scholarly journals Flipped Classroom Method for the Teacher Training for Secondary Education: A Case Study in the University of Granada, Spain

2019 ◽  
Vol 14 (11) ◽  
pp. 202
Author(s):  
Francisco-Javier Hinojo-Lucena ◽  
Inmaculada Aznar-Díaz ◽  
María-Pilar Cáceres-Reche ◽  
José-María Romero-Rodríguez
Keyword(s):  
Academic Performance ◽  
Secondary School ◽  
Research Methodology ◽  
Flipped Classroom ◽  
Ad Hoc ◽  
Theoretical Knowledge ◽  
Educational Levels ◽  
The University ◽  
School Training

Flipped Classroom methodology has strongly introduced in the classrooms of different educational levels, but above all in the University. This methodolo-gy could be defined as the reversal of roles in the classroom, where the stu-dent acquires theoretical knowledge outside of the classroom and becomes a space for resolving doubts and cooperative work. Thus, this paper analyzes the experience carried out at the University of Granada with students of the Master's Degree in Secondary School Training where Flipped Classroom methodology has been applied. The research methodology used is quantita-tive, so that an ad hoc questionnaire on a Likert scale was used to obtain the data. Among the obtained results, it is observed that the students perceive an improvement in their academic performance and the improvement of the dif-ferent personal and social skills. Finally, it can be concluded that this kind of experiences where the Flipped Classroom methodology is applied favors the development of skills depending of subject taught and the field of knowledge.

scholarly journals Teaching Approach of Theory-Centered Course for Freshmen of Business English Major: A Case Study of “Research Methodology” Course

2019 ◽  
Vol 12 (3) ◽  
pp. 191
Author(s):  
Yue Siwei ◽  
Wang Xuefei
Keyword(s):  
Research Methodology ◽  
Flipped Classroom ◽  
Teacher Participation ◽  
Teaching Approach ◽  
Theoretical Knowledge ◽  
Business English ◽  
Teaching Reform ◽  
English Major ◽  
Second Year

This study explores the teaching approach of the general courses of theoretical knowledge targeted at the freshmen based on a pilot study of the course Research Methodology in School of English for International Business (SEIB) in Guangdong University of Foreign Studies. A questionnaire survey of 163 freshmen who take the course at two consecutive terms indicates that the course is pedantic and lectures’ inputs are invariable and the teacher participation is insufficient. After implementing a teaching reform against these defects, the methods of adopting case study and improving teacher participation meet the expectation of students in spite that the teacher participation is over-performed. Meanwhile, the pedantic attribute of the course remains even with an attempt to diversify the lecture inputs and to reduce the ratio of English to Chinese as the working language in lectures. This study suggests that the general courses of theoretical knowledge should be put off to the second year of university. Flipped classroom philosophy is recommended where the pre-class preparation is enforced and the teacher performs as a learning assistant for the students when executing research projects.

Correlating entrance data and first year academic performance of students enrolled in the Integrated Master in Mechanical Engineering at the University of Porto

2021 ◽  
pp. 030641902110156
Author(s):  
TMGP Duarte ◽  
AM Lopes ◽  
LFM da Silva
Keyword(s):  
Academic Performance ◽  
Secondary School ◽  
Undergraduate Students ◽  
Mechanical Engineering ◽  
Institutional Factors ◽  
First Year ◽  
Female Type ◽  
The University ◽  
First Year University ◽  
Over Time

Understanding how the academic performance of first year undergraduate students is influenced by home, personal and institutional factors is fundamental to delineate policies able to mitigate failure. This paper investigates possible correlations between the academic performance of students at the end of high school with their achievements at the end of first year university. Data for students in the Integrated Master in Mechanical Engineering (MIEM) program within the Faculty of Engineering at the University of Porto are analysed for the period 2016/2017 to 2019/2020. The students’ performance is measured by two metrics and the students are structured as a whole and by groups, according to their gender (Male/Female), type of secondary school (Public/Private), living place (Away/Home) and the rank of MIEM in their application list of options (Option 1/Option 2–6). The information is organized statistically and possible correlations between the data are investigated. The analysis reveals limited correlation between the two metrics, meaning that all students may exhibit good or poor results at the end of first year in MIEM, independent of their status at entrance. An unanticipated pattern is exhibited for the group Option 2–6, since it shows that, despite entering into MIEM without top application marks, the students in this group can perform as well as the others. This behavior is consistent over time.

scholarly journals It is not enough to flip your classroom. A case study in the course of Pavements in Civil Engineering

2019 ◽  
Vol 39 (3) ◽  
pp. 62-69
Author(s):  
Yasmany García-Ramírez
Keyword(s):  
Flipped Classroom ◽  
Civil Engineering ◽  
Learning Experience ◽  
University Teaching ◽  
Traditional Model ◽  
Group A ◽  
The Subject ◽  
Group B ◽  
The University

The flipped classroom, as an active learning model, has given remarkable results in several areas in the university teaching; however, its execution is still able to improve. This research shows the implementation and improvement of the flipped classroom model in the course of Pavements. It evaluates their influence on the students’ final grades and their learning experience. Three groups of students participated in this study, who enrolled in the course of Pavements in the Civil Engineering. Group A took the course with the traditional model, while Group B took it with a flipped classroom, and Group C experienced it with a reinforced flipped model. Groups did the course the subject in 2017, 2018 and 2019, respectively. Results show that even though with the flipped classroom models, the finals grades did not increase compared to the scores of the traditional model; however, it improved their learning experience. The students were more satisfied with the method; they even asked for fewer modifications than they did in the traditional model. This research shows that adding little academic things to the course, it would greatly influence their students' opinion.

THE EXPERIENCE OF FLIPPED CLASSROOM IN HIGHER EDUCATION. A CASE STUDY IN THE UNIVERSITY OF GRANADA

2016 ◽  
Author(s):  
Pilar Ibáñez-Cubillas ◽  
Vanesa-María Gámiz-Sánchez ◽  
María-Jesús Gallego-Arrufat
Keyword(s):  
Higher Education ◽  
Flipped Classroom ◽  
The University

scholarly journals Enabling disability inclusive practices within the University of Cape Town curriculum: A case study

2015 ◽  
Vol 4 (1) ◽  
Author(s):  
Chioma Ohajunwa ◽  
Judith Mckenzie ◽  
Theresa Lorenzo
Keyword(s):  
Service Learning ◽  
Ad Hoc ◽  
Academic Staff ◽  
Cape Town ◽  
Instrumental Case Study ◽  
Study Approach ◽  
Socially Responsive ◽  
University Of Cape Town ◽  
The University

Background: Disability inclusion in the curricula of higher education institutions contributes to socially responsive graduates with a capacity to address the cross-cutting issue of disability in development. This article discusses a study conducted at the University of Cape Town (UCT), South Africa, to explore disability inclusion. Methodology: An instrumental case study approach was adopted and a thematic analysis of data was done. Findings: Academic staff found a variety of ways to include disability, such as discussions in class, practice and service learning, but mainly as part of disciplinary requirements. Including disability as an issue of social justice stems mostly from the personal interest of staff, and is done in an ad hoc manner. Conclusion: Disability should be valued, and integrated into the curriculum in a structured manner as a perspective on diversity with which to interrogate our beliefs about ourselves and society. Theorising on disability is needed, as well as the unique perspectives that emerge across interdisciplinary boundaries, especially within the African context.

scholarly journals THE EFFECTS OF SOCIAL CULTURAL FACTORS ON SECONDARY SCHOOL STUDENTS ACADEMIC PERFORMANCE: A CASE STUDY OF KWANZA DIVISION, KENYA

2019 ◽  
Vol 7 (12) ◽  
pp. 425-438
Author(s):  
Simiyu Kepher Kisobo ◽  
◽  
Ben Malesi ◽  
Salome Awinja ◽  
Scholasticah Nalobire ◽  
...  
Keyword(s):  
Academic Performance ◽  
Secondary School ◽  
Secondary School Students ◽  
Cultural Factors ◽  
School Students

scholarly journals Inclusive methodologies from the teaching perspective for improving performance in university students with disabilities

2020 ◽  
Vol 10 (1) ◽  
pp. 127
Author(s):  
Alejandro Lorenzo-Lledó ◽  
Gonzalo Lorenzo ◽  
Asunción Lledó ◽  
Elena Pérez-Vázquez
Keyword(s):  
Academic Performance ◽  
University Students ◽  
Students With Disabilities ◽  
Ad Hoc ◽  
Teaching Practice ◽  
University Education ◽  
Visual Aids ◽  
Spanish Universities ◽  
The University

One of the challenges proposed by the European framework for higher education has been to develop a quality and accessible university education in order to reduce situations of exclusion of disabled students. In this sense, it is essential to reduce the existing gap in the academic performance of this group with respect to other students. The general objective of this study has been to analyze the application of inclusive methodologies in university students with disabilities from a teaching perspective. The adopted methodology was non-experimental quantitative with a sample of 313 teachers from the University of Alicante who have taught students with disabilities and who responded to a questionnaire designed ad hoc of 51 items. The results obtained show that teachers frequently use visual aids and use the same materials both in theory and in practice. Concerning perceptions, teachers consider that students with disabilities should acquire the same skills as the rest of their classmates and it was not difficult for them to teach them. Furthermore, the results showed significant differences in perceptions according to the professional category and the branch of knowledge of the teachers. From the aforementioned, it can be concluded that, although positive changes are perceived in teaching methodologies, it is necessary to continue making progress in improving teaching practice and the quality of education that facilitates the conditions for the academic performance of people with disabilities in Spanish universities.

scholarly journals Students` Perspectives on the Use of Innovative and Interactive Teaching Methods at the University of Nouakchott Al Aasriya, Mauritania: English Department as a Case Study

2021 ◽  
Vol 1 (2) ◽  
pp. 90-104
Author(s):  
Taleb Eli
Keyword(s):  
Higher Education ◽  
Teaching Methods ◽  
Research Methodology ◽  
Quantitative Research ◽  
Descriptive Statistics ◽  
English Department ◽  
English Studies ◽  
Interactive Teaching ◽  
The University

This study was carried to inspect students` views on the use of innovative and interactive teaching methods used in the English studies major at the University of Nouakchott Al Aasriya, Mauritania. This was a corollary of the fact that innovation in teaching, regardless the nature of the course or subject, has become a buzz word in the academic institutions. A quantitative research methodology was used and the data were collected from 101 students from the English Department. The collected data were analyzed using SPSS as an attempt to provide descriptive statistics to verify the students` perception of the use of innovative and interactive teaching methods. The findings of the study revealed that 91.1% of the students believe that their teachers do use some of the innovative and interactive teaching methods in their classes; still, 70.3% of the respondents were in favor of continuous trainings for teachers on the use of innovative and interactive teaching methods, which is a very alarming percentage. Also, the findings of this study have some significant implications such as the necessity to move from teaching to learning as an attempt to make learning an enjoyable and memorable experience.  The results of this study contribute to literature by concentrating on the use of innovative and interactive teaching methods in Mauritanian higher education institutes.   Keywords: Innovative, Interactive, Teaching Methods, Students, Higher Education, Mauritania

scholarly journals Using the Concept of a Learning Organisation to Build a Third Generation University. Case Study of the Jagiellonian University

2020 ◽  
Vol 19 (4) ◽  
Author(s):  
Małgorzata Madej ◽  
Magdalena M. Stuss
Keyword(s):  
Research Methodology ◽  
Second Generation ◽  
Subjective Evaluation ◽  
Third Generation ◽  
University Management ◽  
Learning Organisation ◽  
Good Practices ◽  
The Third ◽  
The University

Background. Currently, the university management requires undertaking the execution of new activities. In response to the challenges of the contemporary processes of the management – building a third generation university - universities are adapting the concepts of management, which up to now have been first and foremost availed of in the sector of enterprises. Such a solution is the concept of a learning organisation. Research aims. The aim of the research conducted was to verify the using of the concepts of a learning organisation during the building of the third generation university Methodology. In the research methodology, a systematic literary review was applied, as well as a case study of the Jagiellonian University. The choice of this university was made on the basis of a subjective evaluation of the process of evolution of the university from the second generation to the third generation. The adoption of such research methodology shall facilitate the building of propositions of good practices of the university management for other universities in the future. Findings. The research conducted reveals that the university has been usinga learning organisation to build a third generation university

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