose of this study is to assess student perceptions on the implementation of guided reading questions to motivate and enhance student reading to help flip the intermediate accounting classroom. Without essential preparation, students may be unable to adequately participate during class discussions or perform well across other course dimensions, especially in a flipped classroom setting. We assigned guided reading questions related to two required intermediate financial accounting textbook presentations (one course specifically for accounting majors and the other for non-accounting majors). Student perception results indicate that the guided reading questions positively impact student motivation, reading comprehension, effort level, and understanding of the material before attending class. The results are strongest for nonaccounting majors. ARTICLE HISTORY

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Section: Literature Reviewmentioning

confidence: 88%

Student perceptions on using guided reading questions to motivate student reading in the flipped classroom

Brown

Danvers

Doran

2016

Accounting Education

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“…El aula invertida es un modelo pedagógico que permite satisfacer las demandas y necesidades de la sociedad en el siglo XXI (Guy y Marquis, 2016;Schwartz et al, 2018). En particular, el aula invertida promueve el uso de una gran variedad de recursos didácticos y multimedia (p.ej., videos, contenidos audiovisuales, presentaciones digitales, evaluaciones en línea y aplicaciones web) durante el proceso de enseñanza-aprendizaje (Tanner y Scott, 2015).…”

Section: Aula Invertidaunclassified

Impacto del aula invertida en el proceso de enseñanza-aprendizaje sobre los mapas de Karnaugh

Salas-Rueda

2021

Rev. Electr. Educare

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Esta investigación cuantitativa analiza el impacto del aula invertida en el proceso de enseñanza-aprendizaje sobre los mapas de Karnaugh, para ello considera la ciencia de datos, las redes neuronales y el aprendizaje automático (regresión lineal). En el aprendizaje automático, la sección de entrenamiento utilizó el 60%, 70% y 80% de la muestra para evaluar las hipótesis de investigación. Los mapas de Karnaugh permiten identificar la función lógica que minimiza el número de componentes electrónicos utilizados durante la construcción de los circuitos digitales. El objetivo general es implementar y analizar el uso sobre el aula invertida en el proceso educativo sobre los mapas de Karnaugh. La muestra está compuesta por 26 estudiantes de la Licenciatura Ejecutiva en Sistemas Computacionales que cursaron la asignatura Lógica secuencial y combinatoria en una universidad mexicana. Esta investigación propone la implementación del aula invertida por medio de la consulta de videos YouTube (antes de la clase), el uso del protoboard en forma colaborativa (durante la clase) y el empleo del software Crocodile Clips (después de la clase). El protoboard es una placa de pruebas que permite la construcción de circuitos digitales y el software Crocodile Clips permite realizar diversas simulaciones sobre el funcionamiento de los circuitos digitales. Los resultados del aprendizaje automático indican que el aula invertida influye positivamente el rol activo y la motivación del estudiantado durante el proceso de aprendizaje. La ciencia de datos identifica 6 modelos predictivos sobre el aula invertida por medio de la técnica árbol de decisión. La información sobre el perfil del estudiantado (sexo y edad) y el uso de las herramientas (videos YouTube, protoboard y software Crocodile Clips) permiten la construcción de estos modelos. Asimismo, las redes neuronales identifican los aspectos del aula invertida que influyen en el rol activo y la motivación del estudiantado. Por último, en este estudio se ha comprobado que el aula invertida mejora las condiciones de enseñanza-aprendizaje por medio de la consulta de videos YouTube, el uso del protoboard en forma colaborativa y el empleo del software Crocodile Clips.

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“…This acronym has been extended by some researchers (Chen, Wang, Kinskuk, & Chen, 2014) adding three letters, F-L-I-P-P-E-D, which refer to these other three pillars: Progressive Activities, Engaging Experiences and Diversified Platforms. This model has been applied in recent research (Yarbro et al, 2014, Naccarato, & Karakov, 2015, Tanner, & Scott, 2015, Wakabayaski, 2015, Caligaris, Rodríguez, & Laugero, 2016, Hao, 2016, Hao, & Lee, 2016, Peterson, 2016Sohrabi, & Iraj, 2016;Lopes, & Soares, 2018;Yamarik, 2019 andAwidi, &Paynter, 2019, among others) but is still not widespread.…”

Section: Introductionmentioning

confidence: 99%

Does the teaching-learning model based on the flipped classroom improve academic results of students at different educational levels?

González-Velasco¹,

Feito-Ruiz²,

González-Fernández³

et al. 2021

Rev. Complut. Educ

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The teaching-learning model that still predominates in higher education is the traditional one, based on the master class taught by the teacher. However, it is necessary to resort to other models of teaching and learning that are more flexible and active for students. For this reason, the main objective of this paper is to apply the flipped classroom teaching-learning model in order to test and compare if the academic results of students with the flipped classroom model improve with respect to the traditional model at different educational levels. In addition, the students' assessment of this teaching-learning model and the use of Information and Communication Technologies is analyzed. This study presents the experience of teaching innovation based on the inverted class model, which has been carried out with 155 students belonging to different educational levels and with six subjects related to the Financial Economics discipline. For this, a descriptive statistical analysis is performed, as well as analysis of contingency tables to detect the degree of association between the educational level and the teaching-learning model applied for the evaluation of the students. Evidence is obtained that university students obtain better academic results with the traditional model, while non-university students achieve better grades with the flipped classroom model. However, the students' assessment of the flipped classroom model has been very positive, regardless of educational level. The results suggest that the flipped classroom model improves the academic results of non-university students because they are more accustomed to the application of new technologies than university students.

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A Flipped Classroom Approach to Teaching Systems Analysis, Design and Implementation to Second Year Information Systems University Students

Cited by 28 publications

References 17 publications

Student perceptions on using guided reading questions to motivate student reading in the flipped classroom

Student perceptions on using guided reading questions to motivate student reading in the flipped classroom

Impacto del aula invertida en el proceso de enseñanza-aprendizaje sobre los mapas de Karnaugh

Does the teaching-learning model based on the flipped classroom improve academic results of students at different educational levels?

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