Wikis, Workshops and Writing: Strategies for Flipping a Community Engagement Course

Maloy, Robert W.; Edwards, Sharon A.; Evans, Allison

doi:10.9743/jeo.2014.1.6

Cited by 10 publications

(5 citation statements)

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“…(3) Flipped learning is a pattern of integrated learning, in which the use of technology in learning is activated in such a way as to enable learners to receive SRS in educational methods and from different educational sources, such as repeating a video several times, with the possibility of taking notes. This finding is consistent with the advantages of flipped learning in theoretical literature for the current research and with the results of many earlier researchers (Edwards & Evans 2014;Maloy, Fiorella and Mayer 2013;Mazur 1997;Mazur, Brown and Jacobsen 2015;McCallum et al 2015;McLaughlin et al 2013;Robertson 2000). (4) Flipped learning is characterised by its ability to constantly adapt to the needs of students.…”

supporting

confidence: 93%

The effectiveness of flipped learning strategy in the development of scientific research skills in procedural research course among higher education diploma students

Mahasneh

2020

Research in Learning Technology

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There have been efforts to investigate the effectiveness of the flipped learning strategy in the development of scientific research skills (SRS) in the procedural research course among higher education diploma students. However, studies examining the effectiveness of the flipped learning strategy in the development of SRS are, thus far, rare. This study adopted a quasi-experimental design, with two types of teaching methods. One research group was assigned to the flipped learning teaching method (n = 30) and the other to the conventional teaching method (n = 30). A multiple-choice SRS test was developed and used. The results showed that the flipped learning teaching method was more effective than the conventional teaching method, in gauging students’ SRS.

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supporting

confidence: 93%

The effectiveness of flipped learning strategy in the development of scientific research skills in procedural research course among higher education diploma students

Mahasneh

2020

Research in Learning Technology

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“…Despite several researchers have applied flipped classroom on learning outcomes such as (Maloy, 2014;Demski, 2013), literature examined flipped classroom method and its impact on self-regulation and social connectedness of students is scarce. The review of literature indicated that a study has yet to examine the effect of flipped classroom on social connectedness and as for self-regulation, only a few studies have touched upon the effect on the flipped classroom on the topic.…”

Section: Review Of the Literaturementioning

confidence: 99%

The Effect of Flipped Classroom Strategy on Students Learning Outcomes

Jdaitawi¹

2019

INT J INSTRUCTION

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The purpose of this study is to examine the effects of the flipped classroom strategy to preparatory year instruction on student's self-regulation and social connectedness. A quasi-experimental pre-post-test design conducted with 160 university students enrolled in three educational tracks (health, engineering and science). The students were divided into two groups: an experimental flipped classroom group and a control group. Experimental group was taught via flipped classroom, while the control group taught via traditional strategy. The levels of self-regulation and social connectedness were measured through questionnaire at the beginning and the end of the classes. The results based on ANOVA analysis reported that students in flipped classroom had shown significantly higher level of self-regulation and social connectedness compared to students in the traditional group. Based on the obtained findings, self-regulated learning and social connectedness were successful in making significant improvements among students exposed to flipped classroom mode compared to their counterparts in the traditional group. The results demonstrate that flipped classroom strategy can be used to promote self-regulated learning and enhancing students' social connectedness.

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“…Concerning teachers, Maloy, Edwards, and Evans (2014) found that higher education faculty members who conducted flipped classes reported remarkable teaching and learning impacts. Another experience is that of Van Veen (2013) who discovered that flipping has been the most transformative experience of his career.…”

Section: Teachers' and Students' Perceptions About The Flipped Classroommentioning

confidence: 99%

The Flipped Classroom Model to Develop Egyptian EFL Students’ Listening Comprehension

Ahmad¹

2016

ELT

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The present study aimed at investigating the effect of the flipped classroom model on Egyptian EFL students' listening comprehension. A one-group pre-posttest design was adopted. Thirty-four 3 rd -year EFL students at the Faculty of Education, Suez University, were pretested on listening comprehension before the experiment and then posttested after it. Using the flipped classroom model went through three successive stages: planning (where content was prepared and participants were oriented to the flipped classroom process), implementation (that included the pre, during, and after class parts of the flipped classroom model), and evaluation (where group projects were presented and evaluated). Paired-samples t-test revealed a statistically significant improvement in participants' listening comprehension (t=11.341, p<0.05) between the pretest and the posttest in favor of the posttest. Therefore, it was concluded that the flipped classroom had a significant effect on the listening comprehension of Egyptian EFL students. Some recommendations and suggestions for further research were introduced.

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Wikis, Workshops and Writing: Strategies for Flipping a Community Engagement Course

Cited by 10 publications

References 1 publication

The effectiveness of flipped learning strategy in the development of scientific research skills in procedural research course among higher education diploma students

The effectiveness of flipped learning strategy in the development of scientific research skills in procedural research course among higher education diploma students

The Effect of Flipped Classroom Strategy on Students Learning Outcomes

The Flipped Classroom Model to Develop Egyptian EFL Students’ Listening Comprehension

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