The Flipped Classroom for Teaching Millennials: A Competency-Based Pedagogical Approach

Lang, Josephine Chinying

doi:10.4236/ce.2017.810108

Cited by 6 publications

(3 citation statements)

References 17 publications

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“…Flipped Learning also provides the bridge to a learner-centered classroom environment, thereby enabling deeper learning that educators are seeking (Bergmann & Sams, 2012). Its procedures are that teachers prepare the materials in the form of videos (or reading materials) prior to the class meetings, students study them and bring to the class discussion with teachers facilitate the discussion, conclusions are reached, new tasks are given for new applications based on the understandings (Bergmann & Sams, 2012;Lang, 2017).…”

Section: Journal On English As a Foreignmentioning

confidence: 99%

Learning approaches of Indonesian EFL Gen Z students in a Flipped Learning context

Santosa

2017

JEFL

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The 21 st -century learning has eventually transformed today's classroom. With more digital natives in the class, both educators and students face a changing classroom that should accommodate different learning paces, styles and needs. This study aimed at helping students in becoming English as Foreign Language (EFL) competent in-service teachers. Using Flipped Learning, the study utilizes four FLIP pillars into EFL learning, namely Flexible environment, Learning culture, Intentional content, Professional educators. The study employed three instruments, namely survey, tests, and interview. The result of tests showed a promising students' progress from low to high achievement. The survey showed that students tended to perform deep approaches to learning while findings from the interview provided more interesting phenomena underlying students' motives in their learning approaches, involving dynamic power distance relationship between lecturer and students. Heavier task loads and learning model familiarity have been highlighted. Effective socialization of the model using technology and sustainability of use of the model are suggested.

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Section: Journal On English As a Foreignmentioning

confidence: 99%

Learning approaches of Indonesian EFL Gen Z students in a Flipped Learning context

Santosa

2017

JEFL

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“…Instructors ought to be exploring innovative pedagogical strategies that incorporate the use of gen-AI to design authentic learning activities, assignments, and assessments that truly reflect real-world situations. These pedagogical approaches may well include the flipped classroom, inquiry-based learning, and collaborative learning, which have been discussed elsewhere (Lang, 2017(Lang, , 2021. By guiding students toward deeper learning through collaborative team processes within communities of inquiry, instructors can help connect abstract concepts to their practical applications in the real world.…”

Section: Discussionmentioning

confidence: 99%

Embracing Generative AI for Authentic Learning

Lang

2024

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With the advent of generative artificial intelligence (gen-AI), the effectiveness of instructional pedagogies for students in higher education needs to be reassessed to make sure they learn authentically-a pedagogical approach of enabling students to learn and acquire knowledge meaningfully within the context of real-world problems relevant to their lives. To achieve this, instructors must redesign their courses to deliver content in ways that encourage participation and engagement within an AI-driven community-of-inquiry type of learning environment. This article proposes a theoretical framework for integrating gen-AI into the design and delivery of courses to promote authentic learning in a gen-AI-driven context by reorganizing the student experience along three axes. The first axis is to create learning activities that are context, task, impact, and value authentic. The second axis is to reconfigure the roles of students and instructors, as well as the latter's pedagogies in ways that promote authentic participation and engagement that develop the student's sense of self-efficacy, emotional engagement, belongingness, and overall well-being. The third axis is fostering a community-of-inquiry type of learning environment, one that is characterized by cognitive presence, social presence, and teaching presence, these being the qualities that facilitate student engagement and participation that lead to authentic learning.

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“…First, the critical thinking assignment is a learning activity to develop critical thinking skills in students (Lang, 2017). The thought processes for critical thinking are laid out explicitly in a critical thinking rubric.…”

Section: The Second Element: Learning Assessmentsmentioning

confidence: 99%

From Teaching Excellence to Expertise Development: A Pedagogical Framework for Developing Expertise

Lang¹

2021

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Given the challenges which the Covid-19 pandemic has brought about, many organizations are reconfiguring their operations to lower costs and raise productivity. One increasingly viable approach is to use artificial intelligence (AI) which, as it gets deployed more widely, will see the post-pandemic workplace transformed accordingly. If new graduates are to be ready for work in these new organisational contexts, it behooves educationists to transform teaching from an instructor-centric model that focuses on "teaching excellence" to a learner-centric one that focuses on developing the kind of expertise that will be particularly needed in the AI-enabled workplace. This paper proposes a pedagogical framework for expertise development, one built upon two concepts, viz., metacognitive development, and deliberate practice. This framework has been put to actual use by the author over four semesters in a university in Singapore to teach an introductory course in organizational behavior (OB). Instructors can use this framework to develop learners who will have a sound understanding of AI through a business lens. Such learners can become workers with skill sets and the requisite expertise to excel in AI-enabled organizations in the future.

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The Flipped Classroom for Teaching Millennials: A Competency-Based Pedagogical Approach

Cited by 6 publications

References 17 publications

Learning approaches of Indonesian EFL Gen Z students in a Flipped Learning context

Learning approaches of Indonesian EFL Gen Z students in a Flipped Learning context

Embracing Generative AI for Authentic Learning

From Teaching Excellence to Expertise Development: A Pedagogical Framework for Developing Expertise

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