Integrating Flipped Learning Into an English Pre-Sessional Class at a Public University in the UAE

Eppard, Jenny; Rodjan-Helder, Marlieke Gerdie Danique; Baroudi, Sandra; Reddy, Preeya

doi:10.4018/ijvple.2021070105

Cited by 4 publications

(4 citation statements)

References 37 publications

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“…They proceed at their own pace, and students are given the widest possible space to explore, express, and innovate independently and responsibly in terms of instilling the value of Pancasila values through stages, namely habituation, emotional awareness, and discipline. This is also the opinion of Eppard & Rochdi (2017) that children can learn at their own pace and according to their abilities. Each child has the opportunity to study independently and has a certain autonomy in terms of time management.…”

Section: Introductionmentioning

confidence: 83%

Implementation of PBL Model with Differentiated Learning to Improve Students' Motivation and Cognitive Learning Outcomes on Evolution Material

Samawati,

Rachmadiarti,

Susananingsih

2023

jep

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Each child has their uniqueness and the necessity to choose the correct learning technique so that it can fit all students' demands through differentiated learning by partnering with problem-based learning models to boost students' learning motivation and learning outcomes. This research is Class Action Research, which tries to determine the improvement of learning implementation on students' learning motivation and learning outcomes. The subjects of this study were all students of class XI A2.5 SMA Negeri 1 Krian totaling 35 students. Data collection was carried out using observation, questionnaire, and test procedures, with instruments in the form of observation sheets of learning differentiation with problem-based learning (PBL) models, questionnaire sheets of learning motivation, and learning outcomes test sheets. The results showed that the average learning implementation score in cycle I was 76% with an excellent category, whereas in cycle II it was 93% with a very good category. Student learning motivation before participating in the learning process was in the low category with an average score of 52.93% and after participating in the learning process, the average score of student learning motivation climbed to 76.32 in cycle I with a moderate motivated category and further climbed by 88.55% in the motivated category in cycle II. Students' cognitive learning outcomes in cycle I earned a gain score of 0.54 with a medium category, and in cycle II obtained a gain score of 0.84 with a high category. Based on the results of the study, it can be inferred that there is an increase in motivation and cognitive learning outcomes of students through the implementation of the differentiated learning PBL model on material about evolution.

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Section: Introductionmentioning

confidence: 83%

Implementation of PBL Model with Differentiated Learning to Improve Students' Motivation and Cognitive Learning Outcomes on Evolution Material

Samawati,

Rachmadiarti,

Susananingsih

2023

jep

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“…The observable vector of resource features is calculated according to Eq. ( 8) and the expression is: (9) Where is the unobservable vector, is the factor loadings of journal resource integration features, and is the factor affecting . By calculating the journal resource characteristic observable vector, it is possible to understand the journal resources more deeply.…”

Section: Computing Observable Vectors For Journal Resource Characteri...mentioning

confidence: 99%

“…Eppard, J et al tested the flipped learning approach in a class for one semester, triangulated by exam scores of the students, interviews with participants, and instructor's reflections. The results indicated that flipped learning had positive outcomes in terms of increasing student self-efficacy, promoting leaner independent learning, and providing resources for concept introduction and review [9]. Wunderlich, J et al suggest that there is still a gap in how to select appropriate assemblies for different purposes and a need for guidance for practitioners.…”

Section: Introductionmentioning

confidence: 99%

Intelligent Application of Digital Shared Management System in Journal Resource Integration

Cai

2024

3C TIC

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In this paper, a journal resource integration system under digital sharing was designed to assess the symmetry of the journal resource matrix using the shared resource matrix analysis method, so that the journal resources can transmit information covertly among the subjects. Subsequently, the collected journal resource data were processed to improve the accuracy of information categorization and integration to form a perfect resource management system. The nature of journal resources was deeply understood by calculating the characteristic observable vectors of journal resources. Finally, with the help of ant colony particle optimization algorithm, the sharing sequence and time of journal resources were calculated, and the metadata format of all journals was unified and standardized to complete the design of journal resource integration system. The results show that the whole average integration efficiency of journal resources is 92.8%. Compared with the traditional integration system, the integration efficiency is improved by 28.3%, which fully confirms the significant performance improvement of the designed digital system in the integration of shared journal resources.

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“…Para Vygotsky, el lenguaje es un instrumento primordial para el desarrollo del pensamiento y posteriormente su evolución. Vygotsky propone que la base para comprender la conciencia humana, es el pensamiento y el lenguaje (Cripps et al, 2021;Eppard et al, 2021;Lázaro-Carrascosa et al, 2021).…”

Section: Introductionunclassified

Flipped classroom para la enseñanza del idioma inglés

Rodríguez Gonzales

2023

Rev. ciente. UCSA

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En la actualidad para la mejora de un buen aprendizaje del idioma inglés en el nivel secundario se ha explorado la literatura sobre el aula invertida en diferentes bases de datos para comprobar su efectividad y el gran impacto del método de flipped classroom en diferentes países alrededor del mundo. Este artículo explora el origen del aula invertida y sintetiza las evidencias que valoran su eficacia para incorporar más aprendizaje activo en la educación secundario hasta un nivel superior y crear un entorno educativo centrado en las acciones que realizan los estudiantes. El aula invertida contribuye el desarrollo de competencias y capacidades de cada estudiante, implicando a los estudiantes de manera motivadora a través de aprendizajes activos, innovando en la educación. El aprendizaje se asienta en equipos estudiantiles colaborativos, la instrucción por parte del docente como guía y la enseñanza a tiempo (planificada) en las que el docente comparte la información a sus estudiantes mediante diferentes plataformas.

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Integrating Flipped Learning Into an English Pre-Sessional Class at a Public University in the UAE

Cited by 4 publications

References 37 publications

Implementation of PBL Model with Differentiated Learning to Improve Students' Motivation and Cognitive Learning Outcomes on Evolution Material

Implementation of PBL Model with Differentiated Learning to Improve Students' Motivation and Cognitive Learning Outcomes on Evolution Material

Intelligent Application of Digital Shared Management System in Journal Resource Integration

Flipped classroom para la enseñanza del idioma inglés

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