Toward a Highly Interactive Model of Flipped Learning

Tsai, Cheng‐Yu; Chang, Chih-Tsan; Hsu, Jui‐Ming; Tsai, Hung-Hsu; Dai, Zhicheng; Yu, Pao-Ta

doi:10.1007/978-3-319-20621-9_14

Cited by 7 publications

(6 citation statements)

References 20 publications

(31 reference statements)

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“…They are also more likely to be challenged and engaged if they are actively involved in the learning activity. Tsai et al (2015) state that "Flipped learning helps instructors move away from direct instruction as their primary teaching tool toward a more student-centered approach" (Tsai, et al, 2015, p.174). It is the learner who does the learning.…”

Section: Coaching Phasementioning

confidence: 99%

Instructional Design Model for Applying Flipped Learning in Higher Education Institutions

Eltahir

2017

Eur. j. soc. sci. educ. res.

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The era of globalization, growth and development of information and communication technology (ICT) and its application to learning and teaching has influence on our modern generation students, making the teaching traditional methods are useless. Changing familiar instructing methods can be a challenge available for instructors as a way to ignite our students' curiosity and make our teaching materials more engaging and effective. Recently, the flipped learning model has been recognized by educators as an effective instructional approach (Hwang, & Wang 2015), it is a pedagogical approach in which the typical lecture and activities elements of a course are reversed, where students individually watch online lectures prior to class and then engage in classroom learning activities interacting with peers and instructors. Flipped learning model helps instructor to focus more on student-centered learning, which includes any use of the technology to take advantage of learning in the classroom, so that the instructor can spend more time interacting with the students instead of lecturing. The purpose of this study is to suggest instructional design (ID) model for teaching undergraduate courses applying the flipped learning model. Research on ID models may be classified into three different types: model development, model validation, and model use. This study concerned the first one of these, and it is based on the ADDIE, Dick and Carey model. The process begins with planning, followed by programming, then Coaching. Assessing and evaluating occur continually throughout the process and act as valuable mechanisms for monitoring progress and identifying achievement. At each stage of the process, instructors base their decisions on the requirements of the course curriculum, and, equally importantly, on their students' needs.

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Section: Coaching Phasementioning

confidence: 99%

Instructional Design Model for Applying Flipped Learning in Higher Education Institutions

Eltahir

2017

Eur. j. soc. sci. educ. res.

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“…Flipped learning helps teachers move toward a more student-centered approach from direct instructing approach [1]- [4]. It is in connection with student need and emphasizes about how to use more efficiently in-class time.…”

Section: Related Learning Conceptsmentioning

confidence: 99%

“…A ubiquitous learning environment is a pervasive and persistent setting allowing students to access learning materials flexibly and seamlessly in any location at any time, both from the physical environment and from the Internet [1].…”

Section: Related Learning Conceptsmentioning

confidence: 99%

“…Currently, the education direction has been setup as more diversity and more innovative to raise the motivation of undergraduate student [1]- [9]. Along the rapid growth of the Internet, online learning has been becoming common in higher education.…”

Section: Introductionmentioning

confidence: 99%

“…Therefore, many researchers focused on learning theory and concept evolution to address the teaching-learning field challenge. Flipped learning concept which more emphasizes on student-centered learning activities has get more attention [1]- [4]. It allows students having more opportunities to shape their goal, coordinate and synchronize their learning tempo, pop their problems and get help.…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Toward Flipped Learning on Mobile Multimedia Design for CSIE Student at UCH

Wang¹,

Lin²,

Tsai³

2017

IJEEEE

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This paper presents an experience of a flipped Learning on mobile multimedia design courses within the Department of Computer Science & Information Engineering (CSIE) at Chien Hsin University of Science and Technology (UCH), Taiwan. With responding to the major trends and challenges posed by current teaching field, student-centralized learning was developed to promote students employability and competitiveness. Project -as a crucial activity was assigned and traced to make sure learning effect. It was found that the teaching support tools are important elements for flipped learning and we have also discovered that students can quickly and effectively apply Internet resources themselves. They could apply cloud services and develop mobile phone application easily.

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Seamless Co-reading System for Collaborative Group Learning

Chang

Tsai²,

et al. 2018

Lecture Notes in Computer Science

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Toward a Highly Interactive Model of Flipped Learning

Cited by 7 publications

References 20 publications

Instructional Design Model for Applying Flipped Learning in Higher Education Institutions

Instructional Design Model for Applying Flipped Learning in Higher Education Institutions

Toward Flipped Learning on Mobile Multimedia Design for CSIE Student at UCH

Seamless Co-reading System for Collaborative Group Learning

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