Example of a micro-adaptive instruction methodology for the improvement of flipped-classrooms and adaptive-learning based on advanced blended-learning tools

Kakosimos, Konstantinos

doi:10.1016/j.ece.2015.06.001

Cited by 50 publications

(46 citation statements)

References 25 publications

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“…The flipped classroom model increases the area knowledge of the learners (Goru Doğan, 2015) and learners' success (Baepler, Walker & Driessen, 2014;Chen, She, Kameda & Ohno, 2014;Chu & Sun, 2015;Ford, 2014;Kong, 2014;Liebert, Lin, Mazer, Berekneyei & Lau, 2015;Mason, et.al., 2013;Mclaughlin & Rhoney, 2015;Turan, 2015). Learners actively take part in the process and their participation to the lessons increases (Chu & Sun, 2015;Kakosimos, 2015;Nicolossi, 2014;Roach, 2014). Therefore, it can be considered that the achievement obtained in the group where the flipped classroom model was implemented, is due to the aforementioned reasons.…”

Section: Discussion Conclusion and Recommendationsmentioning

confidence: 99%

Flipping the Writing Classroom: Using Grammar Videos to Enhance Writing

Özkurkudis

Bümen

2019

Journal of Education and Future

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An action research study was carried out in the preparatory programme of a foundation university to examine student performance in terms of grammar taught in the writing lessons, and as an alternative method, the flipped classroom model was applied to a group of participants who learned theoretical knowledge through videos on the learning management system. The study lasted seven weeks and during the process, students' performance was noted with the help of a checklist. The experimental design with the pre-testpost-test control group and the semistructured interview technique was applied. The students (n=30) were asked to write an essay during the pre-test and post-test. These essays were assessed by three different teachers (the Gcoefficient was found as .841) who used a pre-prepared rubric by the researchers. Findings indicate that the achievement of the experimental group, where the flipped classroom method was applied, was significantly higher than the control group. Students expressed positive views about the flipped classroom model during the interviews. Education performed using the flipped classroom model was considered time-saving, provided an opportunity for practice, was easily accessible; and distance education through videos was well-received by students.

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Section: Discussion Conclusion and Recommendationsmentioning

confidence: 99%

Flipping the Writing Classroom: Using Grammar Videos to Enhance Writing

Özkurkudis

Bümen

2019

Journal of Education and Future

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“…However, in most studies, the methods for measuring student learning targeted overall achievements in the course rather than examining the effects of various activities individually. [46,51,52,58,60,62,64,68,70,73,74,84] 10 (C) [40,41,48,53,55,58,65,69,77,79] + 1 (NC) [50] 9 (C) [39,48,54,57,61,63,66,79,80]…”

Section: Learning Outcomes and The Measurement Of Learningmentioning

confidence: 99%

The Concept of Active Learning and the Measurement of Learning Outcomes: A Review of Research in Engineering Higher Education

et al. 2019

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Active learning has gained growing political, instructional, and research interest. However, the definitions of active learning are wide. The learning outcomes related to it have been mostly positive but the measurement methods are not without problems. This review provides an overview of active learning, especially in the context of engineering higher education, by answering two research questions: (1) How is the concept of active learning defined and justified in engineering higher education research? (2) What are the learning outcomes connected to active learning and how is learning measured in engineering higher education research? Sixty-six empirical articles were analyzed inductively with qualitative content analysis. The analysis showed that active learning was defined in various ways, and in some articles, it was not defined at all. In addition, justification (theoretical or empirical) for the use of active learning was seldomly reported. Finally, the indicators used to measure the impact of active learning on students’ learning outcomes were mostly based on students’ self-report data and focused on course specific development in subject-related knowledge. More thorough descriptions and theoretical justifications, as well as the consideration of learning outcomes with appropriate research methods, could reinforce the transparency of empirical interventions and the application of active learning.

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“…Resultados muy similares se han conseguido en el área de Económicas (Roach, 2014). Ya dentro del área de Ingeniería Química, la investigación desarrollada por Kakosimos (2015), presenta resultados cualitativos en los que la gran mayoría de los estudiantes afirman que su motivación ha sido mayor que en una clase tradicional, y que los materiales desarrollados les han ayudado a adaptar la materia a sus necesidades; sin embargo, estas mejoras no se han visto reflejadas en los resultados de los exámenes.…”

Section: Marco Teóricounclassified

“…Diversas investigaciones demuestran las repercusiones positivas del desarrollo de este modelo para la enseñanza de asignaturas de los grados universitarios de ingeniería (Jovanovic, Gasevic, Dawson, Pardo, & Mirriahi, 2017;Kakosimos, 2015;O'Flaherty & Phillips, 2015;Weinstein, 2015).…”

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Estudio de caso sobre las percepciones de los estudiantes respecto al modelo Flipped Classroom en asignaturas de ingeniería. Diseño e implementación de un cuestionario

et al. 2019

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La incursión de las Nuevas Tecnologías de la Información y la Comunicación en las aulas universitarias, ha potenciado y favorecido el desarrollo de modalidades pedagógicas alterativas a las tradicionales. La Flipped Classroom, se ha configurado como un modelo adecuado para la enseñanza de las asignaturas de ingeniería, optimizando el tiempo de trabajo en el aula y preparando materiales para el aprendizaje de los estudiantes fuera del mismo. En este estudio cuantitativo, se presenta una experiencia basada en el modelo Flipped Classroom desarrollada con 151 estudiantes de ingeniería. A través de un cuestionario diseñado ad hoc, se han recogido sus percepciones sobre la experiencia respecto a los materiales y recursos, las ayudas docentes y el rol del estudiante. Los principales resultados señalan que el modelo favorece el rol activo por parte de los estudiantes, y les exige un mayor esfuerzo y seguimiento diario. Igualmente, se presentan algunas propuestas de mejora para su futuro desarrollo.

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Example of a micro-adaptive instruction methodology for the improvement of flipped-classrooms and adaptive-learning based on advanced blended-learning tools

Cited by 50 publications

References 25 publications

Flipping the Writing Classroom: Using Grammar Videos to Enhance Writing

Flipping the Writing Classroom: Using Grammar Videos to Enhance Writing

The Concept of Active Learning and the Measurement of Learning Outcomes: A Review of Research in Engineering Higher Education

Estudio de caso sobre las percepciones de los estudiantes respecto al modelo Flipped Classroom en asignaturas de ingeniería. Diseño e implementación de un cuestionario

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