Flipped online approach with learning analytics for supporting higher education students' learning. Course feedback results

Using learning analytics and dispositional learning analytics in teaching is difficult. Examples of their use are required for higher educational institutions and teachers. In this paper, we present a flipped learning approach in online settings (due to COVID-19) with particular emphasis on learning analytics and dispositional learning analytics. For this, an understanding of flipped approaches (i.e., flipped classroom and flipped learning) as well as the role of technology in the teaching context is required and presented. The role of technology includes (1) a digital learning system, (2) a conferencing system, (3) the collection and use of learning analytics and dispositional learning analytics, and (4) content-specific technology. Additionally, our aim is to present students' course feedback results from quantitative research methods course practices (2020, 2021) for preservice teachers (i.e., students;N = 70). The content is highly challenging for these students, causing fear, frustration, anxiety, and boredom. Generally, the results for pedagogy were positive, but the results of students' learning perceptions were lower. Based on the approach and results, discussion with new insights is provided. © 2022 Copyright for this paper by its authors. Use permitted under Creative Commons License Attribution 4.0 International (CC BY 4.0). CEUR Workshop Proceedings (CEUR-WS.org)

Heading for the Future After COVID-19: Reflections and Recommendations on Teaching Processes in a Rapidly Changing Learning Landscape

The COVID-19 pandemic posed numerous challenges for instructors and students. Professors, for example, struggled to quickly and effectively migrate face-to-face courses to remote teaching modalities. What had not been anticipated, however, were the additional challenges to be managed when returning to face-to-face and in-person teaching. This reflective essay provides some insight into how faculty at the University of Puerto Rico attempted to modify teaching practices to re-engage disengaged students as they returned to the campus classroom. Also, recommendations about how to move forward by applying a pedagogy of renewal are made.

Flipped Classrooms in Undergraduate Statistics: Online Works Just Fine

Background The flipped classroom method requires that students engage with homework before coming to the classroom so that class time can be spent on active and collaborative learning exercises. Research has demonstrated that this can improve student performance versus traditional lecturer-led teaching methods. Objective During the COVID-19 pandemic, the vast majority of teaching has been entirely online such that even ‘in-class' time has been virtual. The current article examined whether online-only delivery affects the efficacy of the flipped classroom approach. Method Grades for a research methods and statistics module and a statistics portfolio assignment were compared across consecutive cohorts of undergraduate psychology students taught by different methods. Results Overall grades on the module did not differ significantly across teaching methods but student performance on statistics tests did. Flipped classrooms, whether accompanied by on-campus or synchronous online classes, led to significantly better performance than traditional methods. No detriment was observed by teaching entirely online. Conclusion The key advantages of the flipped classroom method appear driven by active learning which can occur irrespective of classroom context. Teaching Implications Using flipped classrooms can be a useful tool, particularly in subjects where students may otherwise be less engaged with the content.

An Innovative Approach in Nursing Education: The Flipped Classroom Model, Its Theoretical Framework and Its Use in Nursing Education

The inability to conduct face-to-face classes during the COVID-19 pandemic has increased the need for distance education and active learning methods in nursing education. In programs that provide knowledge and skill-based education such as nursing education, active learning methods should be used to create learning environments where the student is in an active position and the trainer is a guide. The Flipped Classroom Model is one of the student-centered teaching methods that includes the application of active learning strategies. The basic logic of this model;It is the allocation of the lesson time in the classroom to the learning process in which the student is more active. Students who come to the lesson by studying the lesson materials before the lesson are provided to construct the knowledge with the activities they are active in the lesson. In the lessons conducted with this model, students learn concepts at their own learning pace. The fact that the course can be studied at any time and place highlights the flexible teaching method feature of the model. In addition, this model is more effective in developing students' spirit of cooperation, practice and communication skills, in-terest in the lesson, and ability to think and analyze compared to the traditional classroom. In this review, the content, learning process, advantages and disadvantages of the Flipped Classroom Model, which can be used as an alternative method for continuing nursing education with distance education, are given and literature information about its use in nursing education is presented. © 2023, Dokuz Eylul University. All rights reserved.

Technology, the flipped classroom, and exigent paradigm shifts or being forced into the present

Princeton University, including the various language programs it offers, has intentionally resisted distance learning for decades, primarily out of a desire to concentrate on the residential undergraduate educational experience. In New Jersey, USA, state-level restrictions and institutional decisions resulted in the closure of campus instructional spaces from the halfway point of the 2020 spring semester through the end of the 2020-2021 academic year, with further precautions, mitigations, and flexible responses throughout the following academic year, including but not limited to frequent reversion to remote instruction during periods of high incidence, interior masking requirements, and social distancing when possible in classroom spaces. For the past six years, I have also redesigned, expanded, and aligned our second-year German program with the first year, which is based on a high-frequency core vocabulary and the development of contextual reading strategies, among other approaches (for a detailed description of approach, form, and function, see Oberlin, in press). Of the many tools and approaches considered during this frantic and bewildering week, one stands out: the application of outside-of-class student-to-student communication via Zoom or other video-conferencing technologies with written follow-up to fulfill a number of desiderata: (1) that students speak more in an alternate assignment format given the realities of affective and technological hurdles while using video conferencing software;(2) that they are provided with an unsupervised opportunity to speak in an effort to reduce anxiety;(3) that self-scheduled partner work might offer flexibility necessary during home-based study and the various complications and distractions that entails, particularly during a period of ongoing disruptions;and (4) that a written response to this oral communication would generate classroom discussion, deepen engagement with materials, and present instructors with another avenue for teacher-student feedback and the assessment of sentence- or paragraph-level writing.

Blind Special Education Students' Mathematics Psychology in the Pandemic: The Impact of Flipped Classroom Learning

Blind students' mathematics learning results during the Covid-19 epidemic will be examined in this research using a Flipped Classroom approach. This research makes use of a quasi-experimental approach that includes non-equivalent control groups. Blind kids in grades IV and V make up the study's population of 16 participants. Saturated sampling was used to collect the samples. Students in the experimental class are taught using the Flipped Classroom paradigm, while those in the control class are taught using a direct learning approach as a comparison. A p-value greater than 0.05 indicates that the data are normal and homogenous. The average of two unpaired samples from data is compared using the independent sample t-test. There is no H0 for a t-statistic of less than 0.05;if it is less than 0.05, it is not accepted. First, the Sig.t count (2-tailed) or the P-value are compared to make the first decision. After the second judgment, H0 is no longer a valid hypothesis. Learning arithmetic in a traditional classroom or without any treatment utilizing the Flipped Classroom methodology was shown to be less beneficial for blind pupils during the covid-19 outbreak © 2023, Journal for ReAttach Therapy and Developmental Diversities.All Rights Reserved.

Blended learning for teaching during the COVID-19 pandemic

The authors share their online teaching experiences in a private university in Canada during the COVID-19 pandemic and offer recommendations for fostering dynamic learning in synchronous online classrooms and further research. Over 60% of the world's student population has been affected by nationwide closure, and 1.2 million university students were displaced from the classroom in Canada (UNESCO, 2020). Educators who have embraced the transition to online teaching-learning try various teaching and assessment methodologies that suit their classes (Lage et al., 2000;Luthra & MacKenzie, 2020). Recent studies (Burgess & Sievertsen, 2020) have investigated the impact of the COVID-19 on educators and students' performance. However, few have reviewed technology-based instruments that could facilitate online teaching and learning at the time of a pandemic or offered recommendations for online teaching and learning improvements. This chapter reviews digital tools utilized in online synchronous classes in the Bachelor of Business Administration program at a Canadian university of 8000 to 10,000 students to address this gap. It offers educators, researchers, and educational institutions recommendations to enhance the learning experiences and foster engagement in online classrooms. This chapter first reviews research on blended learning (BL), which refers to synchronous teaching/learning classes, as well as online asynchronous resources and assignments. Then, the faculty members' online teaching experiences and challenges are presented. Finally, recommendations are considered to facilitate online teaching and advance research. © Springer Nature Switzerland AG 2021. All rights reserved.

Enhancing student participation and engagement in remote learning environments

As the number of coronavirus cases increased throughout the world, most higher educational institutions rapidly shifted their face-to-face classes to remote learning without providing sufficient training for instructors. One of the challenges they faced during this period was enhancing students' motivation and engagement in their learning. Many scholars believe that students' academic engagement is an important criterion in assessing the quality and effectiveness of teaching and learning in educational institutions. An examination of previous studies on student engagement indicated that many factors could affect students' behavioral, cognitive, and emotional engagement in a remote learning environment. Some of these factors are related to students, and some of them are associated with instructors. Moreover, studies indicated that strong interpersonal relationships, interaction, and close communication between student-instructor and student-student could create a positive learning environment and enhance students' engagement. © Springer Nature Switzerland AG 2021. All rights reserved.

Handbook of Research on Language Teacher Identity. Advances in Higher Education and Professional Development (AHEPD) Book Series

In today's educational world, it is crucial for language teachers to continuously evolve in order to best serve language learners. Further study on the best practices and challenges in the language classroom is crucial to ensure instructors continue to grow as educators. The "Handbook of Research on Language Teacher Identity" addresses new developments in the field of language education affected by evolving learning environments and the shift from traditional teaching and assessment practices to the digital-age teaching, learning, and assessment. Ideal for industry professionals, administrators, researchers, academicians, scholars, practitioners, instructors, and students, this book aims to raise awareness regarding reflective practice and continuous professional development of educators, collaborative teaching and learning, innovative ways to foster critical (digital) literacy, student-centered instruction and assessment, development of authentic teaching materials and engaging classroom activities, teaching and assessment tools and strategies, cultivation of digital citizenship, and inclusive learning environments.

Flipped classroom with teams-based learning in emergency higher education: methodology and results.

During the pandemic period, most of the universities shifted their curricula into fully distance learning models. Due to these Emergency Remote Education circumstances, we adopted the application of Flipped Classroom model combined with Team-based Learning pedagogical strategy in four Computer Engineering courses. Our approach was reinforced by employing LAMS Learning Activities Management System in conjunction with interactive video services. Results of the application of this approach reveal enhanced student engagement with learning resources and improved achievement when compared to the traditional, in-class, conduction of the same courses. Moreover, students report positive estimation of the adopted approach.

Blended/flipped biology classes during COVID-19.

Higher education has been significantly affected by the COVID-19 pandemic, disrupting universities worldwide. Unexpectedly, the global academic community was forced to transition to remote and online learning. In many cases, fragilities in the systems of the higher education institutions were exposed, pointing to the need for investment in developing more digital solutions, infrastructure, and teaching modalities. In the post-COVID-19 era, the development and adoption of robust pedagogical modalities is crucial to provide the education systems with effective strategies for designing high-quality courses. Since 2008, MOOCs have been widely used to support billions of students worldwide with flexible, accessible, and high-quality learning experiences. This study attempts to investigate the effectiveness of adopting the MOOC-based flipped approach. We present findings and lessons learned from adopting this approach in two different biology classes using the MITx online materials. Findings on students' preparedness, students' performance, MOOCs integration evaluation, and during-pandemic approach assessment are also explained. In general, the results indicated that students favored the overall experience and the implemented approach. Since the online learning is currently at an evolving stage in Egypt, we believe this study's results might be beneficial for policymakers and Egyptian education institutions in designing strategies to improve the education process.

Online Interactive Flipped Classroom Teaching in Pediatrics for Medical Undergraduates.

OBJECTIVES: To introduce online flipped classroom teaching for medical undergraduates in Pediatrics and to assess students' engagement and satisfaction with the students and faculty with the flipped classroom teaching method. METHODS: An interventional education study was conducted on online flipped classrooms for final-year medical undergraduates. The core team of faculty members was identified, students and faculty were sensitized, and pre-reading material and feedback forms were validated. Students were engaged using the Socrative app, and feedback from students and faculty was collected using Google Forms. RESULTS: One hundred sixty students and six faculty members participated in the study. During the scheduled class, 91.9% of students were engaged. The majority of the students strongly agreed that the flipped classroom was interesting (87.2%) and interactive (87%) and developed an interest in the subject of Pediatrics (86%). Faculty were also motivated to adopt this method. CONCLUSION: The present study revealed that introducing flipped classroom strategy in an online model improved students' engagement and increased their interest in the subject.

Teaching web development courses using flipped classroom and Discord: a two-year experience in the Peruvian context during the COVID-19 pandemic

The Flipped Classroom methodology encourages students to interact with content in multiple ways and professors, who provide active learning strategies to create a super engaging group space that can extend beyond the classroom walls. The purpose of the study was to generate learning scenarios that ensure the good performance of students to achieve the skills in two programming courses at a private university in Peru, making its implementation sustainable over the years. The educational proposal presented in this research made use of the flipped classroom methodology and the Discord platform as an agile means of communication. The results are very encouraging because it allowed students to participate in their own learning in an active and self-directed way so that they self-regulate their own learning path individually and in groups;based on flipped classroom and successfully deployed on the Discord platform. © 2023 IEEE.

Practical Analyses on the Flipped Classroom Approach to Management Accounting Education

The outbreak of COVID-19 in 2020 has greatly changed teaching methods. With the normalization of the pandemic, teaching has gradually entered the era of a pandemic. Online teaching greatly limits the scope of management accounting courses and requires experimental operation and interaction between students and teachers. Therefore, mixed teaching has become a breakthrough in the development of management accounting teaching. This study mainly studies accounting students who adopt the mixed teaching method of the flipped classroom. Flipped classroom teaching mode can stimulate students' learning autonomy, adjust the traditional classroom teaching activities based on teachers' teaching into an interactive and exploratory new classroom, and play a positive role in the teaching development of management accounting courses. When designing a new paradigm of management accounting teaching based on the flipped classroom, by sorting out the five basic functions of management accounting prediction, decision-making, planning, control and evaluation, knowledge point learning, ability training, and independent exploration awareness run through three different periods before, during and after class. At the end of the semester, qualitative and quantitative analysis will be conducted in the form of questionnaires and interviews. The survey found that a large number of students recognized this teaching mode, and most students believed that this teaching mode improved their learning efficiency and ability to understand and master knowledge. The survey also found that the effect of rehearsal before class determines the learning level of the class to a certain extent. This means that we must focus on optimizing the rehearsal content and selecting more effective tools to ensure that students watch the rehearsal. © 2023 IEEE.

Exploring lemology teaching with "internet plus" flipped classroom pedagogy.

BACKGROUND: To investigate the use of flipped classroom pedagogy based on "Internet plus" in teaching viral hepatitis in the lemology course during the COVID-19 epidemic. METHODS: This study included students from the clinical medicine general practitioner class at Nanjing Medical University's Kangda College, with the observation group consisting of 67 students from the 2020-2021 school year and the control group consisting of 70 students from the 2019-2020 school year. The observation group used "Internet plus" flipped classroom pedagogy, while the control group used conventional offline instruction. The theory course and case analysis ability scores from the two groups were compared and analyzed, and questionnaire surveys were administered to the observation group. RESULT: After the flipped classroom, the observation group had significantly higher theoretical test scores (38.62 ± 4.52) and case analysis ability scores (21.08 ± 3.58) than the control group (37.37 ± 2.43) (t = 2.024, P = 0.045) and (19.16 ± 1.15) (t = 4.254, P < 0.001), respectively. The questionnaire survey in the observation group revealed that the "Internet plus" flipped classroom pedagogy approach can help enhance students' enthusiasm to learn, clinical thinking ability, practical application ability, and learning efficiency, with satisfaction rates of 81.7%, 85.0%, 83.3%, and 78.8%, respectively; 89.4% of students expressed hope that whenever physical classes resumed, the offline courses could be combined with this pedagogy approach. CONCLUSION: The use of the "Internet plus" flipped classroom pedagogy technique for teaching viral hepatitis in a lemology course boosted students' theory learning ability as well as their case analysis ability. The majority of students were pleased with this type of instruction and hoped that whenever physical classes resumed, the offline courses may be integrated with the "Internet plus" flipped classroom pedagogical approach.

Using Active Learning to Evaluate Student Competency Beyond Clinical Skills

Active learning methodologies support the development of higher-order thinking and knowledge application necessary for modern health care environments. Through active learning, nurse practitioner students apply their understanding of population-specific competencies while developing critical thinking and reasoning skills for safe and effective care. Myths regarding student-centric learning, such as cost, time, and design, may create barriers for faculty to incorporate competency-based methods into didactic curricula. This article provides evidence-based strategies and exemplars for active learning as a method to evaluate student competency beyond clinical skills.

Engineering students' approaches to learning in two student-centred instructional models before and during the COVID-19 pandemic

In this study, we investigated how well two different student-centred instructional models fostered engineering students' learning in a time of crisis. We analysed students' (N = 375) approaches to learning during four engineering mathematics courses in a Finnish university before and during the COVID-19 pandemic. Students' deep and surface approaches to learning, as well as organised studying, were measured five times during an eight-month period. For the control group the student-centred elements were added to the framework of traditional lecture-based teaching, whereas the intervention group's instructional model disrupted the structures of traditional teaching more profoundly. Our results indicate that the pandemic and related restrictions were linked to a decrease in students' deep approach to learning and organised studying, and an increase of surface approach to learning in both groups. However, the intervention group's instructional model supported the deep approach to learning better than that of the control group. [ FROM AUTHOR] Copyright of European Journal of Engineering Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full . (Copyright applies to all s.)

Comparing the effects of motivation in flipped and direct instruction for mastery learning in college precalculus

A lack of mathematics facility prevents many students from pursuing majors in science, technology, engineering, and mathematics. Research revealed that teaching methodology is crucial for success in any course. This dissertation focuses on learners' experiences in a flipped instructional model and a customized direct instructional model. Although the flipped instruction model is gaining popularity among teachers of secondary and post-secondary schools due to permeating access to the internet and digital technology, especially during the recent global Covid-19 pandemic, the flipped teaching method is faced with resistance from both instructors and students. The COVID-19 global pandemic has inspired the education community to rethink the way we teach college courses by promoting active learning strategies for equitable learning, including all variants of blended learning or hybrid instruction. This study investigates the prospects of pedagogical methods (flipped instructional model vs direct instructional model) on college students' course satisfaction, mastery learning, and long-term academic achievement. In total, 90 undergraduate students participated in the study;33 students were taught precalculus using flipped instruction, and 57 received direct instruction. The sequential explanatory mixed methods design (Creswell & Clark, 2007;Teddlie & Tashakkori, 2009) was used to determine predictive abilities of the instructional methods on learning and achievement, and course satisfaction, after controlling for the learner's cognitive and affective background characteristics. The dissertation further explores students' perceptions of the factors affecting their motivation to learn and succeed in Precalculus regardless of the type of teaching method they received. This study considered the effects of undergraduates' mindsets and motivation beliefs, teacher and teaching qualities, experiential behavior of the student, the curriculum, and other factors on their academic performances in introductory college mathematics by collecting, analyzing, and interpreting data from self-reporting surveys, semi-structured interviews, analytical memos of classroom observations, Precalculus and Calculus1 grades, course evaluation, and artifacts of educational activities. The findings indicated that the flipped instructional model supports short-term learning achievement, while the direct instructional model instruction facilitates learning retention. Course satisfaction ratings were comparable. The study also identified three types of mindsets (i.e., a fixed, a growth, or a mixed mindset) and fourteen factors that impacted achievement in the course. This study found that the quality of the learning space, course organization and structure, student's aptitude based on his/her background knowledge, mindsets, motivation beliefs, and teacher's expertise and relationship with the students impacted learning in a course. The ability to harmonize the identified factors affecting student motivation to learn is the culmination of effective learning and success. For example, this dissertation study revealed that mindset beliefs were not diametrical as reported in the literature;rather a student might hold a fixed mindset belief on a topic and become enthusiastic and cognitively engaged on the next. The study's findings provide educators and researchers with evidence to evaluate the implications of students' perceptions of factors affecting their motivation to learn and to succeed in introductory mathematics. The attainment of desired learning outcomes is possible if educators spend time creating quality educational activities that can stimulate the learners' interest to learn, then provide necessary cues to boost their motivation for continued cognitive engagement and participation, as well as guide and support the students to accomplish their desired achievement goals. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

Lessons Learned from POCUS Instruction in Undergraduate Medicine During the COVID-19 Pandemic.

Point of care Ultrasound (POCUS) has been adopted into clinical practice across many fields of medicine. Undergraduate medical education programs have recognized the need to incorporate POCUS training into their curricula, traditionally done in small groups with in-person sessions. This method is resource intensive and requires sufficient equipment and expertise. These requirements are often cited as barriers for implementation. During the Coronavirus Disease 2019 (COVID-19) pandemic, POCUS education was required to adapt to physical distancing regulations, giving rise to novel teaching methods for POCUS. This article outlines the implementation of a POCUS teaching session before and during the pandemic. It describes how these innovations can scale POCUS teaching and overcome barriers moving forward. A flipped classroom model was implemented for all learners. Learners were given an introductory POCUS module before the scheduled in-person or virtual teaching session. Sixty-nine learners participated in conventional in-person teaching, while twenty-two learners participated in virtual teaching following the pandemic-related restrictions. Learners completed a written test before and following the teaching. In-person learners were assessed using an objective structured assessment of ultrasound skills (OSAUS) pre- and post-learning sessions. A follow-up survey was conducted three years after the teaching sessions were completed. Both in-person and virtual groups demonstrated statistically significant improvement in knowledge scores (p <0.0001). Both groups had similar post-test learning scores (74.2 ± 13.6% vs. 71.8 ± 14.5 %, respectively). On follow-up questionnaires, respondents indicate that they found our online and in-person modes of teaching helpful during their residency. POCUS education continues to face a variety of barriers, including limitations in infrastructure and expertise. This study describes an adapted POCUS teaching model that is scalable, uses minimal infrastructure and retains the interactivity of conventional small-group POCUS teaching. This program can serve as a blueprint for other institutions offering POCUS teaching, especially when conventional teaching methods are limited.

Improved Zoom engagement by adopting flipped class strategies to the curriculum of a Biology of Aging course during the Covid-19 pandemic.

During the pandemic, a 4th year course: Biology of Aging was modified with extensive flipped classroom strategies to promote better student engagement. By utilizing the strength of the Zoom video conferencing platform students were able to have meaningful in-class experiences that promoted engagement and learning. This was further enhanced by shifting traditional lectures to a pre-recorded format to act as resources and promoting forum discussions outside of class times using the course management system (Brightspace). These changes influenced the satisfaction and benefited the student experience. Shifting to active student-centered learning and facilitation led to a dynamic well received teaching environment. The one trade off being that students needed to produce content every week, which was perceived as a heavy but manageable workload by many in the course. These changes can be used as a format for other online courses.