Speilvendte klasserom kan bidra til bedre akademiske prestasjoner i høyere økonomisk utdanning

Heimly, Finn Steinar; Bertheussen, Bernt Arne

doi:10.18261/issn.1893-8981-2016-01-05

Cited by 6 publications

(6 citation statements)

References 24 publications

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“…Technical issues are one of the main reasons why videos are not used (Kay, 2012). The videos must be easy to play and in a format that works on different platforms, including smartphones (Garrick, 2018;Heimly & Bertheussen, 2016). Our study shows a clear correlation between the videos being technically satisfactory, easy to understand and making it easier to understand the subject matter.…”

Section: Discussionmentioning

confidence: 68%

“…Our opinion is that the videos must be of sufficient quality, but they do not need to be perfect. Teaching situations are not usually perfect either; a lecture is not streamlined, errors are made, and some time is wasted (Heimly & Bertheussen, 2016). The videos in our study were made with easily accessible tools that a teacher can operate without the assistance of others, and the students, overall, clearly stated that these videos were technically satisfactory.…”

Section: Discussionmentioning

confidence: 86%

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Self-Produced Videos in a Flipped Classroom for Engineering Students and Nursing Students

Sande¹,

Leite²,

Kyte³

2021

Advances in Education and Educational Trends Series

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The study investigates the differences in nursing and engineering students’ perceptions of videos made by the teachers as part of a flipped classroom, and whether these videos contribute to a good learning environment. The sample consists of 21 engineering students, 17 nursing students and 17 pre-engineering students. Overall, all three student groups are satisfied with the quality of the videos. The nursing students watched videos more before the learning sessions than the other two groups. All students think videos produced with simple tools are technically satisfactory and make it easier for the students to understand the material, which leads to increased learning outcomes. They express that videos are more motivating, and that they learn more from watching a video than reading course material. Nursing students expressed a higher degree of agreement with replacing traditional lectures in other subjects with videos. All student groups think the learning environment has been good.The results indicate a connection between the learning environment being good and the videos working satisfactorily.

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Section: Discussionmentioning

confidence: 68%

Section: Discussionmentioning

confidence: 86%

Self-Produced Videos in a Flipped Classroom for Engineering Students and Nursing Students

Sande¹,

Leite²,

Kyte³

2021

Advances in Education and Educational Trends Series

View full text Add to dashboard Cite

show abstract

“…In addition to the resulting artefacts and papers, knowledge from the present study has been shared with a colleague, and as a by-product, two papers have been published on educational interventions in introductory management accounting subjects in higher business education (Heimly & Bertheussen, 2016a;2016b).…”

Section: Contributionsmentioning

confidence: 99%

Improving management accounting educationthrough the use of interventionist action research

Bertheussen¹

2017

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The purpose of the present study was to improve management accounting education through teacher initiated curriculum innovations using interventionist action research methodology. To achieve this goal, I (the teacher and researcher) designed and implemented a digital feedback system and a digital assessment system in an undergraduate finance course at a business school.The feedback system, which can be tailor-made by business teachers, automatically provide individual feedback to students working on problem-solving tasks in a spreadsheet in order to support and improve their engagement and learning. On the foundations of the former innovation, another goal with the study was to develop and implement a digital assessment system supporting teachers when grading digital assignments and examinations in management accounting subjects.The methodology utilized includes many similarities with interventionist action research (IR), which has gained a foothold in qualitative management accounting research. IR focuses on realworld problem solving and the overall goal of contributing to theory building.Keywords: teacher initiated curriculum innovations, formative feedback system, and summative assessment system 2

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“…En metode for å utvikle undervisningen i en mer studentaktiv retning, kaller vi omvendt undervisning. Noen sier omvendt klasseromsundervisning (Thomas, 2017) eller speilvendt klasserom (Heimly & Bertheussen, 2016). Internasjonalt brukes «flipped classroom» (Fossland, 2015, s. 100) eller «Inverted Classroom Model (ICM)» (Loviscach, 2013).…”

Section: Introduksjonunclassified

Bruk av video i barnehagelærerutdanning. En analyse av seerdataene

Thiel

Hanssen

2022

Uniped

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En del pedagoger mener at studentaktiv undervisning fremmer studentenes laering bedre enn tradisjonell formidlingspedagogikk. For fire år siden startet vi derfor en prosess med å ta i bruk omvendt undervisning som en metode for studentaktiv undervisning i barnehagelaererutdanningen. Det innebaerer at vi trakk teoriundervisningen ut fra klasserommet og overførte den til korte filmer. Studentene kan se disse som en forberedelse før de møter opp til undervisningen. Dermed kan laereren i større grad fokusere på å veilede studentene i praktiske aktiviteter og oppgaveløsing i klasserommet. I denne artikkelen analyserer vi hvordan studentene brukte filmene gjennom studieåret, hvor lange filmene bør vaere, og hva i filmene studentene var mest interessert i. Resultatene viser at det å lage og gi tilgang til filmene ikke automatisk fører til at studentene bruker dem. I eksamensperioden ble filmene brukt hyppigere enn i undervisningsperioden. De som brukte filmene aktivt, så flere ganger på innholdet i filmene som forklarer vanskelig stoff. I gjennomsnitt så studentene bare rundt 60 % av hver film. Jo kortere en film er, jo større del av filmen ble sett. Studentene så i gjennomsnitt litt over fem minutter per film. I artikkelen diskuterer vi mulige årsaker til og konsekvenser av funnene.

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Speilvendte klasserom kan bidra til bedre akademiske prestasjoner i høyere økonomisk utdanning

Cited by 6 publications

References 24 publications

Self-Produced Videos in a Flipped Classroom for Engineering Students and Nursing Students

Self-Produced Videos in a Flipped Classroom for Engineering Students and Nursing Students

Improving management accounting educationthrough the use of interventionist action research

Bruk av video i barnehagelærerutdanning. En analyse av seerdataene

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