The impact of student engagement on learning outcomes in a cyber-flipped course

Lin, Li-Chun; Hung, I‐Chun; Kinshuk, Kinshuk; Chen, Nian-Shing

doi:10.1007/s11423-019-09698-9

Cited by 66 publications

(36 citation statements)

References 45 publications

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“…The findings suggested the effectiveness of AV in helping primary school students to learn and understand Arabic vocabulary. Along the same line, previous research has reported similar findings where the multimedia-based video increases students' interest, achievement, and understanding towards particular learning topics (Lin et al, 2019;Ahmed & Zaneldin, 2019). The students feel more motivated to learn and can memorize faster as the AV can be easily replayed several times (Ismail et al, 2017).…”

Section: Results and Discussion The Effectiveness Of Av For Arabic Vo...mentioning

confidence: 52%

Promoting Digital Learning Environment in Arabic Language Education: The Use of Animated Video (AV) For Vocabulary Acquisition among Primary School Students

2021

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Digitalizing the learning environment receives profound attention for augmenting better learning experiences across subject disciplines, including Arabic language education. By measuring the effectiveness of promoting a digital environment in teaching the Arabic language, this quantitative research investigates the application of animated video (AV) in enhancing Malaysian students’ Arabic vocabulary acquisition. Following a quasi-experimental research design, a group of fourth-grade students (N=46) who studied Arabic as a foreign language was randomly divided into treatment (n=23) and control groups (n=23). The treatment group experienced the use of AV during the teaching and learning sessions, while the control group underwent conventional classroom teaching. The AV contained a variety of multimedia sources to describe and depict Arabic vocabulary accurately. Each group received two 30-minute lessons per week, during which they learned five to seven new words in one lesson. Both groups were later assessed after three weeks, and the scores were analyzed using SPSS Version 20. Findings showed a significant difference between the two groups, t(22)= -3.98, p.001 where the treatment group (M = 86.06, SD = 10.86) recorded higher mean scores in comparison to the control group (M = 80.53, SD = 15.48). This finding provides empirical evidence to suggest AV as an effective technology-supported pedagogy in improving Arabic vocabulary acquisition. The implication of this research informs other important stakeholders, particularly educational technologists and curriculum experts, to advance the application of AV in creating meaningful digital content for learning the Arabic language

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Section: Results and Discussion The Effectiveness Of Av For Arabic Vo...mentioning

confidence: 52%

Promoting Digital Learning Environment in Arabic Language Education: The Use of Animated Video (AV) For Vocabulary Acquisition among Primary School Students

2021

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“…Metaheuristic Algorithm. Compared with the optimization algorithm, the metaheuristic algorithm is an improvement of the heuristic algorithm [8,9]. It combines two types of random algorithms and local search algorithms and, aiming at a specific problem, iteratively obtains an approximate optimal solution that can be used to calculate a given problem under the complexity of time and the complexity of a given area [10].…”

Section: Design and Development Methods Ofmentioning

confidence: 99%

Hybrid Element Heuristic Algorithm Optimizing Neural Network‐Based Educational Courses

Liu

Zheng

2021

Wireless Communications and Mobile Computing

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The rapid development of computer networks has enabled information technology to penetrate many fields, providing unprecedented opportunities for all aspects of our lives. In order to allow students to acquire necessary knowledge and skills through efficient learning, this article studies the design and development of educational technology courses based on hybrid metaheuristic algorithms to optimize neural networks. This paper proposes a metaheuristic algorithm and explains the simulated annealing algorithm and microregular annealing algorithm in detail. Using these algorithms, a mathematical model of the normal scheduling problem was also constructed, and the mathematical model was applied to the design and development of educational technology courses. In addition, the neuron model in the neural network and the activation function of the neural network are discussed from various aspects. In the experiment, according to the needs of students, a learning platform for educational technology courses was designed and developed. The experimental results of this article show that there are significant differences in the starting point of the ability level of learners for different majors. Education majors have a higher level of understanding of educational technology courses; 38.20% of students know well, while art majors have a low level of understanding of education technology courses, with 36.05% of students majoring in art.

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“…However, most traditional teaching approaches also expect students to prepare for class prior to class so that class contact time could be used for more advanced teaching. Not surprisingly these discussions claim that a flipped classroom is just a popular word for what has always been good teaching (Akçayır and Akçayır 2018;Lin et al 2019;Seedoyal-Seereekissoon 2018). Many resources focus on flipped classrooms within schools, and initiatives such as FLIP (the Flipped Learning Network) propose approaches such as the 4 pillars of FLIP (FLIP 2014), and thus create satellite communities with a specific focus not necessarily consistent with mainstream academic literature on the topic.…”

Section: Background: the Flipped Classroommentioning

confidence: 99%

Converting to inclusive online flipped classrooms in response to Covid-19 lockdown

Gerber

Eybers

2021

SAJHE

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The global Covid-19 pandemic caused havoc in higher education teaching routines and several residential institutions encouraged instructors to convert existing modules to flipped classrooms as part of an online, blended learning strategy. Even though this seems a reasonable request, instructors straightaway encountered challenges which include a vague concept of what an online flipped classroom entails within a higher education context, a lack of guidelines for converting an existing module, facilitating learner engagement as well as unique challenges for inclusion of all learners in a digitally divided developing country in Covid-19 lockdown. In order to respond, we embarked on a study to identify the distinguishing characteristics of flipped classrooms to understand the as-is and to-be scenarios using a systematic literature review. The characteristics were used to develop of design considerations to convert to an online flipped classroom for higher education taking our diverse learner profiles into account. We subsequently converted a short module in an information systems department and shortly report on our experience.

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The impact of student engagement on learning outcomes in a cyber-flipped course

Cited by 66 publications

References 45 publications

Promoting Digital Learning Environment in Arabic Language Education: The Use of Animated Video (AV) For Vocabulary Acquisition among Primary School Students

Promoting Digital Learning Environment in Arabic Language Education: The Use of Animated Video (AV) For Vocabulary Acquisition among Primary School Students

Hybrid Element Heuristic Algorithm Optimizing Neural Network‐Based Educational Courses

Converting to inclusive online flipped classrooms in response to Covid-19 lockdown

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