Traditional and flipped classroom approaches delivered by two different teachers: the student perspective

Limniou, Maria; Schermbrucker, Ian; Lyons, Minna

doi:10.1007/s10639-017-9636-8

Cited by 51 publications

(41 citation statements)

References 47 publications

(47 reference statements)

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“…Este método contrasta con la docencia tradicional, que en ocasiones resulta excesivamente memorística, principalmente a través de la reproducción de los contenidos expuestos en un libro didáctico, aunque esto no implica que no se lleven a cabo trabajos prácticos, seminarios y debates (Limniou et al, 2018). A través de la clase invertida se fomenta el aprendizaje proactivo en dos direcciones, dentro y fuera del aula, la motivación de los estudiantes y el incremento de la asistencia a clase.…”

Section: Rivero-guerraunclassified

Impacto de Tres Modelos de Enseñanza de la Asignatura Botánica General sobre el Rendimiento Académico de los Estudiantes

Rivero-Guerra

2019

Form. Univ.

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ResumenSe evalúan tres modelos para la enseñanza de la asignatura de Botánica General, que se imparte durante el primer semestre en la carrera de Ingeniería Agropecuaria en la Universidad Estatal Amazónica (Ecuador). Se determinan los estilos y estrategias de aprendizaje de los 29 estudiantes matriculados, además del efecto del modelo pedagógico en sus calificaciones. Las tres unidades de la asignatura se imparten con la siguiente metodología: i) La Célula (modelo tradicional), ii) Tejidos Vegetales (modelo mixto), y iii) Organografía y Sistemas de Dispersión del Polen, Frutos y Semillas (modelo de aula invertida). El estilo de aprendizaje preferente es el reflexivo, y existe un equilibrio en el número de estudiantes pragmáticos, teóricos y prácticos. La metodología de aula invertida presenta un impacto significativo en el rendimiento académico, aunque el nivel de satisfacción de los estudiantes es estable durante todo el semestre. Sus estrategias de aprendizaje cooperativo, profundo y autónomo están en fase inicial de desarrollo.Palabras clave: estilos de aprendizaje; estrategias de aprendizaje; evaluación formativa; evaluación sumativa; aula invertida Impact of Three Teaching Models in University General Botany Courses on the Academic Results of Students AbstractThree models for the teaching of the General Botany course delivered during the first semester of the Agricultural Engineering career at the Amazonian State University (Ecuador) are evaluated. The learning styles and strategies of the 29 enrolled students are determined, as well as the effect of the pedagogical model on their grades. Three Units have been developed for this teaching plan using different methodologies: i) The Cell (traditional model), ii) Vegetable Tissues (mixed model), and iii) Organography and Systems for the Dispersion of Pollen, Fruits and Seeds (the flipped classroom model). The preferred teaching model is the reflexive one, which gives a good balance between pragmatic, theoretical and practical students. The methodology of flipped classroom yields a significant impact in the development of academic results, which satisfied the students during the whole semester. The cooperative, in-depth, and autonomous learning strategies are in the first phase of development.

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Section: Rivero-guerraunclassified

Impacto de Tres Modelos de Enseñanza de la Asignatura Botánica General sobre el Rendimiento Académico de los Estudiantes

Rivero-Guerra

2019

Form. Univ.

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“…Erath and Prediger (2014) in their study show mathematical practices as under-defined learning objectives. So, much attention among pedagogical innovations in the literature is given to flipped classroom (Limniou et al, 2017). Ng (2015) sees flipped classroom as a point of digital technologies integration into teaching process.…”

Section: Literature Reviewmentioning

confidence: 99%

Pedagogical Readiness of Mathematics Teachers to Implement Innovative Forms of Educational Activities

Wang

Utemov

Krivonozhkina

et al. 2017

EURASIA J MATH SCI T

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The purpose of this study is to develop and validate the evaluation indicators of teaching. The relevance of the present study is due to the problem of improving the quality of school education in the Russian Federation by means of renewal of the content of general education, provided by the RF State program "Development of Education for 2013-2020". The vectors of updating are determined by the tasks of transition to the democratic and constitutional state, the market economy, the need to overcome the dangers of the country lagging behind global trends of economic and social development and, what is the most important, by the growing influence of the human capital on the economy of the country. The aim of this study is to identify the level of readiness of teachers to implement innovative forms of educational activities into the educational process with the help of the analysis of the responses of mathematics teachers to reflexive questions. The presentation of lessons with innovative forms during the methodical workshop and the systematic analysis of the experimental data are the main technologies. As a result of the experimental study, conducted in 2015-2017 in the Kirov region with a group of 71 mathematics teachers we can present the experience of the implementation of innovative organization forms of educational process and summarize the results in the form of the subjective reflective assessment. The article justifies the high level of pedagogical readiness of mathematics teachers to introduce innovative forms of organization of educational activities such as: event-based learning, adaptive teaching, 'bring your own devices', computational thinking, and stealth assessment.

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“…Among other things, research on students has focused on their use and views of ICT in general (Olofsson et al 2018;Bulfin et al 2016) and of specific digital hardware, software or applications in particular (Duran and Aytaç 2016;Ott et al 2018;Towndrow and Fareed 2015;Räihä et al 2014). An increased research focus can also be seen on students' views of the 1-1 concept (Keane and Keane 2017;Spanos and Sofos 2015), mobile use (Gromik 2017), coding (An 2016;Falloon 2016) and the idea of a 'flipped classroom' (Hatakka et al 2013;Limniou et al 2018). However, as the interest in this paper is students' views of what constitutes good or less good teaching with ICT to support their learning, earlier studies only contribute limited knowledge, especially in a K-12 context.…”

Section: Introductionmentioning

confidence: 99%

From a student perspective, what constitutes a good (or less good) use of ICT in teaching?

2018

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This paper investigates what upper secondary school students regard as good or less good teaching using ICT. 367 Swedish upper secondary students in 2 schools responded to a web-based questionnaire. The students were asked to describe one of their teachers who used 'ICT in a way that made them learn very well, and one who used ICT in a way that made them learn less well' and to describe what these teachers did and why their teaching was understood as good or less good. 18 themes were identified, of which 17 were combined into eight overall counterpart themes and one non-counterpart theme. 'Clarity' was the most prominent theme, followed by 'teachers' 'ICT skills', 'uses ICT in a good way', 'fun factor', 'puts information on the LMS', 'varies the teaching methods', 'demonstrates how to use ICT' and 'general pedagogical skills'. The results show that although the specific focus is on students' views of their teachers' use of ICT, general pedagogical skills are a major focus in the themes. Effectiveness is an explicit theme in terms of ICT adding value to teaching and learning, while ineffectiveness is an implicit underlying dimension in the themes relating to less good teaching. It is also evident that the students value the same teacher's use of ICT in teaching differently.

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Traditional and flipped classroom approaches delivered by two different teachers: the student perspective

Cited by 51 publications

References 47 publications

Impacto de Tres Modelos de Enseñanza de la Asignatura Botánica General sobre el Rendimiento Académico de los Estudiantes

Impacto de Tres Modelos de Enseñanza de la Asignatura Botánica General sobre el Rendimiento Académico de los Estudiantes

Pedagogical Readiness of Mathematics Teachers to Implement Innovative Forms of Educational Activities

From a student perspective, what constitutes a good (or less good) use of ICT in teaching?

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