The Implementation of Flipped Learning Classroom Using a Technology Approach | Chapter 4 | Digital Crossroads: Integrating Humanities, Science and Technology Edition 1

The digital revolution triggered by Information and Communication Technologies (ICT) in all walks of life has touched the education sector. In this new paradigm shift, there is an extensive application and integration of ICT in education that can create boundless opportunities for students learning. This shift has given way to profound changes in teaching and learning approaches. Learning is not restricted to a certain period of time or place, but a lifelong process and can happen anywhere and everywhere. It can be done in the classroom or outside the classroom. Education is just a preparation for high-level life-long learning. So, to have effective learning, new and innovative teaching approaches should be used to address the needs of the learners of the present generation. One such approach is Flipped classroom learning. This paper explores the concept of flipped learning, a student-centered approach that helps in the active learning process, its theoretical background, benefits, challenges and the tools that facilitate its integration into classroom teaching.

 

Author (s) Details

W. Grace Shanthi
Kakatiya Institute of Technology and Science, Warangal, India.

 

 Please see the book here:- https://doi.org/10.9734/bpi/mono/978-93-48859-10-5/CH4 

Escape Room and Its Impact as an Educational Evaluation Tool | Chapter 6 | Progress in Language, Literature and Education Research Vol. 4

The change from a traditional learning paradigm towards an active learning one requires not only the deployment of a new way of facing theory and practice sessions from both teachers and students, but also an alternative manner to evaluate learners. In this paper, a model of escape room has been designed as a variation of the sequential path one, as the path is divided into a series of levels which must be traversed in a sequential order, such that one level must not be started until the previous one has already been cleared. We implemented this activity as an evaluation tool for a subject related to network fundamentals and the three goals we proposed beforehand were all achieved, such that an increment in the academic performance, a rise in the success rate, and a high level of engagement. Basically, the aim of this study is to check whether those three targets are achieved by introducing escape rooms as an evaluation tool in a course related to network fundamentals with 63 students, taught at a bachelor's degree level. The methodology used in this study was the application of statistical analysis to both the grades obtained by learners in the escape rooms and the answers to the Student Engagement Scale SES-4D related to the engagement they experimented during the escape rooms. The results obtained present an 11% rise in the average academic performance with respect to the average of previous academic years, a 15% increase in the success rate and an overall average of 4.1 in a 5 point likert-type when it comes to students’ engagement. Therefore, the outcome achieved is definitely positive from all three points of view, thus leading us to recommend the use of escape rooms in other courses.

Author(s) Details:

Pedro Juan Roig Roig,
Miguel Hernández University, Elche, Spain and University of the Balearic Islands, Spain.

Salvador Alcaraz,
Miguel Hernández University, Elche, Spain.

Katja Gilly,
Miguel Hernández University, Elche, Spain.

Cristina Bernad,
Miguel Hernández University, Elche, Spain.

Carlos Juiz,
University of the Balearic Islands, Spain.

Please see the link here: https://stm.bookpi.org/PLLER-V4/article/view/13148

Assessment of Learning and Engagement in the Flipped Classroom of Analytical Mathematics | Chapter 7 | Research Highlights in Language, Literature and Education Vol. 1

 In an effort to increase student involvement in a variety of courses taught in higher education, learning methods have changed over time. In general, learning strategies for mathematics have taken a more conventional approach. University level mathematics is more difficult, content-heavy, and provides greater problems in using active learning methodologies, as a passive approach of traditional lectures has long been utilised. However, interactive and active learning in mathematics are more common in higher education. Concerns about arithmetic learning issues are disregarded, and despite educator debates over an efficient teaching strategy, there still seems to be a lack of metacognitive understanding of mathematical reasoning and problem-solving abilities. Lessons delivered using a variety of models may help to bring about the necessary adjustments to increase student happiness and engagement with mathematics learning. Teachers must be encouraged to introduce active learning techniques so that students can start facilitating their own learning. This can be done by introducing approaches tailored to the individual, such as student-centered approaches, in order to make these methods applicable and effective in students' mathematical education experiences. The effectiveness of teaching methods like the flipped classroom in raising students' math achievement in comparison to traditional lectures has been studied, mostly in higher education, but the results to date have not been consistent, necessitating further research into this strategy at a higher educational level and in a STEM-related field. The flipped classroom approach, which inverts the typical traditional lecture style used in schools, is contrasted with the methods used by mathematicians to give courses to see how they affect student learning and engagement. The flipped classroom methodology is used in this study to teach analytical mathematics, a subject from a university foundation level module, and the results of the quantitative analysis show that it has less success in improving student performance. Findings from the study's qualitative analysis in terms of engagement show benefits of the flipped classroom paradigm, especially an upbeat engagement among peers.

Author(s) Details:

Anastasia Sofroniou,
University of West London, UK.

Please see the link here: https://stm.bookpi.org/RHLLE-V1/article/view/8326

Learning Strategies in Flipped Classroom: A Recent Study Approach | Chapter 07 | Research Developments in Arts and Social Studies Vol. 4

 From the standpoint of learning techniques, the research primarily aims to investigate two points: First and foremost, how do kids learn in a flipped classroom? Second, how successful and influential can a flipped classroom be in terms of learning strategies? The flipped classroom has gained popularity in the educational world in recent years. The research looks at how students learn in an extracurricular English teaching institution that uses a flipped classroom teaching method. In qualitative research, the study objects are four students and a teacher in a single class. After analysing the facts, the essay comes to three conclusions: To begin with, students' learning techniques in a flipped classroom are passive rather than active. Second, as compared to face-to-face teaching, taking notes in a flipped classroom is more effective. Before class, you should do some internet learning. The fulfilment of pupils' repeated learning also need the assistance of learning motivation as well as parental oversight. Finally, in a flipped classroom, teachers may better practise game-based teaching strategies. Teachers may make better use of classroom time by using some teaching tactics such as teamwork and language applications, allowing students to participate, express, perform, and display, which must be a positive stimulant for students studying English. Learning English is a long-term process of accumulation.

Author(S) Details

Ximei Qu
Information Department, Zhejiang Open University, Hangzhou, China.

Rong Miao
Graduate School of Education, Peking University, Beijing, China.

View Book:- https://stm.bookpi.org/RDASS-V4/article/view/6997