Web Enhanced Flipped Learning: A Case Study

Autor/inn/en	Arora, Bani; Arora, Naman
Titel	Web Enhanced Flipped Learning: A Case Study
Quelle	In: Canadian Journal of Learning and Technology, 47 (2021) 1, (18 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Arora, Bani)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1499-6677
Schlagwörter	Flipped Classroom; Integrated Learning Systems; Foreign Countries; Teacher Education Programs; Metacognition; Pilot Projects; Learner Engagement; Feedback (Response); Student Attitudes; Study Skills; Undergraduate Students; Teaching Methods; Visual Aids; Computer Software; Telecommunications; Handheld Devices; Course Content; Cooperative Learning; Time Management; Information Technology; Case Studies; Bahrain + Suchen Sie Ihr Suchwort? Flipped classrooms; Flip teaching; Inverted teaching; Ausland; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Pilot project; Modellversuch; Pilotprojekt; Schülerverhalten; Studientechnik; Teaching method; Lehrmethode; Unterrichtsmethode; Anschauungsmaterial; Telekommunikationstechnik; Kursprogramm; Kooperatives Lernen; Zeitmanagement; Informationstechnologie; Case study; Fallstudie; Case Study
Abstract	This research study is a technology-enhanced flipped learning pilot to observe the students' engagement and learning in a self-regulated class through their individual feedback. Flipped learning was applied to a segment of the Study Skills course for more than two weeks to 129 students in the foundation year of a Teachers' College in Bahrain. Divided across four sections, the students worked in small groups, prepared an assigned portion of the course content provided through a Learning Management System (LMS), and presented it to the rest of the class. Students used posters, flash cards, and digital technology in different forms such as PowerPoint slides, mobile phones, and Kahoot!. The reflective individual student responses on this experience were analysed quantitatively and qualitatively. The findings show a favourable response to group work, sharing ideas, saving time through collaboration, and use of technology. It is recommended that the study be extended to a larger sample group, to a larger number of the course topics, and include the use of different technology forms. (As Provided).
Anmerkungen	Canadian Network for Innovation in Education. 260 Dalhousie Street Suite 204, Ottawa, ON K1N 7E4, Canada. Tel: 613-241-0018; Fax: 613-241-0019; e-mail: cnie-rcie@cnie-rcie.ca; Web site: http://www.cjlt.ca
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01