Peer Teaching in a Flipped Teacher Education Classroom

Graziano, Kevin J.

doi:10.1007/s11528-016-0077-9

Cited by 51 publications

(54 citation statements)

References 17 publications

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“…Studies in related literature show that videos are often used as a means of teaching outside the classroom, while interactive tasks in which the students are actively participating are used as in-class activities (Basal, 2015;Graziano, 2017;Herreid & Schiller, 2013;Hsu, 2017;Lage, Platt, & Treglia, 2000;Roehling, Root Luna, Richie, & Shaughnessy, 2017;Song & Kapur, 2017;Zengin, 2017). Active participation and student-centered learning can be ensured through the use of videos that maintain students' attention and enable them to concentrate on the content (Herreid & Schiller, 2013).…”

Section: Who's Flipping?mentioning

confidence: 99%

“…In recent studies, the impacts of the FC Model on student performance, engagement, learning outcomes, and motivation have been investigated. Studies have shown that the FC approach enhances student's learning performance (Baepler, Walker, & Driessen, 2014;Davies et al, 2013;Janotha, 2016;Sun & Wu, 2016;Talley & Scherer, 2013;Wiginton, 2013;Zengin, 2017;Zhonggen & Wang, 2016), produces enhanced learning outcomes (Chen Hsieh, Wu, & Marek, 2017;Gillispie, 2016;Kong, 2014;Smallhorn, 2017) and increases student motivation (Chyr, Shen, Chiang, Lin, & Tsai, 2017;Graziano, 2017;Smallhorn, 2017;Wiginton, 2013;Yılmaz, 2017).…”

Section: Impacts Of the Fc On Student Learningmentioning

confidence: 99%

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The Impact of the Flipped Classroom Model on Students' Academic Achievement

Cabı

2018

IRRODL

152

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The aim of this study is twofold. First, it aims to investigate the impact of the Flipped Classroom (FC) Model on students’ academic achievement. Second, it reveals the students’ opinions about the model itself. For four weeks, the students in the experimental group were taught in a blended learning context where the FC Model was applied, while the lessons in the control group were carried out through traditional blended learning. Both groups were administered a test before and after the Flipped Classroom sessions. To analyze the data, a two-way ANOVA for Mixed Measures was conducted to compare the means of test scores of each group. The results showed that there were no statistically significant differences between the scores of the two groups. Coming to classes prepared and completing the assignments in class, so that students did not need to do assignments at home, were among the positive aspects of the FC Model. The problems encountered in this model, however, are categorized under three main titles: Motivation, Content, and Learning. At the end of the study, the advantages and disadvantages of the FC Model are identified in accordance with the participants’ opinions, and necessary suggestions made.

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Section: Who's Flipping?mentioning

confidence: 99%

Section: Impacts Of the Fc On Student Learningmentioning

confidence: 99%

The Impact of the Flipped Classroom Model on Students' Academic Achievement

Cabı

2018

IRRODL

152

View full text Add to dashboard Cite

show abstract

“…Twelve people mentioned that when other students explain the information to them, it is easier to understand and allows them to deepen the aspects required to carry out the activities in the laboratory in a better way. In addition, because they are their peers, it increases the student-student relationship [37] and favors to solve learning difficulties [38]. In this way, there is greater confidence to ask questions about ideas or concepts that were not entirely clear, which is a bit intimidating when the professor is consulted.…”

Section: Resultsmentioning

confidence: 99%

Flipped Classroom as a Learning and an Evaluation Strategy in a Pharmaceutical Quantitative Analysis Course at the Pharmacy Faculty of the Universidad de Costa Rica

Jose¹,

Gustavo²

2020

JAEP

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The flipped classroom is an active learning strategy in which what normally is done at home is flipped or switched with what is done during the classroom time. The objective of this work was to use the flipped classroom for the students learning improvement in the Pharmaceutical Quantitative Analysis Laboratory at the Pharmacy Faculty of the Universidad de Costa Rica. For this purpose, students were divide in groups, and a laboratory practice with their respective support material was assigned to each one. This information was explained to each member of the group, as well as other aspects that were considered pertinent. At the end of the groups" presentations, a survey was given for the evaluation of each student about this didactic strategy. In this experience, from the total enrolled population, 94.23% approved the course. As a complement, the students" opinion revealed that for 86.54% of the didactic strategy improved their academic performance and/or learning process. This positive impact was due to the contents explanation by their peers, the learning deepening to teach the lesson in the best possible way, having the study material since the course beginning, and the acquisition of tools and/or skills necessary to make public presentations. Nevertheless, the most frequent negative comments were that there is no difference between this flipped classroom and traditional lectures. In addition, the complexity found for the class preparation was not well received.

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“…This method will give students the opportunity to express their initial ideas and then confirm them with their peers. Some researchers have shown positive results in the use of peer teaching methods in universities in various applied sciences (Teixeira et al 2015;Graziano, 2017;Sayer, Marshman & Singh, 2016).…”

Section: Discussionmentioning

confidence: 99%

Preliminary Study: Development of Algodoo-based Newtonian Teaching Materials to Improve Student’s Conceptual Understanding with Peer Instruction Method

Rangkuti¹,

Ritonga²,

Wahyuni³

et al. 2019

Proceedings of the Proceedings of the 5th Annual International Seminar on Trends in Science and Science Education, AISTSSE 2018

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Some of the worlds physics communities have observed that student learning outcomes in introductory physics courses are weak and ineffective. To overcome this, one of the efforts to complete it is the development of effective teaching materials. Excellent teaching materials will help students in solving problems in learning including deep conceptual understanding. Many misconceptions occur for students who have completed introductory physics courses. Whereas in the introductory physics courses there are many major branches of physics. Conceptual understanding is a part that cannot be missed in the whole of physics learning. Weak understanding of the concept will affect the completion of mathematical physics questions. Sometimes students can solve a physics problem that is mathematical but does not understand the concepts contained in it. One method of solving physical misconceptions in students is to use peer learning methods whose activities are arranged in instructional materials developed based on Algodoo. This method is expected to reduce the misconceptions that occur for students who take Introductory Physics courses during their first year of college.

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Peer Teaching in a Flipped Teacher Education Classroom

Cited by 51 publications

References 17 publications

The Impact of the Flipped Classroom Model on Students' Academic Achievement

The Impact of the Flipped Classroom Model on Students' Academic Achievement

Flipped Classroom as a Learning and an Evaluation Strategy in a Pharmaceutical Quantitative Analysis Course at the Pharmacy Faculty of the Universidad de Costa Rica

Preliminary Study: Development of Algodoo-based Newtonian Teaching Materials to Improve Student’s Conceptual Understanding with Peer Instruction Method

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