An exploration of online behaviour engagement and achievement in flipped classroom supported by learning management system

Wang, Feng-Hsu

doi:10.1016/j.compedu.2017.06.012

Cited by 197 publications

(169 citation statements)

References 30 publications

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“…Moreover, students reported watching more than one pre‐recorded lectures in the weeks preceding tests, an indicator of the so‐called “binge studying” pattern that may not be associated with deeper learning . LMS may thus be a crucial tool to enable instructors keep a real‐time check on “behavioural engagement” of students with the pre‐class activities . The actual percentage of students who have accessed the online material can be determined by reviewing the logs of viewers on the LMS since such activity appears to be linked with self‐directed learning .…”

Section: Discussionmentioning

confidence: 99%

Flipped classroom in dental education: A scoping review

Vanka

Wali

2019

Eur J Dental Education

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Introduction:There is a pressing need to explore strategies which adopt and incorporate contemporary teaching methods to keep abreast with technological advances.Flipped classroom is a type of blended learning approach that has received considerable attention as an alternative to traditional lectures. The purpose of this scoping review is to explore the characteristics of the flipped classroom model implemented in undergraduate dental education. Materials and Methods:The scoping review has been reported under the PRISMA extension for scoping review guidelines. Systematic search of databases culminated in full-text papers that were evaluated for quality. Results:A systematic search on flipped classroom in dental education identified a total of 30 papers for full-text evaluation. After further exclusion, 17 studies were selected for data charting. Discussion:The student satisfaction, learning resources, pre-class and/or in-class activities, and academic scores are analysed and discussed. Conclusion:Flipped classroom improves student satisfaction in majority of the studies, whilst its effect on academic scores, particularly for skill development, needs more research. K E Y W O R D Sdental, flipped classroom, PRISMA extension for scoping review, scoping review

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Section: Discussionmentioning

confidence: 99%

Flipped classroom in dental education: A scoping review

Vanka

Wali

2019

Eur J Dental Education

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“…In addition, promoting students' engagement in online problem-solving activities is reported to be successful by preparing a plentiful set of online resources and providing online interaction activities. Students' high engagement then affected their achievement in the online class [17].…”

Section: IImentioning

confidence: 99%

Investigating the Interaction Patterns in EFL Virtual Classroom: A Case Study

Havwini¹

2019

Proceedings of the 1st International Conference on Applied Economics and Social Science (ICAESS 2019)

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In this study, the interaction pattern between teacher and students in a synchronous e-learning system was analyzed. The study focuses on the initiation acts from both teacher and students. Three class-sessions of an EFL virtual classroom were recorder and the whole classroom talk then transcribed. The results suggest that teacher has more initiation acts, as the most dominated initiation acts is elicit the genuine questions in purpose of getting information from the students. While from students' side, the most dominated initiation acts is also elicit the genuine questions in purpose of getting information from teacher. The results also indicate that in this virtual classroom, teacher still dominated most of the classroom talk. This paper offers the preliminary discourse analyses as part of an examination of the value of virtual places for instructional design.

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“…Through IMSSAP, teachers can assign class activities to groups to enhance student-student interaction. Wang [25] findings demonstrate that engagement, self assessment, and social interaction, have a significant effect on improving students-students and student-teacher interaction. IMSSAP is designed to create a learning environment which requires active contributions from students.…”

Section: Comparing Imssap With Immapmentioning

confidence: 94%

IMSSAP: After‐school interactive mobile learning student support application

Khachan

Özmen

2019

Comp Applic In Engineering

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Traditional methods intended for education are no longer suitable for it, since they are unable to meet the students’ learning needs. M‐learning is becoming a global interest. Various studies were conducted in many countries such as South Korea, Taiwan, UK, Malaysia, Serbia, European Union, and Saudi Arabia investigating student's readiness to adopt M‐learning. Our study aims to introduce a new mobile bite‐sized learning tool and to explore student's readiness to adopt M‐learning and to investigate the motivational and acceptance factors related to it. We introduced our learning tool (IMSSAP), after‐school interactive M‐learning student support Application, to university students from different majors in Turkey. Analysis of the questionnaire data revealed that an easy to use tool with social media collaboration and sharing capabilities appears to be the vital factors that will motivate students to adopt M‐learning. An improvement in the relation between the students, the teachers and the academic institution was obvious. Student's performance got much better added to better analytical and critical skills advancement. We have compared IMSSAP with another learning tool in the same class for clarity and reliability of the results. Highlights: A cloud‐based mobile application built with Google‐Firebase platform in the model of Backend as a Service (BaaS). Bite‐sized learning methodology used to fulfill student's needs in a social circle era. Lightweight learning tool created for knowledge sharing and a learning process monitoring facility.

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An exploration of online behaviour engagement and achievement in flipped classroom supported by learning management system

Cited by 197 publications

References 30 publications

Flipped classroom in dental education: A scoping review

Flipped classroom in dental education: A scoping review

Investigating the Interaction Patterns in EFL Virtual Classroom: A Case Study

IMSSAP: After‐school interactive mobile learning student support application

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