Implementing flipped classroom and gamification teaching methods into computer networks subject, by using cisco networking academy

Zhamanov, Azamat; Sakhiyeva, Zhulduz

doi:10.1109/icecco.2015.7416890

Cited by 17 publications

(12 citation statements)

References 1 publication

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“…Students take an active role in the process and strengthen their skills related to teamwork with collaborative group work (Hung, 2018;Leung et al, 2014;Zhamanov & Sakhiyeva, 2015). There is also evidence that sharing course contents prior to the in-class period changes the potential perception of the course difficulty (He et al, 2016).…”

Section: Literature Reviewmentioning

confidence: 99%

“…The most frequently mentioned disadvantages of the flipped learning approach are the time and level of expertise required to prepare the online environment. The video recording and editing processes, creating presentations and text files, writing different types of questions, and designing and developing the environment in which all this content will be placed require prepreparation, financial resources, and expertise (Moffett, 2015;O'Flaherty & Phillips, 2015;Snowden, 2012;Wagner et al, 2013;Zhamanov & Sakhiyeva, 2015). However, although teachers who flipped their classes encounter different difficulties in the first stage, this situation can be turned into an advantage when they continue to use the existing materials in the following times.…”

Section: Literature Reviewmentioning

confidence: 99%

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Effectiveness of Gamification in Flipped Learning

Gündüz

Akkoyunlu

2020

Sage Open

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The success of the flipped learning approach is directly related to the preparation process through the online learning environment. It is clear that the desired level of academic achievement cannot be reached if the students come to class without completing their assignments. In this study, we investigated the effect of the use of gamification in the online environment of flipped learning to determine whether it will increase interaction data, participation, and achievement. We used a mixed-methods sequential explanatory design, which implies collecting and analyzing quantitative and then qualitative data. In the online learning environment of the experimental group, we used the gamification. However, participants in the control group could not access the game components. According to the findings, the experimental group had higher scores in terms of interaction data, participation, and achievement compared with the control group. Students with low participation can be encouraged to do online activities with gamification techniques.

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Section: Literature Reviewmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

Effectiveness of Gamification in Flipped Learning

Gündüz

Akkoyunlu

2020

Sage Open

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“…A similar study highlighted that traditional education can be implemented as an auxiliary teaching method, to make way for new strategies such as flipped classroom and gamification, which can be achieved through education [6]. Provided by Cisco Networking Academy, with excellent results in the teaching-learning process a study in the same sense was carried out [7].…”

Section: Literature Review -Previous Workmentioning

confidence: 99%

Characterization of the impact on the society of the local cisco networking academy of ITSA in Barranquilla

Hernandez

Marchena²,

Wibawa³

2020

Bull.Socinf.The.App

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By 1997, Cisco Systems, a company already consolidated in the technology and communications market, saw the need to train personnel who had the skills to configure, manage, install and support all its products in general at all levels, from design to the implementation of solutions. In Colombia, more precisely in the city of Barranquilla, the ITSA University Institution in the early 2000s saw an excellent opportunity to ally with the University created by Cisco, called Cisco Networking Academy, to train professionals in the Caribbean region capable of face the new challenges that technology in networks is generating day by day, becoming in the first Institution of higher education in the region to provide this type of training with international certification and endorsement. From then on, the local Cisco academy has strengthened and significantly impacted local society, generating valued and skilled labor in the labor market of the city and the region. The purpose of this work is to measure this impact, focused on the Cisco, CCNA, and CCNP flagship courses between 2015 and 2019, verifying how ITSA, through the Cisco Academy, has transformed lives. The research methodology is descriptive, exploratory, and documentary

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“…A typical flipped learning class, or flipped classroom approach, provides students with access to online learning materials (usually via reading, lecture videos and quizzes) prior to faceto-face (F2F) sessions, and then use the in-class time to deal with "harder work of assimilating that knowledge" (Brame, 2013). With the use of flipped learning, learners gain full control of their study and can access their learning materials when, where and as often as they need to, while instructors gain more time to support student-centred learning (Huang, Hew, & Lo, 2019;Hung, 2017;Lameras & Moumoutzis, 2015;Zhamanov & Sakhiyeva, 2015).…”

Section: Introductionmentioning

confidence: 99%

Flipped learning wheel (FLW): a framework and process design for flipped L2 writing classes

Luo

O’Steen

Brown

2020

Smart Learn. Environ.

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It is widely recognized that feedback is important for the improvement of second language (L2) writing skills; however, teachers are facing challenges in providing sufficient and quick feedback on students' written works. This study proposes to employ the flipped classroom approach and peer feedback in L2 writing classes. Though previous studies provided sufficient theoretical frameworks and design guidelines in both fields, there is still a lack of actionable process designs specifically for L2 writing that combine flipped learning and peer feedback. To address the aforementioned gaps, this article uses a 'design thinking' approach to establish a framework named the Flipped Learning Wheel (FLW), which contains the components and principles of a typical flipped learning class. To achieve collaborative and reflective learning, which have been rarely specified in previous flipped learning research, this study involves the jigsaw technique and process writing approach in the design. The paper presents a detailed explanation of the FLW implementation process in L2 writing classes that contains 18 steps. We also interviewed eight L2 writing teachers about their perceptions on the FLW framework's feasibility in practice. Respondents report that the teaching process is specific, actionable and feasible for real-life teaching, which also leaves sufficient freedom for teachers to make adjustments. However, more attention should be paid to classroom management, class size and teacher competence. The FLW framework and implementation process presented in this article can be directly used, adapted or reshaped by L2 writing teachers for students with middle and upper language ability. Future studies can also implement this process design in practice and test its impact on writing ability and engagement.

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Implementing flipped classroom and gamification teaching methods into computer networks subject, by using cisco networking academy

Cited by 17 publications

References 1 publication

Effectiveness of Gamification in Flipped Learning

Effectiveness of Gamification in Flipped Learning

Characterization of the impact on the society of the local cisco networking academy of ITSA in Barranquilla

Flipped learning wheel (FLW): a framework and process design for flipped L2 writing classes

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