Experimentation of Flipped Learning in Higher Education Academy

Dimauro, Giovanni; Gentile, Enrica; Plantamura, Paola; Scalera, Michele

doi:10.20533/iji.1742.4712.2019.0194

Cited by 3 publications

(3 citation statements)

References 9 publications

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“…In this regard, the instructor’s performance in the flipped environment is just as important as the learner’s. According to Dimauro et al ( 2019 ), the flipped learning environment necessitates a significant effort on the part of instructors in their transition from knowledge-transmitters to coaches. Instructors must track students both inside and outside of the classroom to check whether they are watching videos and preparing for lessons.…”

Section: Discussionmentioning

confidence: 99%

Whether to flip Extreme Apprenticeship: which is more effective in programming instruction?

2022

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Programming knowledge is more important than ever in the digital world. However, teaching programming can be challenging, especially with novice learners. Considerable research has been conducted into the most effective methods for teaching programming. Extreme apprenticeship, a variation of cognitive apprenticeship, is a method that has been used in teaching programming at university level in recent years. Because this method focuses particularly on completing lots of exercises with coaching and guidance, it may solve many problems related to learning programming. Flipped learning can be useful for student preparedness and providing sufficient theoretical knowledge at the beginning of the course. This study compares the applications of the extreme apprenticeship method, flipped extreme apprenticeship, and traditional classroom, analyzing them at the university level in terms of their effects on academic achievement and engagement coupled with gender differences. The findings of the study indicate that the extreme apprenticeship and flipped extreme apprenticeship instructional methods improve academic achievement and student engagement in introductory programming more than the traditional method. The results of the research point to important directions for the development of the extreme apprenticeship method in programming instruction and provide a guide for instructors. Supplementary Information The online version contains supplementary material available at 10.1007/s10639-022-11055-y.

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Section: Discussionmentioning

confidence: 99%

Whether to flip Extreme Apprenticeship: which is more effective in programming instruction?

2022

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“…For example, we think that the availability of resources in the cloud should favor innovative teaching methods such as that of the flipped classroom [29,30].…”

Section: Discussionmentioning

confidence: 99%

A Systematic Mapping Study in Cloud for Educational Innovation

Scalera¹,

Gentile²,

Plantamura³

et al. 2020

Applied Sciences

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For some years now there has been a growing use of cloud computing technologies in education. This paper reports a systematic mapping study (SMS) about the interest in the innovation of methods, techniques, and tools applied to teaching activities based on the use of cloud computing. The SMS presented here was designed using a consolidated, reliable, rigorous methodology and implemented in a replicable and verifiable manner. The process adopted is based on the selection of papers in accredited online digital libraries. This research made it possible to identify and analyze the empirical evidence in relation to the use of cloud computing in education with the aim of identifying both the main topics currently shared by researchers and the less explored areas to be integrated into a research agenda. The results show that only 17% of the 940 works examined report empirical research about the innovation introduced in educational environments of all levels and degrees by the cloud. The results also show that the type of method most widely used was that of feedback. The areas that have attracted the most interest from the research community are those of the new learning environment, collaboration platforms, and virtual laboratories. However, since the same areas are less supported by empirical research than others, we believe that these should be more closely monitored by the scientific community.

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“…Moreover, students in FL must be well motivated to learn independently and to obtain all the benefits from this approach (Låg and Saele, 2019). The lack of a teacher in the preparatory phase of Flipped Learning and self-paced courses can sometimes lead to confusion and increase the workload (Dimauro et al, 2019) in less motivated students or novice students, reducing the effectiveness of the method.…”

Section: Introductionmentioning

confidence: 99%

Flipped Learning in Corporate Contexts: A Case Study

2022

Proceeedings of the 19th International Conference on Cognition and Exploratory Learning in the Digital Age (CELDA 2022)

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Flipped Learning is an active teaching methodology that consists of reversing learning times and spaces. It entails that the teacher prepares and provides in advance the content to be studied so that, during the lecture, there is more time to do exercises and practice the concepts learned during self-study. In this process, the feedback that the teacher provides to students on their level of understanding, as well as the learning outcomes and observations that students, in turn, provide to the teacher, play a key role to adapt the learning path to the learners' actual needs. The paper aims to present a first case study of the application of Flipped Learning in the corporate setting. The case study involved a small company that is one of the partners in the national project L.I.F.T. to measure the effectiveness of the approach and learner satisfaction.

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Experimentation of Flipped Learning in Higher Education Academy

Cited by 3 publications

References 9 publications

Whether to flip Extreme Apprenticeship: which is more effective in programming instruction?

Whether to flip Extreme Apprenticeship: which is more effective in programming instruction?

A Systematic Mapping Study in Cloud for Educational Innovation

Flipped Learning in Corporate Contexts: A Case Study

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