Using a SPOC to flip the classroom

Martínez-Muñoz, Gonzalo; Pulido, Estrella

doi:10.1109/educon.2015.7096007

Cited by 19 publications

(13 citation statements)

References 6 publications

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“…These included learner-controllable factors such as time management (e.g., Yu & Jo, 2014;Jo et al, 2016), self-efficacy (Adamopoulos, 2013), and academic procrastination (You, 2015), which are easily obtainable LA upon which teachers can act. Also, giving students choices of resources can have a positive impact on academic performance (Martínez-Muñoz & Pulido, 2015). Consequently, successful LDs included those that fostered active participation within social constructivist, assessment-driven, and balanced-variety designs (Rienties et al, 2015).…”

Section: Independent Learners -Self-regulation and Real-life Learningmentioning

confidence: 99%

Synergies of Learning Analytics and Learning Design: A Systematic Review of Student Outcomes

Blumenstein

2020

JLA

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The field of learning analytics (LA) has seen a gradual shift from purely data-driven approaches to more holistic views of improving student learning outcomes through data-informed learning design (LD). Despite the growing potential of LA in higher education (HE), the benefits are not yet convincing to the practitioner, in particular aspects of aligning LA data with LD toward desired learning outcomes. This review presents a systematic evaluation of effect sizes reported in 38 key studies in pursuit of effective LA approaches to measuring student learning gain for the enhancement of HE pedagogy and delivery. Large positive effects on student outcomes were found in LDs that fostered socio-collaborative and independent learning skills. Recent trends in personalization of learner feedback identified a need for the integration of student-idiosyncratic factors to improve the student experience and academic outcomes. Finally, key findings are developed into a new three-level framework, the LA Learning Gain Design (LALGD) model, to align meaningful data capture with pedagogical intentions and their learning outcomes. Suitable for various settings — face to face, blended, or fully online — the model contributes to data-informed learning and teaching pedagogies in HE.

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Section: Independent Learners -Self-regulation and Real-life Learningmentioning

confidence: 99%

Synergies of Learning Analytics and Learning Design: A Systematic Review of Student Outcomes

Blumenstein

2020

JLA

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“…In this study, students believed that the SPOC-based flipped classroom teaching mode is conducive to the cultivation of comprehensive abilities (Figures 4e and 5e). Martinez-Muñoz and Pulido [18] proposed to use SPOCs and video contents to flip the classroom. Results showed that the use of SPOC technology into a flipped classroom model can improve student involvement, satisfaction, and final marks, and reduce the dropout rate with respect to face-to-face education.…”

Section: The Transformation Of Education Concept From Teacher-centementioning

confidence: 99%

Construction and application of SPOC‐based flipped classroom teaching mode in Installation Engineering Cost curriculum based on OBE concept

Zhang

Xuan

Zhang

2020

Comp Applic In Engineering

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The combination of the outcome-based education (OBE) concept and the emerging engineering education is a developing trend of the joint effect of discipline development and social needs. From the perspective of reforming teaching practice, a small private online course (SPOC)-based flipped classroom teaching mode of Installation Engineering Cost in Hebei Agricultural University based on the OBE concept was built, following the basic process of teaching goals-teaching activities-learning evaluation. These teaching activities including pre-class, in-class, and after-class steps had run for 2 school years on big and small class scales. A questionnaire survey was conducted to analyze the teaching effect after 2 school years of teaching practice. The results showed that through the SPOC-based flipped classroom teaching mode, final exam scores of students in the Urban and Rural Construction Institute were, on average, 11.11 points higher than those in the Modern Science and Technology Institute in 2017-2018 school year, and 8.32 points higher than those from traditional classroom teaching, indicating that the SPOC-based flipped classroom teaching on the small class scale had a positive effect on mastery of knowledge. Questionnaire results showed that students' awareness, participation, and satisfaction in flipped classrooms were higher than in traditional classrooms. Compared to the big class teaching, the implementation of small class teaching was more conducive to the cultivation of students' comprehensive abilities. The SPOC-based flipped classroom teaching mode provides a reference for blended teaching in the future. K E Y W O R D S correlation analysis, flipped classroom, outcome-based education, questionnaire survey, small private online course 1 | INTRODUCTION Chinese Ministry of Education issued "Notice on Research and Practice of New Engineering" and proposed the concept of "Emerging Engineering" on February 20, 2017 [12]. The characteristics of the emerging engineering were mainly reflected in five aspects: new engineering education concept, new professional structure, new talent training model, new education development system, and new quality of education and teaching. It also

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“…Most studies, 18 out of 49, focused on the correlation between students' learning performances and online activity, and found positive results correlating the highest grades and pass rates with the most active learning strategies (e.g. Hsiao et al, 2018;Martínez-Muñoz and Pulido, 2015;Smallhorn, 2017;Mouri, Uosaki and Ogata, 2018). Two studies among these especially highlighted the positive impact of students engaging with online feedback on their learning process on higher levels of SRL and better learning outcomes (Matcha et al, 2019;Silva et al, 2018).…”

Section: What Were the Educational Outcomes Of Using La In The Fc And Which Theoretical Background Were They Based Upon?mentioning

confidence: 99%

Learning Analytics in Flipped Classrooms: A Scoping Review

Algayres

Triantafyllou

2020

ECEL

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The Flipped Classroom (FC) is an instruction method, where the traditional lecture and homework sessions are inverted. Online material is given to students in order to gain necessary knowledge before class, while class time is devoted to application of this knowledge and reflection. The hypothesis is that there could be deep and creative discussions when teacher and students physically meet, which has known a significant surge of popularity in the past decade. A marked recent trend in the FC is the increased use of Learning Analytics (LA) to support the development of the FC and students’ reflexive learning. The aim of this paper is to investigate the literature on applications of LA in FCs, and to determine the best practices and needs for technological development supporting LA in the FC by means of a scoping review. This literature review revealed that there is potential in using LA in the FC, especially as a means to predict students’ learning outcome and to support adaptive learning and improvement on the curriculum. However, further long‑term studies and development is necessary to encourage self‑directed learning in students and to develop the whole of the FC for a more diverse population of students. We anticipate an increased and expanded use of LA to come, with focus on predictive and prescriptive analytics providing more adaptive learning experience. We also anticipate that LA will expand beyond data mining to correlate student performance and online engagement with the aim to include a wider range of possibilities of interventions and adaptation of the learning experience.

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Using a SPOC to flip the classroom

Cited by 19 publications

References 6 publications

Synergies of Learning Analytics and Learning Design: A Systematic Review of Student Outcomes

Synergies of Learning Analytics and Learning Design: A Systematic Review of Student Outcomes

Construction and application of SPOC‐based flipped classroom teaching mode in Installation Engineering Cost curriculum based on OBE concept

Learning Analytics in Flipped Classrooms: A Scoping Review

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