Refining a strategic marketing course: Is a ‘flip’ a good ‘fit’?

Burford, Marion R.; Chan, Kaye

doi:10.1080/0965254x.2016.1182578

Cited by 15 publications

(4 citation statements)

References 45 publications

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“…• biology (Moravec, Williams, Aguilar-Roca, & O'Dowd, 2010;Porcaro, Jackson, McLaughlin, & O'Malley, 2016;Wright, Newman, Cardinale, & Teese, 2016); • business (Burford & Chan, 2017;Findlay-Thompson & Mombourquette, 2014;Guy & Marquis, 2016;Huang & Lin, 2017);…”

Section: Introductionmentioning

confidence: 99%

A Comparison of Student Academic Performance with Traditional, Online, And Flipped Instructional Approaches in a C# Programming Course

Sharp

2017

JITE:IIP

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Aim/PurposeCompared student academic performance on specific course requirements in a C# programming course across three instructional approaches: traditional, online, and flipped. Background Addressed the following research question: When compared to the online and traditional instructional approaches, does the flipped instructional approach have a greater impact on student academic performance with specific course requirements in a C# programming course? Methodology Quantitative research design conducted over eight 16-week semesters among a total of 271 participants who were undergraduate students enrolled in a C# programming course. Data collected were grades earned from specific course requirements and were analyzed with the nonparametric Kruskal Wallis H-Test using IBM SPSS Statistics, Version 23. ContributionProvides empirical findings related to the impact that different instructional approaches have on student academic performance in a C# programming course. Also describes implications and recommendations for instructors of programming courses regarding instructional approaches that facilitate active learning, student engagement, and self-regulation. FindingsResulted in four statistically significant findings, indicating that the online and flipped instructional approaches had a greater impact on student academic performance than the traditional approach. Recommendations for PractitionersImplement instructional approaches such as online, flipped, or blended which foster active learning, student engagement, and self-regulation to increase student academic performance. Comparison of Instructional Approaches 216 Recommendation for ResearchersBuild upon this study and others similar to it to include factors such as gender, age, ethnicity, and previous academic history. Impact on Society Acknowledge the growing influence of technology on society as a whole.Higher education coursework and programs are evolving to encompass more digitally-based learning contexts, thus compelling faculty to utilize instructional approaches beyond the traditional, lecture-based approach. Future ResearchIncrease the number of participants in the flipped instructional approach to see if it has a greater impact on student academic performance. Include factors beyond student academic performance to include gender, age, ethnicity, and previous academic history.

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Section: Introductionmentioning

confidence: 99%

A Comparison of Student Academic Performance with Traditional, Online, And Flipped Instructional Approaches in a C# Programming Course

Sharp

2017

JITE:IIP

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“…Aligned with the discussion on mediation, it is worthwhile mentioning that mediation is centre to the application of a flipped classroom in increasing student motivation, confidence and engagement [22,37]. As we know, a flipped classroom is an instructional strategy that steers away from lecturing as the only mode of delivery by aiming to increase student engagement and learning.…”

Section: Engaging Students Through a Flipped Classroom Approachmentioning

confidence: 99%

“…The 'flipped classroom' method could also result in students deploying the skills and bringing about more effective engagement with the subject matter and fellow students, necessary for any work environment. However, care and attention will need to be given to supporting students, guiding them through the course material and providing meaningful forms of assessment that maximise the benefits of co-creating their learning [37]. The focus in the latter would be on problem-solving, reporting on analysis/research/ investigation, reporting on peer engagement, providing feedback to peers, contributing to a discussion, etc.…”

Section: Engaging Students Through a Flipped Classroom Approachmentioning

confidence: 99%

A Heuristic Determination of Innovative Pedagogical Practices for an Online or Blended Context

Govender,

Booyse

2024

Education and Human Development

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Exploring innovative pedagogical practices always includes the matter of how to seek the rationale for engagement, ways of dealing with a concept and how to approach solving a problem. Innovation is viewed as a particular type of problem-solving behaviour that entails refocus of attention and search for alternatives outside the existing domain of standard operations. Exploring innovative pedagogical practices always includes the matter of how to seek the rationale for engagement, ways of dealing with a concept and how to approach solving a problem. This qualitative study was undertaken by a renowned higher education institution in South Africa to explore innovative pedagogical and assessment practices in an online and blended context across beginner student development programmes. It was a heuristic inquiry mainly situated within the social constructivist theory of knowledge and aligned with a phenomenological research model and understanding. The study first explored the existing and standard routines to assist in heuristic-based discovery and action towards making suggestions for improvement and recommendations to enhance practice and ensure increased engagement. The findings point to the need for students’ improved ability to reflect on their own learning by making them more conscious of their own learning and levels of understanding (“I know what I’ve learnt and why”). Deeper insight is needed to develop students’ ability in self-reflection and self-directed learning and to seek insights and gain new skills. The recommendations included reference to collective sense-making, discovery-based and experiential instructional designs, a flipped classroom approach and engaging students in reflective practices through project- and research-based pedagogy.

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“…Las tecnologías de la información y de la comunicación ofrecen que dicha tarea pueda realizarse de múltiples maneras: El uso de podcasts o grabaciones de voz y videos (Sams y Bergmann, 2014), blogs (Davis, 2016), redes sociales, editores de texto en línea como Google Docs, webquests y wikis, cuentas de correo electrónico, etc. (Burford y Chan, 2017;Little, 2015;Rodríguez, 2015;Santiago, Díez, y Navaridas, 2014).…”

Section: La Clase Inversaunclassified

Creatividad, clase inversa y gamificación

Arís¹,

Magreñán²

2018

Transforming Education for a Changing World

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Presentamos la potencialidad de la clase inversa y la gamificación en relación a la creatividad. Todo ello a partir de una profunda revisión de la literatura científica. La Gamificación se ha consolidado como una práctica innovadora en el ámbito educativo que permite potenciar cualquier aprendizaje actuando sobre la motivación. Asimismo revisamos los elementos que definen el modelo pedagógico de la clase inversa que aporta una instrucción directa en un ambiente de aprendizaje dinámico e interactivo donde el profesor guía a los estudiantes a medida que se aplican los conceptos y participan creativamente en la materia, a la vez que se contemplan actuaciones de compromiso e implicación de los estudiantes con el contenido del curso. Por todo ello, consideramos que ambas practicas, gamificación y clase inversa son fundamentales para motivar la creatividad y la capacidad de ser emprendedores en los alumnos. Las dimensiones de acción y motivación generan las condiciones necesaria que permiten la implicación de los alumnos en mayores espacios para la creatividad. En la actual sociedad resultan muy importantes todas la dimensiones vinculadas a la creatividad y este sentido nos identificamos con la afirmación, “la creatividad debería considerarse igual de importante que el resto de materias clásicas en cualquier proceso de enseñanza-aprendizaje, para reflejar la gran diversidad de talentos que poseen los alumnos” (Robinson, 2016, p.45). En el desarrollo de nuestro estudio podemos llegar a establecer que ambas aportaciones constituyen como idóneas para potenciar las condiciones que favorezcan la creatividad en las aulas.

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Refining a strategic marketing course: Is a ‘flip’ a good ‘fit’?

Cited by 15 publications

References 45 publications

A Comparison of Student Academic Performance with Traditional, Online, And Flipped Instructional Approaches in a C# Programming Course

A Comparison of Student Academic Performance with Traditional, Online, And Flipped Instructional Approaches in a C# Programming Course

A Heuristic Determination of Innovative Pedagogical Practices for an Online or Blended Context

Creatividad, clase inversa y gamificación

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