Preparation Before Class Or Homework After Class? Flipped Teaching Practice in Higher Education

Yumuşak, Güngör Keskinkılıç

doi:10.29329/ijpe.2020.241.20

Cited by 4 publications

(5 citation statements)

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“…There have also appeared education programs in which classroom classes are possible only when video learning has taken precedence, such as flipped learning [11,12]. Especially in groups in which self-directed learning abilities are excellent, such as Harvard and MIT, flipped learning using online video watching is going well [13,14], but in groups in which self-directed learning ability has not been verified, especially in younger grades, it is difficult to proceed smoothly due to false watching [6,15]. Online video watching judgements which are currently being used have difficulty in determining honest watching [7,8,21].…”

Section: Discussionmentioning

confidence: 99%

“…This section describes individual/different correct answer judgement (RESULT 2) among the two methods that are used for the watching judgement of TIDAPQ. Equation (13) shows how to judge the individual/different correct answer. The video contains two popup quizzes.…”

Section: Different Correct Answers To the Same Quizmentioning

confidence: 99%

“…In particular, education has also appeared in which classroom classes can be conducted only when you do the prior video learning, such as flipped learning [11,12]. Currently, flipped learning using online video is a great means of educating students in schools where talented people are gathered, such as Harvard, MIT, Seoul National University (SNU), and Korea Advanced Institute of Science and Technology (KAIST) [13,14]. However, flipped learning is difficult to expand into groups that lack self-directed learning skills, such as elementary, middle, and high schools, because it is difficult to determine whether they have normally done prior learning via online video watching [9,10].…”

Section: Introductionmentioning

confidence: 99%

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Automatic Judgement of Online Video Watching: I Know Whether or Not You Watched

Lim

2020

Mathematics

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Videos have long been viewed through the free choice of customers, but in some cases currently, watching them is absolutely required, for example, in institutions, companies, and education, even if the viewers prefer otherwise. In such cases, the video provider wants to determine whether the viewer has honestly been watching, but the current video viewing judging system has many loopholes; thus, it is hard to distinguish between honest viewers and false viewers. Time interval different answer popup quiz (TIDAPQ) was developed to judge honest watching. In this study, TIDAPQ randomly inserts specially developed popup quizzes in the video. Viewers must solve time interval pass (RESULT 1) and individually different correct answers (RESULT 2) while they watch. Then, using these two factors, TIDAPQ immediately performs a comprehensive judgement on whether the viewer honestly watched the video. To measure the performance of TIDAPQ, 100 experimental subjects were recruited to participate in the model verification experiment. The judgement performance on normal watching was 93.31%, and the judgement performance on unusual watching was 85.71%. We hope this study will be useful in many areas where watching judgements are needed.

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Section: Discussionmentioning

confidence: 99%

Section: Different Correct Answers To the Same Quizmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Automatic Judgement of Online Video Watching: I Know Whether or Not You Watched

Lim

2020

Mathematics

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“…It is likely that either the content is not challenging, therefore the students do not feel the need for extra preparation; or the lecturers do not provide any structured preparatory activities for students which could make the sessions more engaging. Empirical studies suggest student preparation for actual sessions can enhance students' access and interest to learning content (Yumusak, 2020), and can facilitate participation and collaboration in the actual sessions (Blaser, 2019).…”

Section: Discussionmentioning

confidence: 99%

Deep learning elements in maritime simulation programmes: a pedagogical exploration of learner experiences

Jamil

Bhuiyan

2021

Int J Educ Technol High Educ

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In this paper, we explore the learning and teaching of a maritime simulation programme to understand its deep learning elements. We followed the mixed methods approach and collected student perception data from a maritime school, situated within a UK university, using reflection-based survey (n = 112) and three focus groups with eleven students. Findings include the needs for defining clear learning outcomes, improving the learning content to enable exploration and second-chance learning, minimising theory–practice gaps by ensuring skills-knowledge balance and in-depth scholarship building, facilitating tasks for learning preparation and learning extension, and repositioning simulation components and their assessment schemes across the academic programme. Overall, the paper provides evidence on the importance of deep learning activities in maritime simulation and suggests guidelines on improving the existing practice. Although the findings are derived from a maritime education programme, they can be considered and applied in other academic disciplines which use simulation in their teaching and learning.

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“…Another problem we have encountered is related to the flipped classroom approach, and the lack of student preparations. is a well-known challenge with this teaching method -a good result presupposes a certain amount of preparations and personal effort during the student active teaching sessions (Long et al, 2017;Shibukawa & Taguchi, 2019;Yumuşak, 2020). Despite dedicated time, clear instructions and repeated messages to students about the necessary preparations, we are familiar with the fact that not all students prepare themselves before the sessions.…”

Section: Challenges and Adjustments Related To Contextual Factors Suc...mentioning

confidence: 99%

Preparing students for an evidence-based health service – a collaboration between the University Library and faculty

Kalland

Johannessen²

2022

NORIL

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The Faculty of Health Sciences, OsloMet (Oslo Metropolitan University), first launched the joint course ‘Introduction to Evidence-Based Practice in Health Care’ in the fall semester 2020, with University Librarians as collaborative partners. The aim of the course is to ensure that OsloMet undergraduate students in the health sciences will be given the same platform for building their ability for evidence-based work. This best practice article is based on our presentation at the conference ‘Creating Knowledge 2021’. Here we shared some of our experiences of the collaboration with the faculty in the planning and implementation of this course, and the course design featuring flipped classroom structure and digital, student active teaching sessions. We will present examples of student course assignments, evaluation from students and faculty staff, and some course adjustments based on the feedback. This course gives both the library, the faculty and all our different health care students a common platform for teaching and learning evidence-based practice.

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Preparation Before Class Or Homework After Class? Flipped Teaching Practice in Higher Education

Cited by 4 publications

References 0 publications

Automatic Judgement of Online Video Watching: I Know Whether or Not You Watched

Automatic Judgement of Online Video Watching: I Know Whether or Not You Watched

Deep learning elements in maritime simulation programmes: a pedagogical exploration of learner experiences

Preparing students for an evidence-based health service – a collaboration between the University Library and faculty

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