Implementation of Student - Team - Achievement - Divisions Activity and Flipped Classroom to Enhance Student Learning

Kittur, Javeed

doi:10.16920/jeet/2016/v0i0/85637

Cited by 8 publications

(10 citation statements)

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“…Flipped Classroom makes students have more responsibilities, especially when studying at home (Avery et al, 2018). Class time is used effectively and has more time to discuss students' doubts and solve many problems (Kittur, 2016). Learning with Flipped Classroom also makes students have higher motivation than ordinary learning (Asiksoy & Özdamli, 2016).…”

Section: Introductionmentioning

confidence: 99%

Analysis the 21st Century Skills of Students in Chemical Equilibrium Learning With Flipped Classroom-Collaborative Problem Solving Model

2020

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This study aimed to analyze the 21st century skills of students in learning chemical equilibrium with the Flipped Classroom-Collaborative Problem Solving model. Flipped Classroom is a learning model that students learn first outside the classroom through video, then carry out active activities in class such as discussions, presentations, making posters, and doing practicum. Collaborative problem solving is done when students discuss in solving problems for each learning activity. The research method used descriptive qualitative method. Data collection techniques were: observation, interviews, questionnaires, and reflective journals. Data analysis consisted of several stages, namely data collection, data reduction, data presentation, and verification or conclusions. Based on data analysis, this learning model made students active in learning and also made the students learn independently outside the classroom using mobile learning and searching some sources of references. In addition, students were actively involved in problem solving discussions, presentations, making projects, and practicums that were designed by students themselves. Thus it can be concluded that the Flipped Classroom-Collaborative Problem Solving learning model can train and grow students critical thinking skills, creativity and innovation skills, communication skills, and collaborative skills in learning chemical equilibrium.

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Section: Introductionmentioning

confidence: 99%

Analysis the 21st Century Skills of Students in Chemical Equilibrium Learning With Flipped Classroom-Collaborative Problem Solving Model

2020

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“…There are quite a few cooperative learning strategies that can be applied in flipped lessons, such as Student Teams‐Achievement divisions (STAD), Teams‐Games‐Tournament, and Jigsaw II, among others (Chang, Tsai, Li, Tsai, & Yu, 2018). For example, Kittur (2016) used STAD activities to enhance student learning. Students worked in a team of four with different ability levels.…”

Section: Resultsmentioning

confidence: 99%

“…The grouping can be achieved by referring to student performance of their pre‐class online exercises. Kittur (2016) argued that the members in heterogeneous teams could help each other master learning content. Most importantly, we can avoid the high‐ability students clustering together to dominate the group competition.…”

Section: Resultsmentioning

confidence: 99%

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Developing a flipped learning approach to support student engagement: A design‐based research of secondary school mathematics teaching

Hew

2020

Computer Assisted Learning

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The overarching goal of this research project is to develop a set of theoretical and empirical based design principles to support student engagement in flipped mathematics learning. We used a design-based research approach in which a series of studies was conducted in a secondary school. First, an analysis of practical problems was performed via exploratory studies (Studies 1A and 1B), randomized experiments (Studies 2A and 2B), and a literature review (Study 3). Second, a basic flipped lesson prototype was developed based on our empirical findings and relevant theoretical work of student engagement and self-determination theory. Third, we refined and evaluated our practice with two empirical studies (Studies 4 and 5). Finally, we reflected on each stage of our research project to produce a set of design principles for future practice. This study thus contributes to our knowledge of methods to support student engagement in flipped mathematics learning.

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“…PBL is being used by many researchers for a very long time and there is enough evidence in the literature that supports the fact that the PBL pedagogy enhances students' learning and skills [5][6][7][8][9][10][11][12][13][14][15][16][17][18].…”

Section: Introductionmentioning

confidence: 99%

Impact of Project-Based Learning for Improving Students Skills by Incorporating Design Thinking Process

Mahajan¹,

Naik²,

Sreeramulu³

et al. 2021

Journal of Engineering Education Transformations

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Engineering education is oriented towards active leaning & its implementation and hence project-based learning (PBL) plays a major role to enhance students learning practically. In this context, his study implemented PBL in the course projects for mechanical engineering students and students' learning was investigated. Every project needs roadmap to follow for being on the desired path and gets fruitful outcomes and hence in this study design thinking process was introduced in the course during PBL which helped students to understand the real-time problems which can be solved by applying the knowledge gained theoretically from the courses. Through design thinking process, students got to know the real-time problems and improved their skills to deal with the same by applying their knowledge. Students have improved their understanding to handle real-time problems and at the same time they interacted with community partner that helped them to go in the depth to work on it. This study has shown the importance of design thinking process and its impact on student's learning.

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Implementation of Student - Team - Achievement - Divisions Activity and Flipped Classroom to Enhance Student Learning

Cited by 8 publications

References 0 publications

Analysis the 21st Century Skills of Students in Chemical Equilibrium Learning With Flipped Classroom-Collaborative Problem Solving Model

Analysis the 21st Century Skills of Students in Chemical Equilibrium Learning With Flipped Classroom-Collaborative Problem Solving Model

Developing a flipped learning approach to support student engagement: A design‐based research of secondary school mathematics teaching

Impact of Project-Based Learning for Improving Students Skills by Incorporating Design Thinking Process

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