Technological Factors and Student-to-Student Connected Classroom Climate in Cloud Classrooms

MacLeod, Jason; Yang, Harrison Hao; Zhu, Sha; Shi, Yinghui

doi:10.1177/0735633117733999

Cited by 36 publications

(47 citation statements)

References 58 publications

(105 reference statements)

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…The results obtained are similar to those found in the scientific literature, such as high motivation rates when participating in the teaching and learning process [27,32] as well as during high levels of self-regulation and flexibility of the training process [1,21,[33][34][35] and notable improvements in interaction and collaboration with colleagues [12,24,[36][37][38]. The results also show greater capacity for decision-making and resolution of the problems raised [12,39], and achievement of the curricular objectives [44][45][46].…”

Section: Discussionsupporting

confidence: 84%

See 1 more Smart Citation

Impact of Educational Stage in the Application of Flipped Learning: A Contrasting Analysis with Traditional Teaching

et al. 2019

View full text Add to dashboard Cite

The effectiveness of flipped learning depends largely on student typology. This study analyzes the applicability of this approach, according to the characteristics inherent to students based on their educational stage. The objective of the research is to verify the effectiveness of flipped learning compared to a traditional methodology during the stages of preschool, primary, and secondary education. For this study, a descriptive and correlational experimental research design was followed, based on a quantitative methodology. Two types of analysis groups (control and experimental) were established in each of the mentioned educational stages. As a data collection instrument, a validated ad hoc questionnaire was applied to a sample of 168 students from the Autonomous City of Ceuta (Spain). The results show that the applicability of flipped learning is more positive in primary and secondary education when compared to a traditional teaching method. However, the results found in preschool education reflect the difficulties in adapting the model to the needs of the students of that stage, due to the difficulties in the autonomous management of digital teaching platforms and the requirement of a minimum level of abstraction to apply this approach.

show abstract

Section: Discussionsupporting

confidence: 84%

“…This method also encourages collaborative and cooperative work among equals [36], which generates a higher level of interrelation and enhances socialization both inside and outside the classroom [12,24,37,38]. This climate within the classroom generates the search for solutions to the problems posed [12,39].…”

Section: Introductionmentioning

confidence: 99%

Impact of Educational Stage in the Application of Flipped Learning: A Contrasting Analysis with Traditional Teaching

et al. 2019

View full text Add to dashboard Cite

show abstract

“…Como ha quedado reflejado en la literatura presentada sobre los estudios de mayor impacto llevados a cabo sobre el flipped learning -como praxis innovadora desarrollada en una era donde está en auge el aprendizaje en entornos digitales-se ha constatado en un análisis de contenido que esta modalidad de enfoque metodológico fomenta la efectividad del aprendizaje (He, et al, 2016;Sánchez, et al, 2019), la motivación de los discentes (Thai, et al, 2017;Tse, et al, 2019), su participación en las acciones formativas (Long, et al, 2016), su capacidad de resolver problemas o situaciones de incertidumbre planteadas por el docente (Bognar, et al, 2019) de manera colaborativa, cooperando el grupo de alumnos para alcanzar los objetivos, tanto en el aula física como en los espacios virtuales (Báez y Clunie, 2019;Kwon & Woo, 2017;MacLeod, et al, 2017), contribuyendo estos aspectos de manera positiva en la calificación de los estudiantes (Awidi & Paynter, 2019;Karabulut, et al, 2018;Nortvig, et al, 2018).…”

Section: Discusión Y Conclusionesunclassified

Modelo estructural de factores extrínsecos influyentes en el flipped learning

Andrés¹,

Belmonte²,

Cabrera³

et al. 2019

Educación XX1

View full text Add to dashboard Cite

Los avances tecnológicos han provocado que el ámbito de la educación se vea influenciado por la aparición de nuevos modelos de enseñanza y aprendizaje mediados por la gran cantidad de recursos digitales y dispositivos electrónicos que cuenta hoy el profesorado. Uno de los enfoques metodológicos que está emergiendo como consecuencia de la innovación educativa es el flipped learning. Este modelo de enseñanza y aprendizaje se sustenta en la idea de que los discentes puedan visualizar y trabajar los contenidos de las próximas sesiones presenciales en el aula fuera del entorno académico, con la finalidad de dedicar el mayor tiempo posible en clase a la resolución de problemas y al despliegue de un trabajo más práctico, participativo y activo. De tal modo, se consigue una mayor motivación y –por consiguiente– una mejora en la eficacia del aprendizaje. El objetivo de este estudio se ha centrado en conocer la incidencia de factores externos como el contexto familiar, la autonomía, la autoestima y la motivación del alumnado sobre la eficacia del flipped learning. Para ello se ha desarrollado un método cuantitativo a través de un diseño experimental de corte longitudinal y de naturaleza descriptiva y correlacional. Se ha tomado una muestra diacrónica (2013-2018) de 607 discentes de la Facultad de Educación, Economía y Tecnología de Ceuta (España). Para la recogida de datos se ha empleado un cuestionario ad hoc previamente validado. Los resultados revelan que los estudiantes que cuentan con un contexto familiar idóneo, además de adecuados valores en la autonomía, motivación y autoestima alcanzan mayores índices de eficacia en el aprendizaje. Asimismo, los discentes de mayor edad obtienen niveles más óptimos sobre la misma. En cambio, los que disponen de obligaciones laborales reflejan un descenso de esta, siendo el sexo de los participantes no determinante sobre la eficacia.

show abstract

“…However, the process does not end outside the school environment, but continues inside it, in order to reinforce and deepen the contents (Miedany, 2019) and encourage collaborative work, starting from the interaction between students to incentivize the knowledge construction. This stems from the basis of problem solving, working and improving different social aspects (MacLeod, Yang, Zhu, & Shi, 2017), resulting in a mixed approach (Lee, Lim, & Kim, 2017) , that combines both the work done inside and outside the educational area. This favours its educational potential and effectiveness (He, Holton, Farkas, & Warschauer, 2016).…”

Section: The State-of-the-art In Flipped Learning In Scientific Litermentioning

confidence: 99%

Projection of the Flipped Learning Methodology in the Teaching Staff of Cross-Border Contexts

Belmonte

Sánchez

Espejo

2019

J. New Approaches Educ. Res.

View full text Add to dashboard Cite

Technological impact and immigration have resulted in ICT playing a significant role in educational adaptation to multicultural environments. This study focuses on flipped learning as an innovative teaching method. The overall objectives of this research are, on the one hand, to carry out a review of the scientific literature about flipped learning, and, on the other hand, to know the extent of its scope amongst teaching staff in cross-border regions. To achieve these objectives, a quantitative method has been developed through a descriptive model. 316 teachers from different educational centres of the Spanish Autonomous City of Ceuta (Spain) were selected as a sample, and an ad hoc questionnaire was used as an instrument for collecting personal data. Statistical procedures were performed through SPSS software, using location and scattering parameters (median and standard deviation), measurements (Pearson’s asymmetry coefficient and Fisher’s pointing coefficient) and association tasks between variables. The results show that teachers claim to have the necessary knowledge to implement flipped learning in their programmes, but they still have certain deficiencies in their specific training. A significant number of these teachers do not use it because they lack training and digital assets, and also because of a certain apprehension towards innovative practices. The main benefits include the improvement in the student’s autonomy, their participation, interaction and motivation, as well as the teachers’ satisfaction. Regarding the teachers’ perception, it therefore follows that flipped learning contributes to the attention towards diversity created by the multicultural environments, which in this case is a result of the migration phenomenon.

show abstract

Technological Factors and Student-to-Student Connected Classroom Climate in Cloud Classrooms

Cited by 36 publications

References 58 publications

Impact of Educational Stage in the Application of Flipped Learning: A Contrasting Analysis with Traditional Teaching

Impact of Educational Stage in the Application of Flipped Learning: A Contrasting Analysis with Traditional Teaching

Modelo estructural de factores extrínsecos influyentes en el flipped learning

Projection of the Flipped Learning Methodology in the Teaching Staff of Cross-Border Contexts

Contact Info

Product

Resources

About