Flipped University Classrooms

Sankey, Michael; Hunt, Lynne

doi:10.4018/jcit.2014040103

Cited by 21 publications

(3 citation statements)

References 16 publications

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“…Chhabra & Sharma (2013) suggest that online communication may have some benefits in that introverted students are more likely to communicate ideas and there is less intimidation among students. The convenience factor also encourages student participation (Sankey & Hunt, 2014). Szewkis et al, (2011:564) recognized that "silent" online collaboration involves different group communicative dynamics than in person "spoken" collaboration.…”

Section: Technology: Group Sizementioning

confidence: 99%

Student Engagement in a Large Classroom: Using Technology to Generate a Hybridized Problem-based Learning Experience in a Large First Year Undergraduate Class

Fukuzawa

Boyd

2016

cjsotl-rcacea

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Large first year undergraduate courses have unique challenges in the promotion of student engagement and self-directed learning due to resource constraints that prohibit small group discussions with instructors. The Monthly Virtual Mystery was developed to increase student engagement in a large (N = 725) first year undergraduate class in anthropology at the University of Toronto Mississauga. The teaching challenge was to develop a participation component (worth 6% of the final grade) that would increase student engagement without incurring any additional resource costs. The goal of the virtual mystery was to incorporate the principles of problem-based learning to engage students in self-directed learning through an online medium. Groups of approximately 50 students collaborated on a series of “virtual” case studies in a discussion board. Students submitted comments or questions each week to identify the information they needed to solve the mystery. A facilitator oversaw the discussion board to guide students in collaboration and resource acquisition. The final grades of students who participated in the virtual mystery (N=297) were compared to students who participated in a passive online learning exercise that involved watching weekly online videos and answering questions in a course reader (N = 347). Student self-selection determined group participation. Participation completion for both the virtual mystery and the course reader were high (78.8% and 91.6% respectively). There were no significant differences in the distribution of final grades between the participation options. The high completion rate of the virtual mystery demonstrated that an active learning project can be implemented using problem-based learning principles through an online discussion board; however, the large online group collaborations were problematic. Students were frustrated with repetition and inequitable participation in such large groups; however, students evaluated the monthly mystery as a valuable learning tool that engaged them through the practical nature of the case scenarios. Au premier cycle, les grandes classes de première année présentent des défis uniques en ce qui concerne la promotion de la participation de l’étudiant et de l’apprentissage autonome en raison des contraintes au niveau des ressources qui empêchent les discussions par petits groupes avec des instructeurs. Le Monthly Virtual Mystery (Le mystère virtuel mensuel) a été créé afin d’améliorer la participation des étudiants dans les très grandes classes (N = 725) d’anthropologie de première année, au premier cycle, à l’Université de Toronto Mississauga. Ce défi en matière d’enseignement avait pour but de développer une composante de participation (qui valait 6 % de la note finale) qui allait permettre d’augmenter la participation des étudiants sans que cela entraîne des coûts supplémentaires en ressources. L’objectif du mystère virtuel était d’incorporer les principes de l’apprentissage par problèmes afin d’engager les étudiants dans un apprentissage autonome grâce à un support en ligne. Des groupes d’environ 50 étudiants ont collaboré à une série d’études de cas « virtuelles » dans un forum de discussion. Les étudiants ont envoyé chaque semaine des commentaires ou des questions afin d’identifier les renseignements dont ils avaient besoin pour résoudre le mystère. Un animateur contrôlait le forum de discussion afin de guider les étudiants dans leur collaboration et leur acquisition des ressources. Les notes finales des étudiants qui avaient participé au mystère virtuel (N = 297) ont été comparées à celles des étudiants qui avaient participé à un exercice d’apprentissage passif en ligne qui consistait à regarder des vidéos hebdomadaires en ligne et à répondre à des questions figurant dans un recueil des textes du cours (N = 347). L’auto-sélection des étudiants avait déterminé la participation aux groupes. La participation, tant pour le mystère virtuel que pour le recueil des textes du cours, a été très élevée (78,8 % et 91,6 % respectivement). Aucune différence significative n’a été notée entre les deux options de participation en ce qui concerne la répartition des notes finales. Le taux de réussite élevé du mystère virtuel a montré qu’un projet d’apprentissage actif peut être mis en place si on utilise les principes de l’apprentissage par problèmes dans un forum de discussion en ligne. Toutefois, les collaborations de grands groupes en ligne ont posé quelques problèmes : les étudiants se sont sentis frustrés par la répétition et la participation inéquitable dans de tels grands groupes. Pourtant, les étudiants ont évalué le mystère mensuel comme un outil d’apprentissage utile qui leur a permis de participer grâce à la nature pratique des scénarios des études de cas.

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Section: Technology: Group Sizementioning

confidence: 99%

Student Engagement in a Large Classroom: Using Technology to Generate a Hybridized Problem-based Learning Experience in a Large First Year Undergraduate Class

Fukuzawa

Boyd

2016

cjsotl-rcacea

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“…Over the past decade, there has been a great deal of attention placed on active and experiential learning. Specifically, researchers have focused on the flipped classroom and the use of games and technology to facilitate learning (Sankey and Hunt, 2014). Several authors have identified the value of using games with and without technology in the classroom (Bowen, 2012;Sheldon, 2011).…”

Section: Simulation Games In Academiamentioning

confidence: 99%

Business Process Management in the Classroom

Sarvepalli

Godin

2017

Journal of Cases on Information Technology

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Organizations are increasingly adopting Business Process Management (BPM) approaches growing the need for BPM expertise in the industry (Bandara et al., 2010). This has resulted in growing demand for college graduates who have a thorough knowledge of business processes (Lee, 2008). Hadidi (2014) pointed out that development of courses and programs in BPM area has received huge consideration in academia during recent times. This paper presents a classroom activities for teaching Business Process Management using a paper-based simulation game conducted as part of an undergraduate IS course. The paper discusses various class activities involved such as execution of the simulation game, creation of graphical representations of processes followed in the game, and creation of Business Process models using Microsoft Visio software. A post-test survey was conducted to evaluate the understanding of BPM concepts learned and analyze the effectiveness of the simulation game. The paper concludes with recommendations for future research.

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“…Halili and Zainuddin state that flipped classroom is an integrated learning element, integrating face-toface learning in the classroom through group discussion and distance learning outside the classroom with asynchronous learning and online collaboration [14]. In flipped classroom, teachers become trainers, more focused on becoming facilitators than teaching [9]. A model of flipped classroom can be like a teacher who gives students some reading in a training session and asks them to read at home.…”

Section: Introductionmentioning

confidence: 99%

Analysis Trends Of Flipped Classroom Research In Education

Mustafa¹,

Rahmah²,

Hanafi³

et al. 2019

Proceedings of the International Conference Primary Education Research Pivotal Literature and Research UNNES 2018 (IC PEOPLE UN

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The current learning system requires education to change the learning approach that is centered on educators into a learner-centered learning approach. One of the students-oriented approaches is Flipped classroom. Flipped classroom is a new pedagogical approach in which students develop a basic understanding of subject matter before class, and use time in class for student-centered activities, such as group discussions and presentations. This article aims to analyze the implementation of Flipped class in promoting learning based on the latest articles that report the practice of Flipped classroom lessons from 2015-2018. The methodology in this study is descriptive qualitative, using the method of collecting documents. The results of the analysis of this study show that flipped classroom has a positive impact on student learning activities such as achievement, motivation, involvement, and interaction. The practice of Flipped classroom helps students to develop skills in problem solving, creative thinking and teamwork. Several problems in this discussion have implications that can be considered for future research. Some of the challenges found in implementing Flipped classroom are needed to be handled by researchers in the future, such as the compatibility of classrooms that are reversed. This study also has implications for the government or policy makers to determine Flipped class as an approach that will be applied in teaching and learning activities for different levels of education

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Flipped University Classrooms

Cited by 21 publications

References 16 publications

Student Engagement in a Large Classroom: Using Technology to Generate a Hybridized Problem-based Learning Experience in a Large First Year Undergraduate Class

Student Engagement in a Large Classroom: Using Technology to Generate a Hybridized Problem-based Learning Experience in a Large First Year Undergraduate Class

Business Process Management in the Classroom

Analysis Trends Of Flipped Classroom Research In Education

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