Developing Students’ “Soft Skills” through the Flipped Classroom: Evidence from an International Studies Class

Betti, Andrea; Biderbost, Pablo Nicolás; Domonte, Aurora García

doi:10.1093/isp/ekab014

Cited by 4 publications

(3 citation statements)

References 39 publications

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“…Nevertheless, [50] show that the flipped classroom did not have a substantial impact on student performance, attendance, or soft skills, and according to [51] show that the flipped classroom has a small impact on student academic success.…”

Section: Discussionmentioning

confidence: 95%

Digital Textbook and Flipped Classroom: Experimentation of the Self-Learning Method Based on the Development of Soft Skills and Disciplinary Knowledge

Moundy¹,

Chafiq²,

Talbi³

2022

Int. J. Emerg. Technol. Learn.

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Following adoption of the Moroccan educational system with a blended learning approach vis-à-vis the circumstances of the Covid-19 pandemic, which requires an adaptation on the part of the pedagogical actors to ensure pedagogical continuity and support students to guarantee their academic success. Our aim is to bring students to develop their own self-learning strategies to cope with the demands of the current situation through the use of a digital textbook in a flipped classroom. The sample consists of 362 students of which 54.14% are middle school students and 26.24% are male for the middle school and 23.2% in the high school. The digital textbook and the flipped classroom can improve the acquisition of disciplinary knowledge and obtain better results in students, and they can develop their soft skills. While there is a significant relationship between the development of soft skills in students and their academic success. The student ‘self-learning method using the digital textbook and the flipped classroom can help develop certain soft skills in the student. To conclude, our method remains effective and relevant, and does not replace face-to-face teaching, but is a complement for the teacher to improve his or her professional practices.

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Section: Discussionmentioning

confidence: 95%

Digital Textbook and Flipped Classroom: Experimentation of the Self-Learning Method Based on the Development of Soft Skills and Disciplinary Knowledge

Moundy¹,

Chafiq²,

Talbi³

2022

Int. J. Emerg. Technol. Learn.

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“…Previous research on flipped learning has shown several benefits of this format for students [20, 31], including creating space to practice professional skills, such as critical thinking [15, 59], self‐regulated and autonomous learning [21, 44], life‐long learning [36], and interpersonal skills [63]. However, conclusions in previous studies with regard to professional skill development in flipped learning environments were anecdotal, rather than being empirically tested [10]. This article aims to address this gap by empirically examining the development of teamwork skills in a flipped project management for civil engineering course.…”

Section: Related Workmentioning

confidence: 99%

Analysis of teamwork skill development in a flipped civil engineering course

Karabulut‐Ilgu,

Madson,

Miner

et al. 2023

Comp Applic In Engineering

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As an innovative pedagogy, flipped classroom approach enables instructors to move direct instruction out of class and convert class time to a dynamic learning environment where students engage in teamwork, problem‐solving, and other interactive activities. Previous research has concluded that, when implemented well, flipped learning has the potential not only to increase learning gain but also to improve students’ professional skills such as teamwork, communication, and life‐long learning, which are deemed to be critical in engineering education and practice. This study aimed to examine the development of teamwork skills in a flipped civil engineering course. A sequential mixed‐method approach was adopted to understand students’ attitude toward teamwork, confidence in teamwork, and teamwork skill development. Quantitative data included pre‐ and postcourse surveys and peer evaluation (PE) and self‐evaluation (SE) while qualitative data included focus group interviews. Results indicated that students’ attitudes toward teamwork slightly improved, but it was not statistically significant. Confidence in teamwork, however, significantly improved after being engaged in a semester‐long team project. Teamwork skill development was assessed through four PE and SE conducted after each major project milestone. Findings are discussed and implications for classroom implementations and future research are presented.

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“…Soft skills have then become very important in the education and instruction sector in recent years. In fact, it is possible to find in the specialized literature many designs of didactic methodologies specifically focused on soft skills work (Halimah and Sukmayadi, 2019;Betti et al, 2022). Among the soft skills of greatest formative interest are communication (Rohid et al, 2019) and teamwork skills (Nguyen et al, 2021), due to their transversal nature, since they are present in any work activity in today's globalized society.…”

Section: General Introductionmentioning

confidence: 99%

Relevance of Communicative, Team Effectiveness, and Long-Range Planning Skills in Vessel Crewmembers

Bouzón¹,

Antón‐Sancho²,

Amado-Sánchez³

et al. 2023

INT J INSTRUCTION

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In recent years, soft skills have become increasingly important in many areas of the labor market and in the training of higher education students. This paper explores the perception that different crewmembers of Spanish flag vessels have about the influence of different soft skills in their work environment. A quantitative study is developed based on the answers to a survey to assess the different soft skills. The study involved 120 crewmembers of Spanish vessels, representing all possible positions and all types of coastal or ocean-going vessels. Student's t-test and ANOVA test were used to compare mean perceptions by gender, age range, navigation experience, position held, position experience, navigation class and vessel type. Three families of soft skills are distinguished: (i) communicative skills, (ii) team effectiveness, and (iii) long-range planning skills. In all of them, participants gave very high ratings, especially in team effectiveness. Significant differences were also identified in the perception of communicative skills and long-range planning skills when differentiated by position held and in the perception of communicative and teamwork skills when differentiated by type of vessel.

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Developing Students’ “Soft Skills” through the Flipped Classroom: Evidence from an International Studies Class

Cited by 4 publications

References 39 publications

Digital Textbook and Flipped Classroom: Experimentation of the Self-Learning Method Based on the Development of Soft Skills and Disciplinary Knowledge

Digital Textbook and Flipped Classroom: Experimentation of the Self-Learning Method Based on the Development of Soft Skills and Disciplinary Knowledge

Analysis of teamwork skill development in a flipped civil engineering course

Relevance of Communicative, Team Effectiveness, and Long-Range Planning Skills in Vessel Crewmembers

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