Students’ perspectives of using cooperative learning in a flipped statistics classroom

Chen, Liwen; Chen, Tung-Liang; Chen, Nian-Shing

doi:10.14742/ajet.1876

Cited by 94 publications

(75 citation statements)

References 50 publications

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“…The fundamental concept is to accomplish the activities in the class. Further studies on implementation of the flipped classroom are provided by Chen L. (2015), Er, E. (2015), Howitt, C. (2015), Kvashnina O.S. (2016), and Li Y.…”

Section: Blended Learning and Flipped Classroom Modelmentioning

confidence: 99%

“…(2015). The flipped classroom is utilizing by providing text-based lecture notes, pre-recorded multimedia micro-lectures (four to five micro-lectures of 15 to 20 minutes), e-learning system as an online resource for students, and an individual assessment test for each class (Chen L., 2015) in order to systematically identify students' perspective of using cooperative learning in a flipped statistics classroom by utilising Qmethodology. The flipped classroom was applied in postgraduate education using case studies that was written as chronological stories from email correspondence between the two lecturers as critical friends, as well as from student feedback in the form of face-to-face discussions, online discussions, emails, mind maps, multimodal discussion boards and end-of-semester university surveys (Howitt, C. 2015).…”

Section: Blended Learning and Flipped Classroom Modelmentioning

confidence: 99%

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Blended Learning Approach of the Flipped Model for Partograph Short Course

Linawati

2016

EduLearn

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Crucial demand of professional and well-trained midwives, midwifery lecturers, general practitioner, and Obstetrics and Gynaecology in Indonesia could be fulfilled by providing effective learning process to them. Udayana University through its Distance Learning Centre has offered Partograph short course in order to respond the demand. The short course has implemented blended learning approach of the flipped classroom with international collaboration. The course was joint by participants from 11 countries through video conference. The course was well designed, conducted follow Global Development Learning Network standard, and then it was evaluated. The course yielded high impact to the participants which could be seen from the participants' feedback. They testified that the course was marvellous, effective and informative. Finally the evaluation results showed that all components of the learning process have significant result to the overall learning quality which was shown by their correlation coefficients.

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Section: Blended Learning and Flipped Classroom Modelmentioning

confidence: 99%

Section: Blended Learning and Flipped Classroom Modelmentioning

confidence: 99%

Blended Learning Approach of the Flipped Model for Partograph Short Course

Linawati

2016

EduLearn

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“…Educators strive to mitigate negative emotions by including various levels of digital technology or blended e-learning systems 388 Supporting Student Learning through Instructional Videos in Business Statistics that include synchronous and asynchronous delivery (Halverson, Graham, Spring, Drysdale, & Henrie, 2014;Jones & Lau, 2010). Recent research also indicates that educators in statistics have strengthened their commitment to adopt blended learning to motivate and sustain learning in difficult statistics classes (Chen, Chen, & Chen, 2015).…”

Section: Introductionmentioning

confidence: 99%

Supporting Student Learning through Instructional Videos in Business Statistics

Laugerman

Saunders

2019

Decision Sci J Innov Edu

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While statistics is an essential topic for business students, many students experience barriers to successful learning due to anxiety, motivation, or difficulty with quantitative understanding. This research examines the use of online videos with an effort to explore the relationship between student characteristics, video usage, and course performance measures. In addition, the study examines student perceptions of the supplemental resources in an effort to examine the efficacy related to student learning and performance. This study seeks to confirm previous research regarding the benefit of supplemental video resources and extend the knowledge base by understanding the impact for various types of students (e.g., level of course, level of previous academic performance, etc.). The study found that the use of the video resources varies based on students’ previous math performance and the difficulty of the material. Student ratings indicate that the videos were helpful in learning the content and that they provided an important resource when students needed additional tools to master the material. Analysis of the results provides implications for understanding how different students use online videos and offers recommendations for educators and researchers about how to enhance student success in difficult statistics coursework.

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“…Wheeler and Montgomery [33] explored the views of students on learning mathematics and used the Q methodology to analyze their experience of education and their beliefs. Chen, Chen, and Chen [40] used the Q methodology to discuss students' perception of collaboration in flipped classrooms. Ramlo [41] used it to study campus stakeholders' different perspectives of free speech.…”

Section: Q Methodology For Analyzing Students' Perceptionmentioning

confidence: 99%

Students’ Perception of Using Digital Badges in Blended Learning Classrooms

et al. 2019

Self Cite

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A digital badge system with a leaderboard ranking was implemented in an 18-week course offered by a Chinese mainland university during the 2018 Spring Semester. Fifty-four junior college students participated in this study, and the learning activities were based on a combination of online and offline methods using the Moodle system. The purpose of the study was to explore these college students’ perception of digital badges in blended learning classrooms as well as their perception of digital badges in general. Q methodology was used in a single case study of the students’ subjective experience of digital badges, and thirty-six Q-statements were selected after a comprehensive reflection of their views of digital badges. The participants were asked to sort the statements to model their opinion in a modified rank-order procedure. Twenty-two valid sorts were entered for the analysis, and three factors were identified to represent groups of participants with similar views. The results are discussed based on the views of students at a local university in mainland China and the way their demographic characteristics related to their perception of digital badges.

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Students’ perspectives of using cooperative learning in a flipped statistics classroom

Cited by 94 publications

References 50 publications

Blended Learning Approach of the Flipped Model for Partograph Short Course

Blended Learning Approach of the Flipped Model for Partograph Short Course

Supporting Student Learning through Instructional Videos in Business Statistics

Students’ Perception of Using Digital Badges in Blended Learning Classrooms

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