Inverting Instruction in Literacy Methods Courses

Zawilinski, Lisa; Richard, Kimberly A.; Henry, Laurie A.

doi:10.1002/jaal.498

Cited by 14 publications

(4 citation statements)

References 17 publications

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“…For example, regular class time can be used to organize extracurricular programs or book clubs whose meetings and discussions take place online, outside of class time. This type of a blended learning approach provides opportunities for student engagement inside and outside of class (Shaffer, 2015;Zawilinski, Richard, & Henry, 2015). This may help make college students more willing to spend their time reading online and do offline projects so they are engaged in learning in different contexts.…”

Section: Discussionmentioning

confidence: 99%

U.S. and Chilean College Students' Reading Practices: A Cross-Cultural Perspective

2016

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The purpose of this study was to investigate the differences between the amounts of time that U.S. and Chilean students spend on conventional academic reading, extracurricular reading, and Facebook and also to report the types of materials they prefer to read. The study surveyed students in the United States (n = 1,265) and Chile (n = 2,076) across all discipline areas. Descriptive analysis indicated that U.S. students spent 4.94 hours on academic reading, 4.17 hours on extracurricular reading, and 16.40 hours on Facebook weekly. For Chilean students, the figures were 13.17 hours, 3.07 hours, and 14.00 hours, respectively. The results indicated that for both U.S. and Chilean participants, online reading materials were the most popular type of material, followed by magazines/newspapers, graphic novels/comic books, best‐selling novels, and nonmajor academic books (books on topics outside the student's major subject in conventional print format). Due to the impact of the Internet on reading resources, students' reading patterns today are different from how they were in the past. College students' reading practices have moved to different venues with the advent of Internet technology, and the modality has migrated to online reading. Specifically, social media sites (e.g., Facebook) provide social accessibility to academic contexts that constitute students' learning experiences and shape their identities.

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Section: Discussionmentioning

confidence: 99%

U.S. and Chilean College Students' Reading Practices: A Cross-Cultural Perspective

2016

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“…A growing number of studies have indicated that traditional science classes do not offer the most effective learning methods for students, although this has been the typical manner in which higher education courses have instructed students during recent years [3,10,23,24]. Learning, however, must not be considered as a mere transfer and delivery of knowledge to learners.…”

Section: Flipped Classroommentioning

confidence: 99%

EduSciFIT: A Computer-Based Blended and Scaffolding Toolbox to Support Numerical Concepts for Flipped Science Education

González‐Gómez

Jeong

2019

Education Sciences

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In education, the use of information, computers, and the Internet as a form of blended technology has been receiving increased attention and consideration. Additionally, increasing attention is being paid toward a scaffolding mechanism that can be integrated into science classrooms in order to solve technological challenges. This work describes a computer-based blended and scaffolding learning toolbox to support numerical concepts for flipped science education, particularly one which is developed and implemented in a MATLAB environment and framed in Adobe Captivate 6 as a HTML5-based e-Learning application, which can be used for science laboratory exercises. This toolbox, named SciEduFIT, is one of the blended and scaffolding learning systems available for use in science education. Through this toolbox, students can acquire the skills to establish the numerical concepts in a flipped science classroom. A survey was conducted to measure the suitability of the proposed toolbox, specifically A to E screens of SciEduFIT. The positive results of the survey indicate that this novel toolbox should be introduced into science classrooms in order to supplement other existing tools currently in use in the area of flipped science education. Therefore, the research shows a general positive perception of the toolbox and highlights the feasibility of the toolbox to achieve significant science learning.

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“…Without the engagement of teachers, any attempt at BL might fail (Christo-Baker, 2004;Graham & Robison, 2007). Studies have thoroughly proven the benefits and effectiveness of BL (Graham, 2006;Osguthorpe & Graham, 2003;Zawilinski et al, 2016), but often neglected the feelings of teachers, the challenges they meet, their difficulties, anxieties and worries before and during the implementation of BL.…”

Section: Introductionmentioning

confidence: 99%

What kind of support do teachers really need in a blended learning context?

Zhao

Song

2021

AJET

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Teachers in higher education are the principal participants in blended learning (BL). Without their engagement, any attempt at BL might fail. In the process of BL implementation, they are faced with various challenges and are mostly not well prepared. However, studies have often neglected the feeling of teachers and their anxieties during BL implementation. There is insufficient research on teacher-related factors, especially teacher support. To address this question, a questionnaire was conducted among 123 respondents from 10 universities in China between March and May 2020. An analysis of the data collected shows that BL is widely recognised by teachers, but they lack confidence in their competence in BL implementation. The top three difficulties that faculty face are increased workload, a lack of funds to build their own courses and a lack of time to prepare online activities. Further, respondents have a clear need for pedagogical support, financial and infrastructure support, policy support, technical support and emotional support. These findings indicate that a targeted support system should be constructed to address these difficulties. Special attention should be paid to formulating BL guidance, offering a supportive environment that values BL efforts and relieving the workload of faculty. Implications for practice or policy: BL teachers need various support to design and implement BL courses. Higher education institutions should formulate guidance and clarify the definition and key implementation elements to guide BL practice. Management departments of higher education institutions should take effective measures to alleviate the burden of teachers. The training of teachers in the application of BL technology should focus on strengthening technological content knowledge and technological pedagogical knowledge.

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Inverting Instruction in Literacy Methods Courses

Cited by 14 publications

References 17 publications

U.S. and Chilean College Students' Reading Practices: A Cross-Cultural Perspective

U.S. and Chilean College Students' Reading Practices: A Cross-Cultural Perspective

EduSciFIT: A Computer-Based Blended and Scaffolding Toolbox to Support Numerical Concepts for Flipped Science Education

What kind of support do teachers really need in a blended learning context?

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