Combating the COVID-19 outbreak with a technology-driven e-flipped classroom model of educational transformation

Guraya, Salman Yousuf

doi:10.1016/j.jtumed.2020.07.006

Cited by 37 publications

(38 citation statements)

References 10 publications

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“…Comparative research was conducted by Latorre-Cosculluela et al (2021), who concluded that participants were inclined to take a more active role in their own learning process by developing 21stcentury skills (e.g., critical thinking or creativity) under the FC model rather than passively listening to direct instruction. In this regard, other studies highlighted the relevance of videos, recorded lectures, and group discussions, among other digital resources, to foster discussions, stimulate student learning and divert attention away from the current disruption caused by the pandemic (Agarwal and Kaushik, 2020;Guraya, 2020). As can be noted from the above-mentioned studies, the importance of increasing satisfaction and engagement during the unusual situation of COVID-19 is fundamental for educators to adopt strategic decisions to develop a culture of engagement among students.…”

Section: Introductionmentioning

confidence: 99%

Effectiveness of the flipped classroom model on students’ self-reported motivation and learning during the COVID-19 pandemic

Ferrer

Martínez

2021

Humanit Soc Sci Commun

104

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This study investigates the effects of the flipped classroom on Education students’ perceptions of their learning and motivation during the current pandemic. The sample consisted of 179 student teachers from the Faculty of Education of the University of Murcia in the academic year 2020–2021, in which the flipped classroom model was implemented. Identical surveys were administered and examined through both descriptive statistics and non-parametric tests. Statistically significant differences were found between pre-tests and post-tests with experienced students scoring higher on average in the latter. Most students had a positive perception about the flipped classroom, noting the advantage of practical in-class activities, as well as increased self-autonomy in learning.

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Section: Introductionmentioning

confidence: 99%

Effectiveness of the flipped classroom model on students’ self-reported motivation and learning during the COVID-19 pandemic

Ferrer

Martínez

2021

Humanit Soc Sci Commun

104

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“…Online learning has become widespread today and results in students' online learning experiences and their focus on time management. There are several recent studies that discuss the topic of applying the flipped learning method during the COVID-19 pandemic, including (Guraya, 2020;Khan & Abdou, 2020).…”

Section: Introductionmentioning

confidence: 99%

The Effectiveness of Flipped Learning During the Pandemic to Improve the Writing Competence of STMIK STIKOM Indonesia Students

Susana¹,

Brahma²

2021

RETORIKA: Jurnal Ilmu Bahasa

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Characteristically flipped learning enables students to utilize their time in class schedule to have discussion and elaborate their analysis especially in writing. The students can obtain learning experience which will shape their English. The research was aimed to determine the effectiveness and impact of flipped learning on developing writing competence of students during the COVID-19 pandemic. There are 32 fourth semester students majoring in Informatics Engineering STMIK STIKOM Indonesia who are the objects of this research. This research was conducted in the form of CAR (Class Action Research) which included the stages of planning, implementing action, observation and reflection which were carried out in two cycles. This study adopts the three-stage model proposed by Estes et al. (2015) for flipped learning: pre-class, in-class and post-class stages. Quantitative data were acquired from the eventual outcomes of convincing articles arranged by the students when the usage of flipped learning. Quantitative data, especially three kinds of data; (pre-test and post-test 1), (pre-test and post-test 2) and (post-test1 and post-test2) were examined utilizing SPSS 21 statistics. The correlation coefficient (r) for the principal informational index was 0.769 and the subsequent informational index was 0.907. The scope of all the correlation coefficients infers that there is an intensive connection among when the use of flipped learning. In view of the aftereffects of the examination utilizing SPSS statistics 21 with a certainty level of 95%, it is realized that H1 is acknowledged and H0 is dismissed, implying that there is a huge impact on the use of flipped learning in improving students’ writing ability.

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“…En la actual contingencia de Covid-19 se ha llevado a la innovación de las estrategias pedagógicas y de evaluación en los planes de estudio a nivel mundial, así mismo la formación clínica presencial se ha visto reducida por la necesidad de aislamiento social. Las escuelas de medicina han tenido que garantizar la continuidad del desarrollo curricular mediante una verdadera transformación educativa impulsada por la tecnología (Guraya, 2020). La metodología de AI refleja un aprendizaje activo, permitiendo enseñar contenidos teóricos del plan de estudios en la contingencia de Covid-19.…”

Section: Discussionunclassified

“…La metodología de AI refleja un aprendizaje activo, permitiendo enseñar contenidos teóricos del plan de estudios en la contingencia de Covid-19. Se descibe en la literatura (Guraya, 2020) una experiencia positiva sobre esta metodología de experiencia de aprendizaje.…”

Section: Discussionunclassified

Aula invertida en Pediatría: percepción de estudiantes de Medicina durante la pandemia de Covid-19

Calderón

Agudelo

Mojica

et al. 2021

EJHR

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El Aula invertida es un enfoque de enseñanza y aprendizaje innovador que ha demostrado ser efectivo en el área de la salud. En el contexto actual de confinamiento, se adapta sustituyendo la presencialidad por la tutoría en línea o la telepresencialidad. El presente estudio describe la percepción de los estudiantes de pregrado de Medicina de la Universidad de la Sabana de la asignatura de Pediatría, con respecto a las clases dictadas mediante la metodología de Aula invertida con sesiones sincrónicas remotas ante la pandemia por COVID-19, durante el periodo comprendido entre junio y noviembre de 2020. En este estudio participó el 93,3% de los estudiantes matriculados en el curso de pediatría de la Universidad, la muestra estuvo constituida por 70 estudiantes, con un promedio de edad de 22 años, de los cuales 30% eran hombres y 70% mujeres,Instrumento de percepción invertido en el aula. Se identificó una percepción general favorable en cada punto a evaluar, superando siempre el 70% de aceptación entre los estudiantes. Se evidenció una percepción positiva de la metodología del Aula invertida por parte de los estudiantes de medicina que cursaron la asignatura de pediatría. Se sugiere la realización de un estudio a mediano y largo plazo con el fin de evidenciar si esta metodología impacta en los resultados académicos de los estudiantes frente a los métodos de enseñanza tradicional.

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Combating the COVID-19 outbreak with a technology-driven e-flipped classroom model of educational transformation

Cited by 37 publications

References 10 publications

Effectiveness of the flipped classroom model on students’ self-reported motivation and learning during the COVID-19 pandemic

Effectiveness of the flipped classroom model on students’ self-reported motivation and learning during the COVID-19 pandemic

The Effectiveness of Flipped Learning During the Pandemic to Improve the Writing Competence of STMIK STIKOM Indonesia Students

Aula invertida en Pediatría: percepción de estudiantes de Medicina durante la pandemia de Covid-19

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