Enhancing SPOC-Flipped Classroom Learning by Using Student-Centred Mobile Learning Tools

Law, Lisa; Hafiz, Muhammad; Kwong, Theresa; Wong, Eva

doi:10.1007/978-981-15-0618-5_19

Cited by 12 publications

(9 citation statements)

References 23 publications

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“…This benefit was related to the method's capacity to facilitate the absorption of new knowledge while solving problems in settings that were more realistic. Other benefits, such as increased interactivity, information accessibility, and improved collaborative and student-centered learning were also reported in studies by [52,53]. The challenges associated with AR in e-learning and learning contexts in general, in the research literature, have been categorized in various ways by different researchers.…”

Section: Discussionmentioning

confidence: 92%

Augmented Reality: A Systematic Review of Its Benefits and Challenges in E-learning Contexts

Alzahrani

2020

Applied Sciences

117

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Augmented reality (AR) has received increasing attention in the research literature as a fundamental pedagogical tool that can enhance learning at most educational levels. In academic contexts, this technology permits the superimposing of three-dimensional images onto the real environment. Although AR has been found to enhance learning in the academic environment, no systematic review of it has been conducted to identify, evaluate, and summarize empirical findings on its advantages and challenges in e-learning contexts. Hence, a systematic review of the research literature was conducted on the use of AR in e-learning contexts, with a focus on the key benefits and challenges related to its adoption and implementation. Electronic searches on databases, including Springer, Science Direct, EBSCO, and Google Scholar, were performed to retrieve relevant journal articles; 28 studies were included after they were screened using the inclusion and exclusion criteria. The key benefits of using AR in e-learning included support of kinesthetic (tactile) learning, collaborative learning, distance/remote learning, learner-centered learning, and creative learning. Studies also reported that AR enhanced students’ engagement, motivation, attention/focus, interactivity, verbal participation, concentration, knowledge retention, and spatial abilities, as well as information accessibility. The findings suggest that challenges associated with AR in e-learning include information and cognitive overload, lack of experience in using the technology, resistance from teachers, complex technology, costly technology, and technical issues, such as connectivity problems.

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Section: Discussionmentioning

confidence: 92%

Augmented Reality: A Systematic Review of Its Benefits and Challenges in E-learning Contexts

Alzahrani

2020

Applied Sciences

117

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“…First, students may not be able to arrange a common out-of-class meeting time for synchronous interaction (Moran & Milsom, 2015). Also, Lo et al (2017), Lo (2020), andLaw et al (2020) highlight that freshmen's unfamiliarity with and lack of training in flipped learning before enrolling in the faculty of education may repress the emergence of interaction. Indeed, although they received English language education via flipped learning in the preparatory English program to a certain extent, this experience seems to have been insufficient in terms of the amount of time they were exposed and it was not suitable for the specific flipped learning experience in the department.…”

Section: Discussionmentioning

confidence: 99%

An explanatory sequential mixed-method research on the full-scale implementation of flipped learning in the first years of the world's first fully flipped university: Departmental differences

Birgili

Demir

2022

Computers & Education

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This study evaluates the first years of the full-scale flipped learning implementation process that began with an authority innovation-decision at the world's first fully flipped university in terms of departmental differences. The study employs an explanatory sequential mixed-method research. The primary respondents were 69 freshmen enrolled in the Faculty of Education at a private university in Istanbul, Turkey. In addition to student participants, five faculty members were recruited to the study. The primary data was collected through a Likert-type scale on flipped learning, including components on motivation, course structure, and interaction. Pre and post semi-structured interviews and a structured ranking form were also used to support the quantitative data. The findings of the study reveal that the students felt relatively unmotivated when instructed through flipped learning, although were satisfied with the course structure. In general, the students lacked student-student interaction. Due to the nature of the Guidance and Psychological Counseling department, the students faced some difficulties in engaging in all three types of interaction (student-student, student-educator, and student-content). Lengthy and poor-quality videos and students' lack of preparation for classes emerged as major problems in flipped learning. The faculty members complained about the amount of time required for preclass preparation (i.e., recording flipped videos). This paper discusses how to foster motivation, collaboration, discussion, and interaction in flipped learning in higher education settings so as to guide prospective practitioners.

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“…The results showed that 50% of students believed the class duration should not be more than an hour. An earlier study also suggests that class duration should be reduced [52] . Figure 9 illustrates the reactions of the EFL students regarding stress levels in online learning.…”

Section: Efl Student's Preferences Of Online Learningmentioning

confidence: 94%

EFL Student Challenges, Preferences, and Reactions towards Moodle-Based Online Learning under the New Normal in Indonesia

Akter¹,

Suwartono²,

Khan³

2021

Proceedings of the 1st International Seminar on Teacher Training and Education, ISTED 2021, 17-18 July 2021, Purwokerto, Indone

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Online learning can play a significant role in continuing the teaching-learning process, especially during the pandemic. Moodle platform is one of the online learning solutions which is free. It is essential to justify and study student reactions, problems, and challenges using a Moodle-based online learning system for further successful online learning. This study aimed to investigate the EFL student challenges, issues, and reactions to the Moodle-based online learning system. The data were collected from 40 graduate and undergraduate EFL students from a private university in Central Java, Indonesia, through a questionnaire-based online survey. The data were analyzed using descriptive statistical techniques. Results of the study have shown that the most common challenges faced by the students were slow internet connection, over-loaded assignments with limited submission time, and health issues. Students believed that a slow connection increased their stress level. Besides, this study has revealed that the teacher's support was crucial in online learning using the Moodle-based system.

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Enhancing SPOC-Flipped Classroom Learning by Using Student-Centred Mobile Learning Tools

Cited by 12 publications

References 23 publications

Augmented Reality: A Systematic Review of Its Benefits and Challenges in E-learning Contexts

Augmented Reality: A Systematic Review of Its Benefits and Challenges in E-learning Contexts

An explanatory sequential mixed-method research on the full-scale implementation of flipped learning in the first years of the world's first fully flipped university: Departmental differences

EFL Student Challenges, Preferences, and Reactions towards Moodle-Based Online Learning under the New Normal in Indonesia

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