Assessing the Flipped Classroom in Operations Management: A Pilot Study

Prashar, Anupama

doi:10.1080/08832323.2015.1007904

Cited by 62 publications

(53 citation statements)

References 36 publications

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“…• computer science (Fetaji, Fetaji, Sukic, Gylcan, & Ebibi, 2016;Giannakos, Krogstie, & Aalberg, 2016;Reza & Ijaz Baig, 2015); • English language instruction (Yang, 2017); • engineering (Kecskemety, Corrigan, & Abrams, 2015;Lucke, Dunn, & Christie, 2017;Yelamarthi, K., Drake, E., & Prewett, 2016;Yusong & Daher, 2017); • operations management (Asef-Vaziri, 2015;Pragman, 2014;Prashar, 2015); • pharmacy (Cotta, Shah, Almgren, Macías-Moriarity, & Mody, 2016;Ferreri & O'Connor, 2013;Patanwala, Erstad, & Murphy, 2017); • psychology (Hudson et al, 2015;Talley & Scherer, 2013;Wilson, 2013);…”

Section: Introductionmentioning

confidence: 99%

A Comparison of Student Academic Performance with Traditional, Online, And Flipped Instructional Approaches in a C# Programming Course

Sharp

2017

JITE:IIP

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Aim/PurposeCompared student academic performance on specific course requirements in a C# programming course across three instructional approaches: traditional, online, and flipped. Background Addressed the following research question: When compared to the online and traditional instructional approaches, does the flipped instructional approach have a greater impact on student academic performance with specific course requirements in a C# programming course? Methodology Quantitative research design conducted over eight 16-week semesters among a total of 271 participants who were undergraduate students enrolled in a C# programming course. Data collected were grades earned from specific course requirements and were analyzed with the nonparametric Kruskal Wallis H-Test using IBM SPSS Statistics, Version 23. ContributionProvides empirical findings related to the impact that different instructional approaches have on student academic performance in a C# programming course. Also describes implications and recommendations for instructors of programming courses regarding instructional approaches that facilitate active learning, student engagement, and self-regulation. FindingsResulted in four statistically significant findings, indicating that the online and flipped instructional approaches had a greater impact on student academic performance than the traditional approach. Recommendations for PractitionersImplement instructional approaches such as online, flipped, or blended which foster active learning, student engagement, and self-regulation to increase student academic performance. Comparison of Instructional Approaches 216 Recommendation for ResearchersBuild upon this study and others similar to it to include factors such as gender, age, ethnicity, and previous academic history. Impact on Society Acknowledge the growing influence of technology on society as a whole.Higher education coursework and programs are evolving to encompass more digitally-based learning contexts, thus compelling faculty to utilize instructional approaches beyond the traditional, lecture-based approach. Future ResearchIncrease the number of participants in the flipped instructional approach to see if it has a greater impact on student academic performance. Include factors beyond student academic performance to include gender, age, ethnicity, and previous academic history.

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Section: Introductionmentioning

confidence: 99%

A Comparison of Student Academic Performance with Traditional, Online, And Flipped Instructional Approaches in a C# Programming Course

Sharp

2017

JITE:IIP

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“…La literatura previa es prolija y encontramos excelentes revisiones de la misma en Bishop y Verleger (2013), Bozkurt et al, (2015), Prashar, 2015y Zanuidin et al (2016. Para el caso español, aún no considerando explícitamente el ámbito del blended learning, los SPOCs o las FCs, son de especial relevancia los trabajos de Arenas Marquez et al (2012), Sacristán-Díaz y otros (2012) y Alfalla y Martínez (2012).…”

Section: Trabajos Relacionadosunclassified

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

Gil

Montes-Sancho

Tachizawa

2017

Work. pap. oper. manag.

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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). Executive SummaryRichter & McPherson (2012) (Staker & Horn, 2012). In that direction, Halili, Razak, and Zainuddin (2014) Estelles-Miguel, et al. (2015) and Argente et al. Una primera aproximación a los SPOCs-FC en el contexto de la Gestión de la Cadena (FC). Más concretamente, se toma como punto de partida una orientación pedagógica de las que Hernández (1997) define como expositivas, que es rediseñada para convertirla en interactiva, flexible y atractiva para un perfil de alumnado muy concreto: estudiantes de último curso de los estudios universitarios de grado en su último cuatrimestre.Bhattacharya & Sharma (2007) y Khan (2001, 2005), entre otros, coinciden al destacar que la rapidez y el éxito de la divulgación de las TICS posibilita nuevas formas de producir, distribuir y recibir la educación universitaria, de tal modo que se puede reforzar el aprendizaje proporcionando contenidos docentes a los alumnos que éstos pueden consultar fuera del espacio físico-temporal del aula docente convencional. Arbaugh et al. (2010) señalaban que la experiencia internacional previa en lo que se refiere al uso de los nuevos enfoques docentes en el ámbito de la Dirección de Operaciones no es tan amplia como en otras disciplinas del área de Management.Entendemos que nuestra propuesta pretende ser innovadora en cuanto que parte de una detenida revisión de cerca de dos décadas de experiencias anteriores, como, por ejemplo, las de Lage et al. (2000) Con nuestra apuesta de innovación docente esperamos alcanzar dos objetivos: por un lado, atraer a más estudiantes propios, dado que estas nuevas generaciones de alumnos son altos consumidores de información digital, y por otro lado buscamos facilitar la adquisición de los contenidos de la asignatura entre estudiantes que muestran un alto interés por la asignatura, si bien su lengua materna no es el castellano.Una primera aproximación a los SPOCs-FC en el contexto de la Gestión de la Cadena Muy someramente puede afirmarse que se trata de una versión "especializada", "a medida" o "local" de un curso MOOC 1 . Los MOOCS, Massive Online Open Courses, o cursos online masivos y abiertos, son cursos que se imparten a distancia, accesibles por internet, a los que se puede apuntar cualquier persona, sin que en la práctica exista un límite al número de participantes. Y son gratuitos. Los SPOCS son cursos de formación a distancia que se basan igualmente en el acceso al conocimiento de forma on-line y con una metodología participativa y colaborativa, destinados a grupos reducid...

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“…Ayrıca alanyazında, TES modelinin akademik başarıyı arttırdığını gösteren farklı çalışmalara da yer almaktadır (Davies, Dean ve Ball, 2013;MacKinnon, 2015;Prashar, 2015;Wilson, 2013).…”

Section: Tartişma Ve Sonuçunclassified

Ters-Yüz Edilmiş Sınıf Modelinin Öğretmen Adaylarının Erişileri ve Görüşleri Açısından İncelenmesi

Yıldız

Kiyici

Altıntaş

2016

Sakarya University Journal of Education

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ÖzAraştırmanın amacı kimya öğretiminde kullanılan ters yüz edilmiş sınıf (TES) modelinin öğretmen adaylarının erişileri ve görüşleri açısından incelenmesidir. Çalışmada, nicel ve nitel veri toplama yöntemlerinin birlikte kullanılması yoluyla, araştırma sonuçlarını bütünleştirilmesine imkan sağlayan karma yöntem kullanılmıştır. Araştırma Deney (N:21) ve Kontrol (N:18) grupları olmak üzere toplam 39 Fen Bilgisi öğretmen adayı ile yürütülmüştür. Deney ve kontrol gruplarına işlem öncesi ön test ve işlemler sonrasında da son test olarak araştırmacılar tarafından geliştirilen, ‚Genel Kimya Başarı Testi‛ ayrıca tersyüz sınıf etkinliklerine ilişkin sürecin daha iyi açıklanması amacıyla öğretmen adaylarına dört maddelik bir görüş formu uygulanmış ve elde edilen veriler analiz edilmiştir. Sonuç olarak, deney grubunda Genel Kimya-1 dersinin öğretiminde kullanılan TES modelinin öğretmen adaylarının erişileri üzerinde anlamlı bir etkisi olduğu söylenilebilir. Ayrıca öğretmen adayları TES modeli uygulamalarına ilişkin önemli oranda olumlu görüş belirttikleri ve modeli etkili buldukları saptanmıştır.Anahtar Kelimeler: Kimya öğretimi, ters-yüz edilmiş sınıf modeli, akademik başarı, erişi, öğretmen adayları. A Research into the Flipped Classroom in terms of the Academic Achievement, and Views of the Prospective Teachers AbstractThe aim of this research is a study of the flipped classroom used in chemistry education in terms of the academic achievement and views of the prospective teachers. In the study, mix method was used. Including the research experiment (N:21) and control (N:18) groups, it has been carried out with the 39 prospective science teachers.‚General Chemistry Achievement Test‛ which have been developed by the reserchers before process as the pre test and after the process post test o the experiment and control groups, also with the aim of flipped classroom activities related process in mind, has been practiced to the prospective teachers in the form of a view form of four articles and the resulting data have been analized. As a result, it can be said there is an effect of the flipped classroom on General Chemistry-1 in the experiement group on the academic achievement of the * Bu çalışma, 25. Ulusal Eğitim Bilimleri Kongresi'nde sözlü bildiri olarak sunulmuştur.

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Assessing the Flipped Classroom in Operations Management: A Pilot Study

Cited by 62 publications

References 36 publications

A Comparison of Student Academic Performance with Traditional, Online, And Flipped Instructional Approaches in a C# Programming Course

A Comparison of Student Academic Performance with Traditional, Online, And Flipped Instructional Approaches in a C# Programming Course

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

Ters-Yüz Edilmiş Sınıf Modelinin Öğretmen Adaylarının Erişileri ve Görüşleri Açısından İncelenmesi

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