Full-text resources of CEJSH and other databases are now available in the new Library of Science.
Visit https://bibliotekanauki.pl

Results found: 13

first rewind previous Page / 1 next fast forward last

Search results

Search:
in the keywords:  flipped classroom
help Sort By:

help Limit search:
first rewind previous Page / 1 next fast forward last
1
Publication available in full text mode
Content available

STUDENTS' PERCEPTIONS OF THE INCORPORATION OF FLIPPED LEARNING INTO L2 GRAMMAR LESSONS

100%
Noroozi A., Rezvani E., Ameri-Golestan A.
Teaching English with Technology
|
2021
|
vol. 21
|
issue 1
112-130
2
Publication available in full text mode
Content available

IMPLEMENTING BLENDED LEARNING AND FLIPPED LEARNING MODELS IN THE UNIVERSITY CLASSROOM: A CASE STUDY

100%
Sulaiman N. A.
Teaching English with Technology
|
2018
|
vol. 18
|
issue 4
34-47
EN
Mobile technologies have increasingly become more and more widespread not only for making our daily lives easier and simpler, but also for their enormous potential in educational development. This case study examines university students’ satisfaction with and perceptions towards the use of blended learning and flipped classroom models in foreign language learning (FLL) contexts. The methodology used in this study involves the descriptive and quantitative analysis of responses generated from students studying English as a foreign language at the Faculty of Foreign Languages at the University of Jordan. The analysis of these responses gave the author of this study an idea about what factors a teacher should take into account when introducing blended learning and flipped classroom models into a classroom.
3
Publication available in full text mode
Content available

DEVELOPING ENGLISH SPEAKING SKILLS THROUGH SIMULATION-BASED INSTRUCTION

100%
Angelini M. L., García-Carbonell A.
Teaching English with Technology
|
2019
|
vol. 19
|
issue 2
3-20
EN
Foreign language teachers and researchers face a major challenge enabling students’ learning. Not only must they provide training in the target language, but they must also find ways to optimise class time and enhance students’ communication skills in the target language. How does technology intersect with English teaching in ways that benefit learning? A possible approach would align with integrating web-based strategies and optimising class time through new methodologies, techniques and resources. In this study, a group of university engineering students were taught with simulations to aid their learning of English as a foreign language. These engineering students were taught English through both class-based and a large-scale real-time web-based simulation. We present the results of quantitative analysis of students’ oral production. The goal was to show whether simulation-based instruction contributes to significant progress in oral language production in English. The results indicate that students progressed significantly in four language-related areas: vocabulary, pronunciation, variety of expression and grammar.
4
Publication available in full text mode
Content available

The Effectiveness of Flipped Classroom on Students’ Performance and Satisfaction in a Biostatistics Course

100%
Tamimi M. H., Khvtisiashvili T., Tamimi M. B., Samuh M. H.
The New Educational Review
|
2022
|
vol. 67
159-171
EN
This paper investigates the effectiveness of the flipped classroom approach on the performance of a group of students in a biostatistics course at Palestine Polytechnic University (PPU). A questionnaire and the class performance are used as the study instruments to evaluate the effectiveness of this approach. The results are compared with another homogeneous group of students using conventional learning. Statistical analysis is carried out to check the significant difference between the two groups. The analysis reveals that the flipped classroom had better class performance and a higher level of satisfaction than conventional learning.
5
Publication available in full text mode
Content available

Investigating the effectiveness of the flipped classroom in an introductory programming course

100%
Souza M. J. D., Rodrigues P.
The New Educational Review
|
2015
|
vol. 40
129-139
EN
A flipped classroom is a teaching-learning environment in which students self-learn content by watching video lectures outside of the classroom and engage in learner-centered activities in the classroom with the guidance of an instructor. Earlier research into programming education has shown that students in the traditional classroom find introductory programming courses hard. This experimental study compared the effectiveness of a flipped classroom (experimental group, N=48) with a traditional classroom (control group, N=52) in two areas: 1. programming self-efficacy; and 2. academic performance. The results show that the students in the flipped classroom increased programming self-efficacy and achieved higher grades.
6
Publication available in full text mode
Content available

Flipped Classroom in the Higher Education System: a Pilot Study in Finland and Russia

100%
Antonova N., Shnai I., Kozlova M.
The New Educational Review
|
2017
|
vol. 48
17-27
EN
This article shows specifics of the transition from conventional educational practice to the Flipped classroom model in modern education system. It is focused on professors’ perception of the video-based teaching approach. Conducted sociological survey involves the teaching staff from one European and one Russian university, namely the Lappeenranta University of Technology (LUT) and Ural Federal University (URFU). The survey investigated professors’ awareness of the Inverted classroom, their readiness to employ it and prime barriers they face. Results reveal that teachers from Russia have less information about the model and practically do not embed it in the education arrangement comparing to professors from Finland. Lack of time, lack of support and assistance are shown to be the prime barriers preventing them from fl ipped classroom implementation. Drawn implications are of use for the integration of the fl ipped classroom.
7
Publication available in full text mode
Content available

Benefits and Limits of Flipped Classroom Implementation in Higher Education

100%
Koribská I., Chudý Š., Plischke J.
The New Educational Review
|
2022
|
vol. 70
107-117
EN
This theoretical study explores the flipped classroom concept as an innovative teaching method within higher education. The main aim is to present the benefits and limits of implementing the flipped classroom in the Czech higher educational context. The authors evaluate problematic areas of implementing the flipped classroom based on a content analysis of research studies from selected European countries and specify possible bottlenecks affecting its implementation in the Czech university environment. Referring to the results, the flipped classroom concept promotes student-centred learning, the activation and development of students’ competence to learn, but its effective implementation in the university environment is contextually conditioned.
8
Publication available in full text mode
Content available

The Influence of the Flipped Classroom Model on the Development of Key Competences of Future Teachers

100%
Cekić-Jovanović O., Đorđević M., Đorđević M. M.
The New Educational Review
|
2019
|
vol. 56
271-282
EN
The study examines the impact of the Flipped Classroom (FCM) on the development of key competences for the 21st century (KC21) in future teachers. Experimental design with two parallel groups was used. The sample consisted of 122 students of the Faculty of Education, i.e., experimental group-EG (60), and control group-CG (62). The EG attended lectures implementing the FCM, while the CG received traditional instruction. Results show that there is no significant difference in self-assessment of competence development between the EG and CG related to creativity, responsible attitude towards work, health and environment. There is a significant difference in the self-assessment of competences related to socio-emotional skills, problem solving, critical thinking, information and ICT literacy and learning to learn. The conclusion is that the implementation of the FCM can influence the development of the majority of KC21.
9
Publication available in full text mode
Content available

Model glottodydaktyczny odwróconej klasy (flipped classroom) w warunkach szkoły językowej

89%
Chudak T.
e-mentor
|
2022
|
vol. 95
|
issue 3
22-31
EN
This article attempts to present a flipped classroom (FC) model from a glottodidactic point of view in the context of a language school educational situation. The introduction to the article briefly explains the socio-economic context, the variable and dynamic nature that initiates and catalyses changes in both a formal and non-formal education system, and language schools belonging to the latter type. The first part of the article presents the FC phenomenon, its definition, features, as well as areas that directly influenced its evolution: constructivism and computer assisted language learning (CALL). Furthermore, it discusses the crucial consequence of the implementation of the FC model, i.e. changing the tasks of both the student and the teacher. The second part describes the implementation of a glottodidactic model developed by the educational and IT team in a particular language school, where it ultimatalely became the primary way of learning and teaching Spanish. It contains the following elements: presentation of the structure of glottodidactic materials available on an e-learning platform before meeting with a teacher, and the organisation of stationary lessons in relation to the traditional model commonly used in language schools. A proposal of the methodology of research on the described phenomenon is also presented. As a conclusion, it points out the positive effects of introducing the FC model into a language school, both from a didactic and economic perspective.
PL
Artykuł stanowi próbę zaprezentowania tematu odwróconej klasy (flipped classroom, w skrócie FC) w ujęciu glottodydaktycznym, z zawężeniem kontekstu sytuacji edukacyjnej do szkoły językowej. We wstępie do publikacji pokrótce wyjaśniono tło społeczno-ekonomiczne, którego zmienny i dynamiczny charakter inicjuje i katalizuje zmiany w systemie edukacji, zarówno formalnej, jak i pozaformalnej, do której przynależą szkoły językowe. Pierwsza część artykułu prezentuje zjawisko FC, jego definicję, cechy, a także obszary, które bezpośrednio wpłynęły na jego ewolucję: konstruktywizm oraz nauczanie języka wspomagane komputerowo (z ang. computer assisted language learning, w skrócie CALL). Druga część zawiera opis wdrożenia konkretnego modelu glottodydaktycznego opracowanego przez zespół dydaktyczno-informatyczny w szkole językowej, w której model odwróconej klasy stał się podstawowym sposobem uczenia się i nauczania języka hiszpańskiego. Zaprezentowano tu struktury materiałów glottodydaktycznych udostępnianych przed spotkaniem z lektorem na platformie e-learningowej, analizę mocnych i słabych stron modelu FC w kontekście glottodydaktycznym oraz opis organizacji lekcji stacjonarnej w porównaniu do tradycyjnego modelu stosowanego powszechnie w szkołach językowych. W podsumowaniu zaakcentowano pozytywne skutki wprowadzenia modelu FC do szkoły językowej, zarówno z dydaktycznego, jak i z ekonomicznego punktu widzenia.
10
Publication available in full text mode
Content available

Active Learning as a Means to Promote Education for Sustainable Development in the Classroom: A Case Study of Implementation in the Course “Multilevel Governance”

88%
Jetoo S.
Studia Periegetica
|
2018
|
vol. 23(3)
41-55
EN
The world is increasing in complexity and challenged by serious problems such as climate change, which have no easy solutions and involve stakeholders with competing values. Higher education has an integral role to play in navigating society through these daunting challenges. Educating the next generation of scholars and change agents through the framework of sustainable development clears a path for balancing environmental, societal and economic realities. Education for sustainable development must equip students with critical and “out of the box” thinking skills to develop innovative solutions to these problems. Whilst it is recognized that there is a need to develop pedagogical approaches for sustainability in education, there is a gap in the literature on pedagogical practices that promote education for sustainable development in the classroom. This study aims to bridge this gap by examining active learning as a means of promoting education for sustainable development. More specifically, it examines the use of active learning techniques in the course “Multilevel Governance” as a means of promoting education for sustainable development in the classroom. This article recommends that active learning techniques, such as group discussions, group assignments, Technology, Entertainment and Design (TED) talks, are critical to engaging students in the classroom on sustainability issues.
11
Publication available in full text mode
Content available

E-textbooks and new technologies. Opportunities and openings for a reflective teacher

63%
Kopaczyńska I.
Rocznik Lubuski
|
2017
|
vol. 43
|
issue 1
259-272
EN
The world of new technologies and changes observed in the functioning of contemporary children open new possibilities for early school education teachers. This, however, requires a shift in emphasis from teachers’ activity to children’s activity, initiation of work strategies based on cooperation among pupils, inclusion of discussion and other communication forms, exchange of ideas among education participants. This is to be achieved by means of new technologies, for example, e-learning or e-textbooks, which are a natural consequence of the dynamic development of modern information technologies. Such technologies are better adjusted to the needs and characteristics of the contemporary generation called Generation Z or Multitasking Generation. The author, using achievements of pedagogical and psychological theories, presents work methods applying new technologies which may be helpful to the teacher. These methods include: flipped classroom and e-textbooks
PL
Świat nowych technologii oraz obserwowane zmiany w funkcjonowaniu współczesnych dzieci otwierają przed nauczycielem w edukacji wczesnoszkolnej nowe możliwości. Wymaga to jednak przeniesienia akcentów z aktywności nauczyciela na aktywność uczniów, uruchomienia strategii pracy opartych na współpracy uczniów, szerszego włączania, dyskutowania i wszelkich form komunikowania się, wymiany myśli między uczestnikami edukacji. Służyć temu mogą nowe technologie jak na przykład e-learning lub e-podręczniki, które są naturalną konsekwencją dynamicznego rozwoju nowoczesnych technologii informacyjnych. E-podręczniki są bardziej „dopasowane” do potrzeb i cech charakteryzujących współczesne pokolenie zwane Generacją Z albo Generacją multitasking. Autorka korzystając ze współczesnego dorobku teorii pedagogiczno-psychologicznych przedstawia sposoby pracy wykorzystujące nowe technologie, które mogą być pomocne nauczycielowi. Wśród nich są: odwrócona klasa tzw. flipped classroom oraz e- podręczniki.
12
Publication available in full text mode
Content available

The impact of educational approaches in Cyprus during COVID-19 restrictions: implications for higher education organisations

51%
Christodoulides C.
Zeszyty Naukowe UPH seria Administracja i Zarządzanie
|
2021
|
vol. 57
|
issue 130
15-21
PL
Ograniczenia tradycyjnego kontaktu na uczelni związane z COVID-19 stanowią poważne wyzwanie dla nauczania akademickiego i studentów, a także dla zarządzania uczelniami. Te nadzwyczajne nowe i dyrektywy rządowe doprowadziły również do zagrożeń dla jakości nauczania, dlatego ważne jest, aby przestudiować strategie adaptacyjne w nauczaniu i wnioski wyciągnięte w czasie, gdy uczenie się zostało w znacznym stopniu przekształcone w nauczanie on-line. Głównym celem tego badania eksploracyjnego było określenie, w jaki sposób kadra nauczycielska dostosowała strategie nauczania w 2020 r. I jakie były ich oczekiwania w odniesieniu do zamierzonych efektów uczenia się studentów, ponieważ efekty uczenia się są również związane z satysfakcją uczniów. Ma to kluczowe znaczenie w przypadku przedłużenia ograniczeń związanych z COVID-19 i rozszerzenia nauki on-line. Wyniki z grupy 76 wykładowców wskazują, że kadra dydaktyczna w pewnym stopniu zaangażowała się w dostosowywanie konwencjonalnych metodyk nauczania do nowych uwarunkowań. Ograniczenia w przypadku dużej grupy nieco negatywnie wpłynęły na jakość nauczania wykładowców, natomiast w świadomości części nauczycieli osiągnięcie zamierzonych efektów uczenia się przez studentów mogło być bardzo trudnym zadaniem. Wyniki sugerują potrzebę rozważenia nowszych wersji strategii nauczania identyfikujących problemy uczniów i wzmacniających zaangażowanie.
EN
COVID-19-induced restrictions on traditional classroom-based contact have posed significant challenges to academic teaching and students as well as to the management of HEIs. The new setting and extraordinary government directives culminated into threats to the quality of teaching, therefore it is important to study adaptation strategies in teaching and valuable lessons learned in an era when learning was substantially converted to online teaching. The main aim of this exploration study has been to identify how teaching staff adjusted teaching strategies during 2020 and what their expectations were with regards to their students’ intended learning outcomes, taking into account that learning outcomes are also related to student satisfaction. This is crucial in case COVID-19 restrictions are prolonged and online learning extended. Results from a group of 76 lecturers indicate that they have to some extent engaged in adapting conventional teaching methodologies to the new conditionalities; that for many among them, restrictions have negatively impacted quality of teaching while for a portion of lecturers the attainment of intended learning outcomes by students may have been a very difficult task. Results suggest the need to consider newer versions of teaching strategies identifying student problems; and enhancing engagement.
13
Publication available in full text mode
Content available

Przegląd wybranych metod rozwijania kompetencji informacyjnych użytkowników bibliotek akademickich

51%
Korzystka B.
Bibliotheca Nostra. Śląski Kwartalnik Naukowy
|
2018
|
issue 2(52)
160-176
EN
The article presents the method of Blended Learning as a complex distance learning process in which a wide range of ICT technologies and new trends in teaching methods can be used. A personalized and flexible approach to the creation of a hybrid blended learning model was presented, using modern education methods, such as massive open social learning, learning design backed up by analytics, flipped classroom and learning to learn. Selected methods were proposed by the Institute of Educational Technology of the British Open University. The BL method was analyzed, based on American and British experience, showing its effectiveness and wide application in higher education.
PL
W artykule przedstawiono metody Blended Learning, jako złożonego procesu nauczania na odległość, w którym można wykorzystać szeroki wachlarz technologii teleinformatycznych i nowe trendy w metodach nauczania. Zaprezentowano spersonalizowane i elastyczne podejście do tworzenia hybrydowego modelu kształcenia mieszanego wykorzystując nowoczesne metody edukacji, takie jak: masowe otwarte uczenie się w społecznościach, projektowanie uczenia się wsparte analityką, odwrócona klasa i uczenie uczenia się. Wybrane metody zostały zaproponowane przez Instytut Technologii Edukacyjnych brytyjskiego Uniwersytetu Otwartego. Analizowano metodę BL bazując na amerykańskich i brytyjskich doświadczeniach, wykazując również jej skuteczność i szerokie zastosowanie w szkolnictwie wyższym.
first rewind previous Page / 1 next fast forward last
JavaScript is turned off in your web browser. Turn it on to take full advantage of this site, then refresh the page.