Introduction

Misseyanni, Anastasia; Lytras, Miltiadis D.; Papadopoulou, Paraskevi; Marouli, Christina

doi:10.1108/978-1-78714-487-320181001

Cited by 15 publications

(21 citation statements)

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“…Therefore, teacher educators will need to build repertoires of teaching and learning approaches. Students (and PSTs) will need to build a skill-set to know how they can learn best and how they can work collaboratively (Misseyanni et al, 2018). Accordingly, the student-centred digital technology approach was an attempt to use digital technology in transformative ways to enrich the physical education PSTs’ learning experiences (Henderson et al, 2015; Hung and Yuen, 2010; Ng’ambi, 2013) and is proposed as a possible pedagogy of digital technology to be used in PETE programmes.…”

Section: Discussionmentioning

confidence: 99%

A student-centred digital technology approach: The relationship between intrinsic motivation, learning climate and academic achievement of physical education pre-service teachers

Calderón

Meroño

MacPhail

2019

European Physical Education Review

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There is a lack of research on the use of digital technology in physical education teacher education (PETE) and its relationship with the learning and engagement of pre-service teachers. Furthermore, research reports low engagement of pre-service teachers in digital approaches that do not promote active learning and are mostly teacher-centred. This paper aims to: (a) explore the relationship between a student-centred digital technology approach and the pre-service teachers’ intrinsic motivation, learning climate and academic achievement; and (b) test the relationship between learning climate and intrinsic motivation as possible predictors of academic achievement. The student-centred digital technology approach was designed following an adaptation of the five-phase pedagogical guidelines for teaching with emerging technologies. Two intact classes ( n = 110 students) and one teacher educator were involved in the study. Following a mixed-method approach, quantitative data was collected on pre-service teachers’ intrinsic motivation, learning climate and academic achievement. Qualitative data explored pre-service teachers’ tweets and learning blogs. Choice and novelty were two central tenets that conditioned high levels of intrinsic motivation and academic achievement. The study provides support for the use of active learning environments where pre-service teachers are involved in creative content production using digital technology in PETE programmes. Given the growing role of digital technology for learning in educational policies and new physical education curricula, we advocate for the publication of more research-based experiences on the integration of digital technology in PETE programmes. The transferability of such teaching and learning experiences to pre-service teachers’ and physical education teachers’ practice would be especially worthwhile.

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Section: Discussionmentioning

confidence: 99%

A student-centred digital technology approach: The relationship between intrinsic motivation, learning climate and academic achievement of physical education pre-service teachers

Calderón

Meroño

MacPhail

2019

European Physical Education Review

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“…Strategi pembelajaran aktif adalah kegiatan pembelajaran yang berpusat pada peserta didik yang mengharuskan peserta didik untuk 'melakukan sesuatu' dan berpikir dan merenungkan tentang apa yang mereka lakukan (Bonwell & Eison, 1991;Misseyanni, Lytras, Papadopoulou, & Marouli, & 2018). Sejumlah teori dan metode pembelajaran yang berpusat pada peserta didik yang digunakan untuk memandu desain kegiatan di dalam kelas termasuk pembelajaran dengan tutor sebaya (bantuan rekan), pembelajaran kooperatif, pembelajaran berbasis masalah, pembelajaran kolaboratif (Bishop & Verleger, 2013).…”

Section: Pendahuluanunclassified

Penerapan Strategi Flipped Classroom dengan Pendekatan Scientific dalam Pembelajaran Matematika pada Kelas XI SMKN 2 Padang Panjang

Usmadi

Ergusni²

2019

jep

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The issues in this study are how learning outcomes, learning motivation and student’s interest in mathematics learning material are being affected after applying classroom flipped learning strategies with a scientific approach to class XI grade students of SMK 2 Padangpanjang? Are student’s learning outcomes by applying classroom flipped strategies with the scientific approach are better than the one that does not apply that method? This study aims to describe student’s learning outcomes, motivation, and interests in mathematics learning, and to see whether the experimental class learning outcomes are better than the control class. This research was conducted at SMK 2 Padang Panjang in the academic year 2017/2018. The sample is taken by using the random sampling technique which consisted of two sample groups, and each is consisted of 28 people. Based on the results of the study, it can be concluded that the student’s mathematics learning outcomes are better than the previous one. In addition, student’s motivation towards mathematics learning is in a high level and students' interests as well.

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“…When learning is flipped, didactic lectures, which usually take place during face-to-face time, are pre-recorded and made available for students to watch prior to class, while opportunities to deepen, extend and apply student understanding of the recorded material are afforded by way of 'active learning strategies' in class time (Cheng & Weng, 2017;Roehl, Reddy, & Shannon, 2013;Zainuddin & Halili, 2016). Active learning strategies are student-centred instructional activities that requires students to 'do things' and think about and reflect on what they are doing (Bonwell & Eison, 1991;Misseyanni, Lytras, Papadopoulou, & Marouli, 2018). A number of student-centred learning theories and methods used to guide the design of in-class activities include peer-assisted learning, cooperative learning, problem-based learning, collaborative learning and peer tutoring (Bishop & Verleger, 2013).…”

Section: Introductionmentioning

confidence: 99%

Are first year students ready for a flipped classroom? A case for a flipped learning continuum

Tomas

Evans

Doyle

et al. 2019

Int J Educ Technol High Educ

111

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In our first year science and sustainability education subject, how to best support pre-service teachers to meet the conceptual demands of understanding important socio-ecological challenges such as climate change is a key focus of our teaching practice. In this multi-method case study, we explore how a flipped classroom supported students' engagement and learning by way of an end-of-semester student survey, and a narrative account of our experiences, as educators, enacting the active learning strategies in class. Analysis of survey data showed that while students reported a high level of engagement with the videos and believed that they supported their learning, opinions were divided as to whether a flipped classroom was preferred over traditional lectures. Additionally, our reflections on how students engaged with the active learning strategies revealed that significant time was required at the start of class to review key concepts, as students appeared reluctant to engage independently with the planned activities-particularly those that involved more challenging science concepts. Informed by these findings, we propose a flipped learning continuum that fosters different levels of student-centred learning and autonomy, depending on students' learning needs and their readiness for a flipped learning approach. In the context of the first year experience, specifically, some teacher-led instruction may be appropriate in a flipped classroom to support students' transition to learning in higher education.

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Introduction

Cited by 15 publications

References 0 publications

A student-centred digital technology approach: The relationship between intrinsic motivation, learning climate and academic achievement of physical education pre-service teachers

A student-centred digital technology approach: The relationship between intrinsic motivation, learning climate and academic achievement of physical education pre-service teachers

Penerapan Strategi Flipped Classroom dengan Pendekatan Scientific dalam Pembelajaran Matematika pada Kelas XI SMKN 2 Padang Panjang

Are first year students ready for a flipped classroom? A case for a flipped learning continuum

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