scholarly journals The impact of class attendance on student learning in a flipped classroom

2017 ◽  
Vol 12 (01-02) ◽  
pp. 8-18 ◽  
Author(s):  
Njål Foldnes
Keyword(s):  
Student Learning ◽  
Flipped Classroom ◽  
Class Attendance ◽  
The Impact

Flipped Classroom: Metode Pembelajaran Tatap Muka Terbatas pada Masa Pandemi Covid-19

2021 ◽  
Vol 7 (3) ◽  
pp. 57
Author(s):  
Ucup Supriatna
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Flipped Classroom ◽  
Student Learning Outcomes ◽  
T Test ◽  
Face To Face ◽  
Quasi Experimental ◽  
Face To Face Learning ◽  
The Government ◽  
The Impact

Proses pembelajaran online selama penutupan sekolah akibat dampak COVID-19 tidak dapat dilaksanakan secara optimal karena berbagai keterbatasan sehingga pemerintah mengeluarkan kebijakan pembelajaran tatap muka terbatas. Penelitian ini bertujuan mengetahui pengaruh metode flipped classroom pada pembelajaran tatap muka terbatas terhadap hasil belajar mahasiswa di STAI Al-Haudl Ketapang. Metode yang digunakan adalah quasi eksperiment dan analisis data dengan uji Independent Sample t Test. Hasil penelitian menunjukkan adanya pengaruh metode flipped classroom terhadap hasil belajar mahasiswa pada pembelajaran tatap muka terbatas sehingga pemilihan metode yang sesuai pada pembelajaran tatap muka terbatas dapat mengoptimalkan hasil belajar siswa. Penelitian lanjutan tentang metode pembelajaran yang sesuai dengan pembelajaran tatap muka terbatas agar terus dilakukan untuk mencari formulasi yang tepat pada pembelajaran tatap muka terbatas sehingga tujuan pembelajaran dapat tercapai dengan keterbatasan jumlah waktu tatap muka antara guru dan mahasiswa. The online learning process during school closures due to the impact of COVID-19 cannot be carried out optimally due to various limitations, so that the government issues a limited face-to-face learning policy. This study aims to determine the effect of the flipped classroom method on limited face-to-face learning on student learning outcomes at STAI Al-Haudl Ketapang. The method used is quasi-experimental and data analysis with Independent Sample t-Test. The results showed an effect of the flipped classroom method on student learning outcomes in limited face-to-face learning so that the selection of appropriate methods in limited face-to-face learning could optimize student learning outcomes. Further research on learning methods suitable for face-to-face learning is limited so that it continues to be carried out to find the proper formulation is limited face-to-face learning so that can be achieved learning objectives with the limited amount of face-to-face time between teachers and students.

scholarly journals Flipping a Dental Anatomy Course: A Retrospective Study Over Four Years

2016 ◽  
Vol 2016 ◽  
pp. 1-9 ◽  
Author(s):  
Mahmoud M. Bakr ◽  
Ward L. Massey ◽  
Helen M. Massa
Keyword(s):  
Retrospective Study ◽  
Student Engagement ◽  
Student Learning ◽  
Flipped Classroom ◽  
Course Design ◽  
Dental Education ◽  
Teaching Staff ◽  
First Year ◽  
Dental Anatomy ◽  
The Impact

Flipped classrooms have been successfully used to increase student engagement and support student learning in a range of educational fields, including health education. These advantages for student learning supported implementation of the flipped classroom in introductory sciences and preclinical courses in dental education. We report on a 4-year retrospective study which compared two methods of delivery of a first-year dental anatomy course. The first method used the traditional method, consisting of face to face contact teaching hours, which was compared to a partial flipped classroom, where lecture contact was maintained but practical classes were flipped. A series of online videos demonstrating different practical tasks such as wax carving and tooth identification. An online digital library and online quizzes for self-reflected learning were developed and trialled. Students’ Evaluations of Course (SEC) and students’ overall performance in practical and theoretical assessments were used to evaluate the impact on student engagement and success, respectively, after implementation of the modified course offerings. This study evidences the success of the transition to a partially flipped course design. Careful design and consideration of implementation of the flipped classroom method in dental education are recommended to ensure that there is reliable availability of online resources and dedicated teaching staff for construction of resources and delivery of relevant in-class activities.

scholarly journals Near Peers: Harnessing the power of the populous to enhance the learning environment

2017 ◽  
Vol 2 (1) ◽  
Author(s):  
Barry James Ryan
Keyword(s):  
Learning Environment ◽  
Student Learning ◽  
Flipped Classroom ◽  
Learning Experience ◽  
Bring Your Own Device ◽  
Learning Activity ◽  
Practical Implementation ◽  
Learning Tool ◽  
Data Set ◽  
The Impact

NearPod is a multiplatform e-learning tool that allows students to engage with each other and the lecturer in real time, independent of learning space size or type. This research investigated the impact of NearPod use in two different third level educational settings. The rationale was the practical implementation of key trends in higher education, and enhancing the student learning experience, through the integration of BYOD (Bring Your Own Device) and flipped classroom learning. One aim of this project was to identify if NearPod, could address these trends in a simple, cost effective way. Secondly, the research sought to investigate if embedding engaging technology into the learning environment could enhance the student learning experience and create a truly interactive environment.The impact of NearPod as an interactive learning tool was evaluated in terms of student interaction, engagement and participation through NearPod facilitated synchronous learning activities. Evaluative data were collected in several forms; anonymous questionnaires, academic facilitated discussion fora with purposefully sampled students and a staff reflective diary. The data were qualitatively and quantitatively analysed, leading to a triangulated data set ensuring only valid themes emerged. Overall, the students perceived use of the technology, and the academic’s personal reflective writings, suggested that the learning environment evolved towards a student-orientated, interactive space where the students took ownership for their participation in the learning activity. Students became responsible for constructing their learning ‘product’; created by the students, for the students and, hence, their learning overall.

scholarly journals The Impact of a Flipped Classroom on Student Learning Achievements in EFL Classrooms

2020 ◽  
Vol 1 (2) ◽  
pp. p13
Author(s):  
Thieu Thi Hoang Oanh
Keyword(s):  
Qualitative Research ◽  
Student Learning ◽  
Research Design ◽  
Quantitative Research ◽  
Flipped Classroom ◽  
Self Regulation ◽  
Instructional Videos ◽  
Quantitative And Qualitative Research ◽  
Significant Difference ◽  
The Impact

The Flipped Classroom (FC) is one of the developing ideas of educating students. In a FC, students watch instructional videos at home in advance and do assignments or engage in activities during the class time. Classroom time can be applied to more interactive tasks. This research was to identify the effect of the FC on student learning achievements and gain insights into the students’ perceptions towards the FC. This study was conducted with 60 EFL students in the course Grammar 3 of their BA program in Kien Giang University, Vietnam. The participants were divided into a traditional class and a flipped class. The study consisted of both quantitative and qualitative research. The quantitative research design was to determine if there was a statistically significant difference in student learning results between two groups of participants. The qualitative research design with an open-ended question was to know students’ perceptions towards the effect of the FC. Findings indicated that (1) the students in the FC got higher scores than the students in the traditional one; and (2) the students in the FC stated that the FC model helped improve their learning results, develop their self-regulation, self-confidence and other soft skills.

Use of active learning and simulation to teach pharmacy students order verification and patient education best practices with oral oncolytic therapies

2020 ◽  
pp. 107815522094039
Author(s):  
Alison P Duffy ◽  
Alyssa Henshaw ◽  
James A Trovato
Keyword(s):  
Student Learning ◽  
Flipped Classroom ◽  
Real Life ◽  
Primary Objective ◽  
Pharmacy Students ◽  
Learning Activity ◽  
Patient Counseling ◽  
Classroom Learning ◽  
Oncology Patients ◽  
The Impact

Introduction The primary objective of this study was to describe the incorporation of the flipped classroom model and use of real-life oncology patients to facilitate student learning of oral oncolytic best safety practices and patient counseling. The secondary objective was to assess the impact of the flipped classroom learning activity on students’ perceived confidence. Methods This study was a prospective, single center, flipped classroom learning activity and pre/post assessment survey administered to third year doctor of pharmacy students enrolled in the Oncology Pharmacotherapy didactic elective in 2016 and 2017. A pre/post survey was used to assess student’s perceived confidence with oral oncolytic best practice competencies. Results Ten students participated in the flipped classroom learning activity and survey. Five students completed both the pre- and postsurvey. The overall change in student’s mean scores for their confidence of oral oncolytic competencies improved significantly from 3 to 4.1 on a 6-point Likert Scale ( p = 0.03) following the learning activity. Students perceived confidence in performing oral oncolytic order verification increased following the implementation of a flipped classroom learning activity and use of real-life cancer oncology patients. Conclusion This study describes the development and implementation of a flipped classroom learning activity and use of real-life patients with cancer that can be implemented at other institutions of higher education in a didactic or experiential learning environment. Additionally, this study demonstrated a potential benefit in student learning.

MODIFIKASI MODEL PEMBELAJARAN PROBLEM POSING DENGAN STRATEGI PEMBELAJARAN TUGAS DAN PAKSA

2019 ◽  
Vol 2 ◽  
Author(s):  
Lita Amalia ◽  
Alda Dwiyana Putri ◽  
Alfajri Mairizki Nurfansyah
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Learning Process ◽  
Learning Strategy ◽  
Student Learning Outcomes ◽  
Learning Model ◽  
Problem Posing ◽  
Reasoning Skills ◽  
The Impact ◽  
Answering Questions

The purpose of this paper is to describe the Problem Posing learning model with Task and Forced Strategy. As for the background of this writing is because of difficulties in understanding the material and also lack of enthusiasm of students in learning the material so that the impact on student learning outcomes is still low. The low student learning outcomes are, of course, many factors, one of which is the problem of applying a learning model that is still teacher-centered, so students tend to be passive. For this reason, the teacher can use the Problem Posing learning model that is modified by the task and force strategy (Task and Forced). Problem Posing learning model is a learning model that requires students to develop their systematic reasoning skills in making questions and answering questions. While the task and force strategy (Task and Forced) is a learning strategy that has little effect on students to complete the task until it is completed and on time to avoid the punishment given by the teacher as a consequence. So that students will be motivated in listening, understanding the material delivered and doing assignments on time. By combining this model and strategy can be a solution so that the learning process becomes quality.

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