Cross-Cultural comparison of digital natives in flipped classrooms

Lawter, Leanna; Garnjost, Petra

doi:10.1016/j.ijme.2021.100559

Cited by 12 publications

(7 citation statements)

References 30 publications

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“…This cohort of third year students were preparing for their third and final placement and had already attended the placement briefing in the first and second years of their course. Most members of the population can be described as Millennial students (Toothaker & Taliaferro, 2017), which means they are aged between eighteen and thirty-four years old and may learn more easily with non-traditional pedagogies (Lawter & Garnjost, 2021). For the purpose of this study, the placement briefing was enhanced with the Mentimeter based questions to evaluate the impact of the technology on engagement and checking of key learning within the session.…”

Section: Methodsmentioning

confidence: 99%

Can Mentimeter Enhance University Student Participation in Taught Sessions?

Webb¹

2023

Intern. j., high. educ. pedag.

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There has been much research looking into the link between active engagement and learning in higher education students. This article presents an action research study that was conducted using a qualitative method to evaluate the impact of a specific technology on the learning for a cohort of students in a mandatory placement briefing session. Mentimiter, a classroom response system, was used to facilitate and evaluate the engagement of a 3rd year cohort of occupational therapy students in a teaching session. The findings are that, in this instance, the technology was effective in enhancing the students’ engagement and subsequent learning.

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Section: Methodsmentioning

confidence: 99%

Can Mentimeter Enhance University Student Participation in Taught Sessions?

Webb¹

2023

Intern. j., high. educ. pedag.

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“…For instance, in high uncertainty avoidance cultures, education may emphasize memorization and rote learning, while in low uncertainty avoidance cultures, there may be more emphasis on critical thinking and problem-solving [56], [57], [58], [59]. In the workplace, high uncertainty avoidance cultures may value seniority, experience, and adherence to established rules, while low uncertainty avoidance cultures may be more receptive to new ideas and approaches and may place greater value on creativity and innovation [60], [61], [62], [63].…”

Section: Uncertainty Avoidancementioning

confidence: 99%

Leveraging Hofstede’s Cultural Dimensions for Devising COVID-19 Control Strategies

Shetty

Maddodi

Hameed

et al. 2023

JCMM

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The COVID-19 Pandemic has caused unprecedented global challenges, including significant socioeconomic disruptions and the closure of schools and universities in almost all countries. Understanding the role of culture in shaping individual and societal responses to the Pandemic is crucial. This review article examines the applicability of Hofstede's cultural dimensions framework in devising effective COVID-19 control strategies. The article provides an overview of each dimension and its impact on the implementation of COVID-19 control strategies. It also includes a case analysis of four countries - India, the United Kingdom, the United States of America, and Poland - to illustrate the interplay between culture and COVID-19 control strategies. The insights provided by Hofstede's framework and the case analysis demonstrate that cultural differences can significantly impact the success of COVID-19 control strategies. By taking these differences into account, governments and public health authorities can improve the effectiveness of their COVID-19 control measures.

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“…Different types of knowledge require different approaches to their study, therefore, the nodes will represent different learning modes [23]. A decision needs to be made as to which objects of study are to be presented in which nodes, so that they can be learned by the students as they pass the respective nodes.…”

Section: Introductionmentioning

confidence: 99%

Adaptive higher education of linguistic students via «flipped classroom» blended learning

Samofalova,

Zharina,

Borisenko

et al. 2023

P Sci Edu

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Introduction. According to the report of the international Organisation for Economic Co-operation and Development (OECD), one of the trends in education in 2022 is recognised as the creation of an educational environment capable of meeting the needs of diverse learners and, at the same time, forming global competencies of the 21st century, as well as being accessible and adaptable for all population groups. This person-centred approach to learning and the trend towards continuous growth in the number of students predetermine the relevance of replacing traditional teaching formats with adaptive ones. At the same time, the widespread digitalisation of education and the emergence of blended teaching models provide opportunities for implementing the principles of adaptive learning in higher education. The objective of the article is to identify the dynamics of the level of students' independence and self-control during the transition from traditional to blended adaptive teaching model, as well as to evaluate its effectiveness in teaching linguistic students. Materials and methods. The strategy of microlearning was used in modelling the learning content. To achieve the objective of the study an experiment was conducted at Southern Federal University (SFedU), Institute of Philology, Journalism and Intercultural Communication. It involved 4th year students within the applied bachelor’s program in the study area «Pedagogical education with two majors (Russian and English)» within the framework of the theoretical course «English Lexicology» from 2020 to 2022. The results of the pedagogical experiment were analysed using the nonparametric Pearson χ2 -criterion. Results. After the experimental and control group students being subjected to final double testing on identifying the level of foreign language competence and educational maturity the data analysis showed higher scores for students in the experimental group (significance level p = 0.048 < 0.05 for Final Test and p = 0.031 < 0.05 for Final Questionnaire). In the course of the research, the authors came to the conclusion that the teaching process within the «flipped classroom» model framework based on the technological adaptation of a discipline has increased the level of academic achievement in English Lexicology as well as educational maturity. Conclusion. Adaptive learning in a distance format via a «flipped classroom» model meets the maximum requirements for adaptive courses, such as the personalization of student learning with the construction of individual educational trajectories, systematic monitoring of mastering micro-themes and modules of the discipline as well as implementing controlled pedagogical influence with a facilitative role of a teacher.

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Cross-Cultural comparison of digital natives in flipped classrooms

Cited by 12 publications

References 30 publications

Can Mentimeter Enhance University Student Participation in Taught Sessions?

Can Mentimeter Enhance University Student Participation in Taught Sessions?

Leveraging Hofstede’s Cultural Dimensions for Devising COVID-19 Control Strategies

Adaptive higher education of linguistic students via «flipped classroom» blended learning

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