Inverted Classroom by Topic - A Study in Mathematics for Electrical Engineering Students

Braun, I.; Ritter, Stefan; Vasko, Mikko

doi:10.3991/ijep.v4i3.3299

Cited by 34 publications

(34 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…According to Acedo [7], reverse classrooms can make learning more effective and creative because educators can observe learner's activities rather than spending time in class delivering all knowledge to the learners. A survey with 400 educators conducted by Shopia online social education platform [8] show that by using the flipped classroom method, 85% of educators report an increase in the leaning of their learners.This is in line with the study [9,10,11,12,13].…”

Section: Introductionsupporting

confidence: 92%

The Development of Mathematics Learning Tools Based On Flipped Classroom with Web Support to Increase Mathematical Problem Solving Ability

Ilahi¹,

Fauzan²,

Ellizar³

2018

Proceedings of the 2nd International Conference on Mathematics and Mathematics Education 2018 (ICM2E 2018)

View full text Add to dashboard Cite

This study aimed to produce a mathematics learning device based on flipped classroom with WEB support that was valid, practical and effective to increase mathematical problem solving abilities. Learning tools developed were learning video, WEB, lesson plan (RPP), worksheets of learners (LKPD). The development model used was Plomp model (preliminary research, prototyping phase, and assessment phase). The subjects of this study were 32 students of class X IPA2 SMAN 01 Kubung, Solok, Indonesia. The instruments used were a validation sheet, questionnaire response of teachers and learners, and test of mathematics learning outcomes. The results showed that learning tools satisfied the valid, practical and effective criteria. Learning devices were said to be valid if they satisfied content and construct validity. The practicality was seen from the ease in using the device by educators and learners. The effectiveness was seen from the test results of the learners who completed more than 70%. The percentage of students who completed the test was 84%.

show abstract

Section: Introductionsupporting

confidence: 92%

The Development of Mathematics Learning Tools Based On Flipped Classroom with Web Support to Increase Mathematical Problem Solving Ability

Ilahi¹,

Fauzan²,

Ellizar³

2018

Proceedings of the 2nd International Conference on Mathematics and Mathematics Education 2018 (ICM2E 2018)

View full text Add to dashboard Cite

show abstract

“…Another proposed advantage of the flipped classroom is that it allows instructors and students to make better use of face-to-face time. 1 , 5 Removal of didactic course material to an online environment means that class time is freed for other, more active forms of learning. The use of small-group, case-based or team-based exercises in flipped classrooms has been documented, and it is thought that such active learning teaching techniques aid learner retention and understanding.…”

Section: Introductionmentioning

confidence: 99%

Evaluation of the flipped classroom approach in a veterinary professional skills course

Moffett

Mill

2014

AMEP

109

View full text Add to dashboard Cite

BackgroundThe flipped classroom is an educational approach that has had much recent coverage in the literature. Relatively few studies, however, use objective assessment of student performance to measure the impact of the flipped classroom on learning. The purpose of this study was to evaluate the use of a flipped classroom approach within a medical education setting to the first two levels of Kirkpatrick and Kirkpatrick’s effectiveness of training framework.MethodsThis study examined the use of a flipped classroom approach within a professional skills course offered to postgraduate veterinary students. A questionnaire was administered to two cohorts of students: those who had completed a traditional, lecture-based version of the course (Introduction to Veterinary Medicine [IVM]) and those who had completed a flipped classroom version (Veterinary Professional Foundations I [VPF I]). The academic performance of students within both cohorts was assessed using a set of multiple-choice items (n=24) nested within a written examination. Data obtained from the questionnaire were analyzed using Cronbach’s alpha, Kruskal–Wallis tests, and factor analysis. Data obtained from student performance in the written examination were analyzed using the nonparametric Wilcoxon rank sum test.ResultsA total of 133 IVM students and 64 VPF I students (n=197) agreed to take part in the study. Overall, study participants favored the flipped classroom approach over the traditional classroom approach. With respect to student academic performance, the traditional classroom students outperformed the flipped classroom students on a series of multiple-choice items (IVM mean =21.4±1.48 standard deviation; VPF I mean =20.25±2.20 standard deviation; Wilcoxon test, w=7,578; P<0.001).ConclusionThis study demonstrates that learners seem to prefer a flipped classroom approach. The flipped classroom was rated more positively than the traditional classroom on many different characteristics. This preference, however, did not translate into improved student performance, as assessed by a series of multiple-choice items delivered during a written examination.

show abstract

“…5 Some reports suggest that student performance is enhanced with online instruction, 6,7 but there is also literature that shows no difference in performance with additional online instruction. 8,9 Several studies looked cm5centimeters; P15first year-pharmacy students; P25second-year pharmacy students; P35third-year pharmacy students specifically at the effects of technology on learner selfconfidence. 10,11 The analytical assays did not indicate any differences in the overall API accuracy between groups that used the more limited video library of version 2.0 compared to the complete library in version 3.0.…”

mentioning

confidence: 99%

Student Evaluation of Online Pharmaceutical Compounding Videos

Park

Shrewsbury

2016

American Journal of Pharmaceutical Education

View full text Add to dashboard Cite

Objective. To describe pharmacy students' views on the effectiveness of an expansion of the compounding laboratory website at the UNC Eshelman School of Pharmacy. Methods. Originally, there were 39 videos and three animations available. In 2011, an additional 59 videos and two animations were added. Concurrently, all of the interactive questions were updated to fully integrate with the expanded video library. Students were surveyed about the expanded video library regarding accessibility, functionality, and usefulness, and how using the library impacted their learning of compounding. Surveys were analyzed with descriptive statistics. Means and SDs were calculated for the rating scale questions; independent t tests and Wilcoxon nonparametric tests were used to find differences between professional classes and campuses. Analytical results were evaluated with a one-way analysis of variance (ANOVA), z test, and a homogeneity of variance (Levene's) test. Results. The response rate to the survey was 85%. Compounding videos were used by 386/391 students. Thirty-four percent of students used the videos an average of 30 minutes or less per week; 56% used the videos 1-2 hours per week. Approximately 80% of students were satisfied with the functionality and accessibility of the videos. All students, regardless of professional year or campus affiliation, put their confidence/competence at about 70% of the rating scale. Conclusions. As no standardized compounding curriculum was found in US schools of pharmacy and students reported being satisfied with the website, it could be an accessible, functional, and useful resource for pharmaceutical compounding in schools of pharmacy.

show abstract

Inverted Classroom by Topic - A Study in Mathematics for Electrical Engineering Students

Cited by 34 publications

References 0 publications

The Development of Mathematics Learning Tools Based On Flipped Classroom with Web Support to Increase Mathematical Problem Solving Ability

The Development of Mathematics Learning Tools Based On Flipped Classroom with Web Support to Increase Mathematical Problem Solving Ability

Evaluation of the flipped classroom approach in a veterinary professional skills course

Student Evaluation of Online Pharmaceutical Compounding Videos

Contact Info

Product

Resources

About