Traditional Classroom vs E-learning in Higher Education: Difference between Students' Behavioral Engagement

Li, Fēi; Qi, Jingyao; Wang, Guiwei

doi:10.3991/ijet.v9i2.3268

Cited by 60 publications

(35 citation statements)

References 12 publications

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“…Furthermore, it was found that the more important they felt it to have classmates nearby, the more strongly they believed that watching the videos made a contribution. Based on the literature, it might be that watching together promotes the sense of belonging to a learning community, and eventually contributing to the learning process (Anderson, 2003;Moore & Kearsley, 2005;Li et al, 2014).…”

Section: Conclusion and Discussionmentioning

confidence: 99%

“…Furthermore, the transfer of responsibility for online study to a location away from the classroom promotes a sense of control of the learning process and flexibility in carrying it out, both of which potentially enhancing the student's involvement and motivation (Moore & Kearsley, 2005;Palloff & Pratt, 2011;Subrahmanyam & Šmahel, 2011;Brookfield, 2013;Morse, 2013; Bonk & Kahoo, 2014;Li et al, 2014;Piersol, 2014;Selwyn, 2014). Despite this salutary potential, possible negative implications of self-directed online study, away from the classroom, should not be overlooked.…”

Section: Introductionmentioning

confidence: 99%

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The Flipped-Classroom Approach: The Answer to Future Learning?

Kurtz¹,

Tsimerman²,

Steiner-Lavi³

2014

European Journal of Open, Distance and E-Learning

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The study examines students' assessments of the use of the flipped classroom approach in an undergraduate course in the Business Department at the College for Academic Studies in Israel. In its essence, learners prepare for classes by watching videos away from class, allowing the classroom encounter to focus on discussion, exercises, and discourse. Data were collected by a questionnaire distributed toward the end of the course. The students reported that watching videos between lessons enhanced interest, alleviated boredom, and enriched the learning. To a lesser extent, they reported it increased their involvement in learning, understanding of the learning material, and confidence in their ability to understand it. While acknowledging the convenience of watching course videos between classes, however, the participants clearly preferred to watch them in class. Multivariate analysis revealed that working students were less positive about using the flipped-classroom approach than non-working students, female students were more positive than male ones, and older students were more positive than younger ones. Furthermore, the stronger the senses of having classmates nearby, the more positive the participants were about the contribution of watching the videos.Keywords: Flipped-classroom approach, Higher education, Improving classroom learning, Educational videos IntroductionThe flipped-classroom model is a pedagogical approach that has become something of a buzzword in the last recent years. In its essence, learners prepare for classes by watching videos away from class, allowing the classroom encounter to focus on discussion, exercises, and discourse on the basis of what students learned from the videos. The origin of the flippedclassroom approach is attributed to a number of researchers and teachers. For example, the researcher Baker wrote about Classroom Flipping in a paper from 2000 described the evolution of the classroom teacher from "the sage on the stage" to "the guide on the side" (Baker, 2000). Also, the science teachers Bergmann and Sams started employing the flipped classroom model in (Noonoo, 2012. Later, Salman Khan, who in March 2011, on Ted Talk, introduced his initiative for the development of short videos in mathematics. The idea was that students should watch the videos before class, freeing the teacher to focus classroom time on discussion, exercises, and helping those who have difficulty. At the present writing (August 2014), more than 2,600 clips have been produced on a range of topics in mathematics, biology, and physics, to name only a few (https://www.khanacademy.org). Allowing students to watch videos before class, at the time of their choosing, as often as they wish, and stopping wherever they feel necessary, is revolutionary-a "flipping" of the traditional model of classroom learning. In this new paradigm, the "lecture" is studied online and away from class and the "homework" is done in class itself. Studying course content before a lesson in class is not a novel idea in education. ...

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Section: Conclusion and Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

The Flipped-Classroom Approach: The Answer to Future Learning?

Kurtz¹,

Tsimerman²,

Steiner-Lavi³

2014

European Journal of Open, Distance and E-Learning

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“…Although online learning has limitations, universities need to adopt it. (Li, Qi, Wang, & Wang, 2014) stated that e-learning facilitates higher levels of learning, better aspects of innovative thinking and critical thinking. (Hattie & Donoghue, 2016) stated that e-learning facilitates higher level learning better.…”

Section: Literature Reviewmentioning

confidence: 99%

The Development of Social Study Model through Online on Early Child Education Program at Muhammadiyah University Student

Sutrisno¹,

Musnir²,

Ibrahim³

2019

ujer

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The aim of the study was to develop a learning model, so that it could become a guideline in learning Social Sciences for students of the Early Childhood Education Study Program. Renewal in the model developed innovates conventional learning models into modern learning. The method used in this study is Research and Development, with learning prototype products developed in the form of e-modules. The results of the study after being tested in the three educational institutions used as the place of research were obtained; (a) pretest 34.94% posttest 80.12%, difference of 45.18%, (b) pretest 29.26% posttest 79.26%, difference of 50%, (c) pretest 43.67%, posttest 86.57%, difference of 42.9%. The conclusion is that effectiveness and feasibility of the model are feasible and effective to be used in social studies learning.

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“…The theoretical background of e-learning is modern pedagogical technologies which include the theory of gradual formation of mental action, developmental teaching, problem-based learning, advanced education, learning through play, modular learning, project-based learning and others. The characteristics of e-learning components, criteria-based assessment and future development are studied in the works of Li, Qi, Wang, & Wang (2014); Wang (2014); Batalla, Rimbau, & Serradell (2014).…”

Section: E-learningmentioning

confidence: 99%