Flexibilizing and Customizing Education using Inverted Classroom Model

Engel, Manuela; Heinz, Matthias; Sonntag, Ralph

doi:10.1080/10580530.2017.1366221

Cited by 9 publications

(6 citation statements)

References 13 publications

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“…Por su parte, la utilización de las tecnologías de la información y la comunicación es otra de las competencias con mayor movilización en el aula universitaria (Almarghani & Mijatovic, 2017;Engel, Heinz & Sonntag, 2017). No obstante, aunque el alumnado emplee estas tecnologías, desconocemos si generan el perfil propio de un nativo digital capaz de producir, difundir y consumir cultura a través de Internet, carencias que han evidenciado investigaciones como la realizada por Castellanos, Sánchez y Calderero (2017) con el alumnado del Grado de Maestro de Educación Primaria.…”

Section: Discusión De Los Resultados Y Conclusionesunclassified

Las Competencias Docentes Genéricas en los Grados de Educación. Visión del Profesorado Universitario

2018

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RESUMEN El enfoque competencial en Educación Superior, promovido a partir del proceso de convergencia europea, ha adquirido una gran importancia y relevancia en los procesos formativos actuales. Este trabajo trata de identificar las competencias genéricas que se están implementando en las aulas universitarias y su grado de desarrollo, analizando las diferencias existentes en función de las características de los docentes. Para dar respuesta al objetivo planteado, 351 docentes universitarios españoles han cumplimentado un cuestionario como técnica cuantitativa para la recogida de datos. Los principales resultados de la investigación reflejan que se promueve el desarrollo de la mayor parte de las competencias genéricas en las aulas, siendo la relacionada con la gestión y los vínculos con el contexto social las menos desarrolladas. Cabe destacar la formación permanente del profesorado como factor determinante en la promoción de dichas competencias. Palabras claves: enfoque competencial, futuros docentes, competencias docente genéricas, profesorado universitario ABSTRACT The competence approach in higher education, promoted through the process of European convergence, has acquired great importance and relevance in current teacher training processes. This work aims to identify the generic teaching competences that are being implemented in university classrooms and their degree of development, analyzing the existing differences according to the characteristics of university professors. To achieve the proposed objective, 351 Spanish university professors were given a questionnaire as a quantitative technique for collecting data. The main results of the study reveal that the development of most generic teaching competences was being promoted in the classroom. However, those competences related to management and the social context were the least developed. It is worth highlighting the continuing education of university professors was a determining factor in the promotion of said competences.

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Section: Discusión De Los Resultados Y Conclusionesunclassified

Las Competencias Docentes Genéricas en los Grados de Educación. Visión del Profesorado Universitario

2018

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“…The development of information and communication technologies (ICT) makes it possible to set up resources in more varied forms (Engel, Heinz & Sonntag, 2017). The first advantage of these digital devices is their "fun" side, the diversity of formats, the multiple possibilities of consultation (Kibuku, Ochueng & Wausi, 2020).…”

Section: Independent Journal Of Management and Production (Ijmandp)mentioning

confidence: 99%

Assessing the effects of flipped classroom at the Tunisian university

Khanchel

Kahla²

2021

Ind. Jour. Manag. & Prod.

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At the beginning of 2020, e-learning was not yet valued in the culture of Tunisian university. However, the COVID-19 Pandemic was the cause of the accelerated deployment of e-learning-related devices. Moreover, it seems that the context of health crisis experienced in the world and particularly in Tunisia represents a factor pushing Tunisian university to reduce, or even eliminate, face-to-face courses for precautionary measures. This is likely to allow students to improve their knowledge, especially for those who require great concentration and time for reflection. The paper shows a very different approach with an analysis of the students’ difficulties by focusing on the mistakes made in solving the problems in the case study. The study makes an original contribution to knowledge. It breaks new intellectual ground. Indeed, flipped learning in particular seems to affect students on a psychological level, making them more engaged, more motivated, and better able to self-regulate. This is the intuition of many flipped learning instructors, but intuition is just a hypothesis. Nevertheless, the results indicate that there is a gap as regards the flipped classroom approach.

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“…Generally, most e-lectures were accessed, viewed and highly rated by the majority of the students outside class (Engel, Heinz, & Sonntag, 2017;Le Roux & Nagel, 2018). 48% of best students and 34% of low performing students watched videos (Beatty, Merchant, & Albert, 2017).…”

Section: Out-of-class Preparationsmentioning

confidence: 99%

“…A dual case study (Case 1: Flipped part-time students, Case 2: Inverted Academic Seminar) revealed that an inverted classroom environment was conducive for clarity seeking, appealing, encouraged collaboration, increased student engagement, and was ideal for students with heterogeneous learning needs (Engel, Heinz, & Sonntag, 2017). Social anxieties were eliminated within a cooperative flipped group compared to an individual flipped group (Eryilmaz & Cigdemoglu, 2018).…”

Section: Student-instructor Engagementmentioning

confidence: 99%

“…tasks and pre-/post-class work (Abeysekera & Dawson, 2015). Flipped classroom switches the activities traditionally done in class with those used to be completed outside class (Baytiyeh & Naja, 2017;Becker & Birdi, 2018;Blau & Shamir-Inbal, 2017;Calimeris & Sauer, 2015;Engel, Heinz, & Sonntag, 2017;Hao, 2016;Kim et al, 2014;Kong & Song, 2015;Lee & Lai, 2017;Murphy, Chang, & Suaray, 2016;Olitsky & Cosgrove, 2016;Ravishankar, Epps, & Ambikairajah, 2018;Şengel, 2016;Sohrabi & Iraj, 2016;Yilmaz, 2017). In this instructional pedagogy, the teacher acts as a guide or facilitator (Lopes & Soares, 2018).…”

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confidence: 99%

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Flipping the Technical and Vocational Classroom for Increased Instructional Outcomes

Mupita

Abdullah

Bünning

2020

INVOTEC

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Higher learning institutions are under immense pressure to evolve within the realms of the fourth industrial revolution. Training institutions are anticipated to minimize learning costs in the face of increasing enrolments. The flipped classroom model is a suitable instructional pedagogy to achieve institutional goals considering the current ubiquitousness of information and communication technology. The systematic review was aimed at summarizing and identifying research gaps that help inform future research trajectories. The 3-step review process was composed of articles searching and retrieval, filtering and sorting, and final inclusion. Identified empirical articles were; i.) Retrieved and summarized on the basis of tittles, abstracts, methods and basic findings, ii.) Filtered and sorted on the basis of study discipline, and iii.) Synthesized on the basis of basic findings. It was found that the flipped classroom improved academic performance to a limited extent. Most articles unanimously concurred that the flipped classroom model makes learning enjoyable and enables the development of lower order cognitive skills outside class and higher order cognitive skills through F2F (face to face) active learning. The success of the model in higher education is hinged on excellent planning, implementation and evaluation.

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Flexibilizing and Customizing Education using Inverted Classroom Model

Cited by 9 publications

References 13 publications

Las Competencias Docentes Genéricas en los Grados de Educación. Visión del Profesorado Universitario

Las Competencias Docentes Genéricas en los Grados de Educación. Visión del Profesorado Universitario

Assessing the effects of flipped classroom at the Tunisian university

Flipping the Technical and Vocational Classroom for Increased Instructional Outcomes

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