‘It sounded like fun, that we would get to go to the university.’ Pupils teaching ICT to peers: a case study of Finnish Media Agents

Maaranen, Katriina; Kynäslahti, Heikki

doi:10.1080/1475939x.2021.1876756

Cited by 6 publications

(2 citation statements)

References 26 publications

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“…The study found that hyperlinks could promote comprehension and schema activation but could increase cognitive load if they were too distracting or numerous. Moreover, Maaranen and Kynäslahti [ 29 ] explored the potential of multimodal digital reading pedagogies (which incorporate a range of media, including text, images, audio, and video) for developing digital literacies. They argued that such pedagogies could support schema activation and comprehension by presenting information in multiple modalities.…”

Section: Literature Reviewmentioning

confidence: 99%

The impact of flipping class intervention on reading comprehension: Different approaches and proficiency levels

Fahmi,

Mukminatien,

Ginting

et al. 2024

PLoS ONE

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Flipped classes can improve English language teaching and learning, especially reading outcomes, by enhancing student engagement and motivation through interactive and captivating educational materials. The goal of this study is to examine the effects of different schema activations in different English flipped class formats in pre-reading activities on the reading comprehension of students with different reading proficiency levels. A quasi-experimental research design was employed involving 30 first-year students from the first university and 28 first-year students from the second university in Surabaya, Indonesia, who were studying English as a general course at an intermediate level. The study used informed consent and two different formats, A and B, where pre-reading tasks were completed in class or asynchronously online, respectively. The study found that using video-based pre-reading activities in flipped class can improve comprehension and schema acquisition. Flipped classes can provide personalized learning experiences, but its effectiveness varies depending on the strategies and delivery methods used. While most students benefit from flipped classes, those who struggle with self-discipline and time management may find it challenging to adapt to the online component and may experience lower performance as a result.

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Section: Literature Reviewmentioning

confidence: 99%

The impact of flipping class intervention on reading comprehension: Different approaches and proficiency levels

Fahmi,

Mukminatien,

Ginting

et al. 2024

PLoS ONE

View full text Add to dashboard Cite

show abstract

“…The study found that hyperlinks could promote comprehension and schema activation but could increase cognitive load if they were too distracting or numerous. Moreover, Maaranen and Kyna ¨slahti [29] explored the potential of multimodal digital reading pedagogies (which incorporate a range of media, including text, images, audio, and video) for developing digital literacies. They argued that such pedagogies could support schema activation and comprehension by presenting information in multiple modalities.…”

Section: Competing Interestsmentioning

confidence: 99%

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Project-based learning as an element of the university innovation ecosystem

Khodkovskaya

Malykh

2021

SHS Web Conf.

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The article presents an analysis of the development problems of project-based learning technology in Russian universities, which can make a significant contribution to achieving the goal of academic leadership. The issues of the formation of the competencies of a university graduate in the context of project-based learning are considered. It is shown that project-based learning should be included in a multifactor educational environment - the innovative ecosystem of the university. The relationship between the elements of the university’s innovation ecosystem, such as education, individual learning path, project-based learning, digital content, polylingual content, non-formal education, partnership programs, supervising, mentoring, design and interdisciplinarity, has been determined. The article substantiates the criteria for the effectiveness of project-based learning, and also offers options for the formation of the innovative ecosystem of the university, as a new trend in the Russian educational environment, which allows students to be involved in research and project work.

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‘It sounded like fun, that we would get to go to the university.’ Pupils teaching ICT to peers: a case study of Finnish Media Agents

Cited by 6 publications

References 26 publications

The impact of flipping class intervention on reading comprehension: Different approaches and proficiency levels

The impact of flipping class intervention on reading comprehension: Different approaches and proficiency levels

Untitled

Project-based learning as an element of the university innovation ecosystem

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