Information and Communication Technologies for Education Considering the Flipped Learning Model

Cueva, Andrea; Inga, Esteban

doi:10.3390/educsci12030207

Cited by 35 publications

(30 citation statements)

References 39 publications

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“…Educators must incorporate different pedagogical strategies in the classroom to foster student active engagement and participation, such as think-pair-share and scaffolding [61]. Teacher educators believed that flipped instructions allowed students to use instructional applications for real-world technological competence and learning skills [62][63][64]. Training students to use ICT can foster in-service and pre-service teachers' competence and skills in the use of ICT.…”

Section: The Rationale For Implementing Flipped Classroom Approachmentioning

confidence: 99%

Transforming Teaching with ICT Using the Flipped Classroom Approach: Dealing with COVID-19 Pandemic

Aidoo

Macdonald²,

Vesterinen³

et al. 2022

Education Sciences

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During the COVID-19 pandemic, educators changed their pedagogic practices, developed new teaching sequences, and blended learning approaches such as the flipped classroom. Claims have been made that the flipped classroom influences student motivation, enhances active engagement and class participation, and improves academic performance. Three teacher educators were invited to develop flipped instructional materials for chemistry teacher education. The materials included course plans, online videos, tasks, teaching, and online and face-to-face instruction learning sequences. Opportunities and barriers to using the flipped classroom approach for Ghanaian chemistry teachers were found. Teacher educators were interviewed before and after running the course using the developed instructional materials. The interviews were then analyzed to identify the teachers’ rationale, the opportunities, and the challenges of using the flipped classroom. Teacher educators found that integrating technology into their classrooms can enhance their ICT skills and that of their students. Educators believed flipped instructions could promote student-centered learning where students take responsibility for their learning, where and when it is most convenient. The teacher educators perceived that the approach helped students take an active role in their learning and enhance their participation. They also felt that it improved academic performance. Teacher educators also noted that their workload was reduced, and they had more time to interact with students. Some barriers and challenges were recognized as well. In the interviews, the teacher educators described how inadequate ICT infrastructures, such as poor internet connectivity and lack of ICT equipment, limited the use of the flipped classroom. The study provides suggestions for future research that can contribute to understanding the practical application of the flipped classroom approach.

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Section: The Rationale For Implementing Flipped Classroom Approachmentioning

confidence: 99%

Transforming Teaching with ICT Using the Flipped Classroom Approach: Dealing with COVID-19 Pandemic

Aidoo

Macdonald²,

Vesterinen³

et al. 2022

Education Sciences

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“…(A) Internet Today, in the competitive and rapidly changing business environment, access to correct, timely, and relevant information plays a vital role; so many activities of organizations such as decision-making, forecasting, and business analysis depend on this information. Information technology is a tool that can meet the information needs of organizations and help them achieve their goals (Cueva and Inga, 2022).…”

Section: Theoretical Backgrounds Social Networkmentioning

confidence: 99%

“…The use of new communication technologies, especially social networks in recent decades, has brought us into a new era and society; the society that Daniel Bell called the post-industrial society, Tada Omsu, the network society, and Castell, the information society ( Cueva and Inga, 2022 ). With the increasing development of electronic communication technologies such as satellite and Internet networks and their impact on many social, cultural, political, and economic aspects, society has undergone fundamental changes.…”

Section: Introductionmentioning

confidence: 99%

The effect of social networks on academic self-handicapping with the mediating role of self-regulatory learning strategies and academic achievement among EFL students

Izadpanah

Charmi

2022

Front. Psychol.

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IntroductionIn the academic context, social networking sites (SNSs) have reshaped the way university students connect and communicate with each other and the way they learn, thus influencing their identities and dimensions. This research investigates the effect of social networks on academic self-handicapping with the mediating role of self-regulatory and academic achievement.MethodThe current study is considered to be quantitative research in terms of its nature, applied research in terms of its purpose, and correlational descriptive one in terms of its method. The statistical population of the present study includes all language students of Tabriz University, whose number was 540 people. Sampling was done by the random sampling method. Using Morgan’s table, the sample size was estimated to be 225 people in 2022. Due to the possibility of falling, 10% was added to this number, and 250 questionnaires were distributed among 250 participants; 17 questionnaires were incomplete, and a total of 233 valid questionnaires were examined. Four questionnaires were administered to collect data. SPSS 26 and AMOS 24 software were used to analyze the collected data from questionnaires. Descriptive, inferential, and Structural Covariance Matrix (SEM) statistics were conducted to explore the effect of social networks on these variables.ResultsFindings showed that social networks significantly impact self-handicapping in language students of Tabriz University. 2- Social networks have a significant impact on self- self-handicapping with a mediating role of self-regulation learning strategies in language students of Tabriz University. 3- Social networks significantly affect self-handicapping, mediating role in language students’ academic progress at Tabriz University.DiscussionFurther investigation and experimentation into social networks are strongly recommended. In addition, studies show that self-handicapping is successful in helping individuals divert the assessments of others from attributing weak abilities to failure. Because self-handicapping behavior undermines achievement and can lead to long-term withdrawal from activities (such as school and college), parents and teachers must discourage self-handicapping and avoid behavior that may encourage it.

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“…A. Cueva and E. Inga (2022) have identified gnostic, constructive-projective, organizational, communicative, perceptual-reflective components as the most important structural components of developing the pedagogical excellence.…”

Section: Literature Reviewmentioning

confidence: 99%

Improvement of Pedagogical Skills of Teachers of the Institution of Higher Education

Tyurina¹,

Hadiak²,

Naida³

et al. 2022

JCT

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One of the prerequisites for solving the important and difficult task of training competitive specialists in all branches of the economy is the effective development of the pedagogical excellence of a tertiary school teacher. The problem to be solved within the framework of this study is the assessment of the priority and importance of factors, forms and means of formation of pedagogical skills of teachers of higher education institutions. In the course of the research, an analytical method, synthesis, comparison of information, was used to study the scientific literature on the formation and development of the pedagogical excellence of teachers of higher educational institutions, as well as a questionnaire survey for practical clarification of certain practical aspects of achieving the optimal level of pedagogical excellence of a tertiary school teacher. According to the results of the research, based on the analysis of scientific studies and the conducted survey, the factors, criteria and tools that can be applied to achieve the optimal level of pedagogical excellence of teachers of higher educational institutions were studied. Consideration of this problem allows us to come to the conclusion that the purpose of the academic paper is to clarify the theoretical fundamentals and determine the standpoints of teachers, heads of departments and faculties of higher educational institutions regarding the features and factors of the development of the pedagogical excellence of a tertiary school teacher in order to increase the effectiveness of his professional activity.

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Information and Communication Technologies for Education Considering the Flipped Learning Model

Cited by 35 publications

References 39 publications

Transforming Teaching with ICT Using the Flipped Classroom Approach: Dealing with COVID-19 Pandemic

Transforming Teaching with ICT Using the Flipped Classroom Approach: Dealing with COVID-19 Pandemic

The effect of social networks on academic self-handicapping with the mediating role of self-regulatory learning strategies and academic achievement among EFL students

Improvement of Pedagogical Skills of Teachers of the Institution of Higher Education

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