Usage of Digital Educational Resources in Teaching Students with Application of “Flipped Classroom” Technology

Drozdikova-Zaripova, Albina R.; Sabirova, Elvira G.

doi:10.30935/cedtech/8582

Cited by 22 publications

(12 citation statements)

References 14 publications

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“…Such flexibility to review and replay video lectures enhance their understanding of conceptual knowledge. This finding is in line with previous studies flexible nature of flipped classroom approach allows to learn anywhere and anytime and at their own pace (Doo, 2021;Drozdikova-Zaripova & Sabirova, 2020;Ekmekci, 2017).…”

Section: Discussionsupporting

confidence: 92%

Perceptions of Ghanaian Student Teachers on Benefits and Challenges of the Flipped Classroom: A Case Study

et al. 2022

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The views of student teachers on using the flipped classroom approach were investigated in three Ghanaian colleges of education during the 2020/2021 academic year. A questionnaire with open-ended questions was used to collect data from 143 student teachers. Responses were analyzed using qualitative content analysis. In addition, a focus group interview was taken to examine some of the issues in more depth The flipped classroom approach allowed the students to feel that they were in control of their own learning by using self-paced and collaborative learning. The approach also deepened their conceptual understanding as well as their learning skills. The student teachers also experienced three interconnected challenges, including inadequate ICT infrastructures, such as poor internet connectivity, lack of skills to use ICT, and increased workload. The flipped classroom approach can positively impact students' learning, but educators planning to use the approach should consider the adequacy of the ICT infrastructure available.

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Section: Discussionsupporting

confidence: 92%

Perceptions of Ghanaian Student Teachers on Benefits and Challenges of the Flipped Classroom: A Case Study

et al. 2022

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“…In the process of producing e-learning teaching materials, flipped learning shows a different technical mean and education method from the traditional ones. It can be seen that students sing the praises of the contents of e-learning and the teachers’ wisdom and responsibilities ( Drozdikova-Zaripova and Sabirova, 2020 ). The concerned departments of education gather teachers with e-learning experience to record video courses of online teaching introduction and online flipped teaching implementation guidelines for students that are in home quarantine during the epidemic prevention period.…”

Section: Introductionmentioning

confidence: 99%

A Study on Flipped Learning Concerning Learning Motivation and Learning Attitude in Language Learning

Chou

Chen

Hung³

2021

Front. Psychol.

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From the popularity of flipped teaching in United States primary and high schools, it is thought that students have more learning control to adjust to the learning progress and are assisted in problem solving and learning guidance during class period. It is believed that flipped teaching could prompt underachieving learners’ active learning and thereby enhance learning effectiveness. A total of 386 high school students in Chungli, Taiwan, were part of an experimental study and the research results are summarized below: (1) Students who participated in the flipped teaching models demonstrated better comprehension levels with the teaching content due to this change in learning style and attitude, which in turn, enhanced learning effectiveness. (2) To eliminate poor language performance of underachieving students, it is necessary to lay solid foundations to gradually enhance language learning effectiveness regarding this particular group of students. Films suitable for students’ individual ability could be combined with new language learned in the unit to genuinely assist underachieving learners’ language learning effectiveness. (3) For students who care about their performance, a “system of play” style grouping should be determined in order to enable the tracking of group performance and term performance. According to the results, further developments regarding active learning ability, boosts in learning interests, enhanced learning effectiveness, and the prompting of creativity resulting in a shift from passive learner to active learner have been proposed.

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“…Digital Educational Resources (DER) have traversed the educational landscape for more than two decades [7], evolving through various nomenclatures, including digital educational materials [8], digital educational content [9], and digital educational resources [10], with occasional substitution of the term "education" for "learning" in specific contexts [11]. The integration of DER into contemporary teaching practices has been profound, aligning with modern pedagogical paradigms such as the flipped classroom, project-based learning, inquirybased learning, and problem-based learning [12]. These methodologies underscore the adaptability and versatility of DER in addressing diverse educational needs and fostering interactive learning experiences.…”

Section: A Digital Educational Resources (Der)mentioning

confidence: 99%

Explaining and Predicting Students' and Teachers' Intentions to reuse Digital Educational Resources

Plantak Vukovac,

Hajdin,

Oreški

2024

JCOMSS

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Digital educational resources (DER) provide valuable supplement to classic textbooks by offering interactivity, multimodality, and flexibility of use, which support students' engagement. These characteristics along with several pedagogical requirements that scaffold students' learning formed the basis for the development of DER within the e-School project, which was carried out in Croatia from 2015 till 2023. The goal was to develop high-quality DER that enables students' meaningful learning and encourages educators to integrate them into their teaching. This study aims to investigate students' and teachers' perceptions of e-School DER and their intention to reuse them by applying data mining techniques, which presents a novelty approach in this domain. A total of 11 827 students and 1 653 teachers answered the survey about the quality of various DER implemented in the web repository. By applying a decision tree machine learning algorithm, a predictive model of students' and teachers' intention to reuse DER is developed. Sensitivity analysis of the predictive model extracted relevant variables for prediction. The findings reveal that students and teachers have different perspectives on the quality of digital educational resources which facilitate different criteria when it comes to intention to reuse DER in the future.

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Usage of Digital Educational Resources in Teaching Students with Application of “Flipped Classroom” Technology

Cited by 22 publications

References 14 publications

Perceptions of Ghanaian Student Teachers on Benefits and Challenges of the Flipped Classroom: A Case Study

Perceptions of Ghanaian Student Teachers on Benefits and Challenges of the Flipped Classroom: A Case Study

A Study on Flipped Learning Concerning Learning Motivation and Learning Attitude in Language Learning

Explaining and Predicting Students' and Teachers' Intentions to reuse Digital Educational Resources

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