Using a &amp;#x201C;flipped classroom&amp;#x201D; in an online PhD programme

Butgereit, Laurie; Osman, Ibrahim

doi:10.1109/istafrica.2014.6880592

Cited by 5 publications

(7 citation statements)

References 4 publications

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“…Butgereit and Botha () described a mobile phone‐based language learning application named Hadeda which was intended to foster younger‐aged learners to perfect spelling and vocabulary. Lists were created by taking English words and these lists were then used to produce audio vocabulary tasks via Hadeda which employed text‐to‐speech devices.…”

Section: Learning the English Language Using Mobile Devicesmentioning

confidence: 99%

Learning English using children's stories in mobile devices

Çavuş¹,

İbrahim²

2016

Brit J Educational Tech

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The topic of this paper is to describe the development of an interactive application that can be used in teaching English as a second language using children's stories in mobile devices. The aim of this experimental study has been to find out the potential of using the developed interactive mobile application in improving the learning skills such as vocabulary, pronunciation, listening and comprehension of the learners of the English language without the help of a teacher. The novelty of the research in this paper has been the use of a speech recognition engine on the mobile phone to identify spoken words of the learner in an attempt to teach correct pronunciation of words. The learning is interactive and it takes place entirely on a mobile phone. In this experimental study 37 voluntary students have participated. A Pre‐Test and a Post‐Test have been performed to find out the learning abilities of students. The results of the experimental study clearly indicated that English learning skills of young students had higher statistically significant improvements as a result of using the developed application in the experimental group. It can be concluded that the developed mobile application can be used as an educational tool in teaching English as a second language. Young students who may be interested in improving their listening, vocabulary, comprehension and pronunciation skills while learning English as a second language should find this mobile application enjoyable and useful.

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Section: Learning the English Language Using Mobile Devicesmentioning

confidence: 99%

Learning English using children's stories in mobile devices

Çavuş¹,

İbrahim²

2016

Brit J Educational Tech

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“…Similar challenges have been reported by other e-learning trainings in LMIC and should not be a cause to avoid e-learning in such settings. [18][19][20][21][22] Acquisition of technical skills required to perform the manipulations of the Ponseti method should still be achieved through clinical practice, which may be possibly obtained through blended learning. This model suggests that e-learning may serve as a prerequisite for an in-person training or hands-on skill session.…”

Section: Discussionmentioning

confidence: 99%

“…17 E-learning courses that take such needs into consideration throughout course design and implementation have achieved encouraging results in LMIC. 18–22…”

Section: Introductionmentioning

confidence: 99%

Evaluation of an E-Learning Course for Clubfoot Treatment in Tanzania: A Multicenter Study

Vaca

Warstadt

Ngayomela

et al. 2018

Journal of Medical Education and Curricular Development

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In total, 80% of clubfoot cases occur in low- and middle-income countries, where lack of clinical knowledge of the Ponseti method of treatment presents as a major barrier to treatment. This study aims to determine the effectiveness of an electronic learning course to teach clinicians in Tanzania Ponseti method theory. A total of 30 clinicians were recruited from clinics with high referral rates for clubfoot patients and invited to 1 of 3 training sites: Mbeya (n = 15), Zanzibar (n = 10), and Mwanza (n = 5). Baseline knowledge, measured through a pretest, was compared to performance on a posttest after e-learning course completion. Scores for Mbeya and Zanzibar participants improved from 44 ± 12.5 to 69.8 ± 16.5 (P < .0001) and 44.3 ± 14.0 to 67.9 ± 21.4 (P = .01), respectively. Our results suggest that an e-learning course may be an effective method of disseminating Ponseti method theory in Tanzania. Successful implementation requires an understanding of the device availability and technology literacy of the users.

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“…In [47], remote education is provided to rural areas via multimedia based virtual classes. In [58], a "flipped classroom" model was used in order to support the online education of PhD candidates while overcoming the limited connectivity in rural areas that hindered the implementation of video conferencing based online classroom setup. In [59], an interactive education system using satellite networks is tested for rural areas.…”

Section: ) Healthmentioning

confidence: 99%

A Key 6G Challenge and Opportunity—Connecting the Base of the Pyramid: A Survey on Rural Connectivity

2020

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Providing connectivity to around half of the world population living in rural or underprivileged areas is a tremendous challenge, but also a unique opportunity. Access to the internet would provide the population living in these areas a possibility to progress on the educational, health, environment, and business levels. In this paper, a survey of technologies for providing connectivity to rural areas, and that can help address this challenge, is provided. Although access/fronthaul and backhaul techniques are discussed in the paper, it is noted that the major limitation for providing connectivity to rural and underprivileged areas is the cost of backhaul deployment. In addition, energy requirements and cost efficiency of the studied technologies are analyzed. In fact, the challenges faced for deploying an electricity network, as a prerequisite for deploying communication networks, are huge in these areas and they are granted an important share of the discussions in this paper. Furthermore, typical application scenarios in rural areas are discussed, and several country-specific use cases are surveyed. The main

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Using a “flipped classroom” in an online PhD programme

Cited by 5 publications

References 4 publications

Learning English using children's stories in mobile devices

Learning English using children's stories in mobile devices

Evaluation of an E-Learning Course for Clubfoot Treatment in Tanzania: A Multicenter Study

A Key 6G Challenge and Opportunity—Connecting the Base of the Pyramid: A Survey on Rural Connectivity

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