A New Paradigm for Blended Learning: Leveraging Inverted Pedagogy and Digital Communication to Foster Effective Learning

Autor/inn/en	Mir, Nazir Ahmad; Fathima, Afrah; Suppala, Srinivas
Titel	A New Paradigm for Blended Learning: Leveraging Inverted Pedagogy and Digital Communication to Foster Effective Learning
Quelle	In: International Journal of Adult Education and Technology, 13 (2022) 1, (10 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2643-7996
Schlagwörter	Teaching Methods; Educational Change; Blended Learning; Intervention; Computer Software; Computer Mediated Communication; Teacher Student Relationship; Electronic Learning; Comparative Analysis; Educational Benefits; Learning Processes; Foreign Countries; Critical Thinking; Undergraduate Students; Computer Science Education; Engineering Education; Critical Reading; Listening Skills; Pretests Posttests; India + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Bildungsreform; Computerkonferenz; Teacher student relationships; Lehrer-Schüler-Beziehung; Bildungsertrag; Learning process; Lernprozess; Ausland; Kritisches Denken; Computer science lessons; Informatikunterricht; Ingenieurausbildung; Kritisches Lesen; Indien
Abstract	The world has witnessed changes in teaching and learning attitudes ever since the dawn of the technological revolution. Additionally, the overwhelming propensity for technology among Indian teachers and pupils has had a great effect on the country's educational system. On this basis, a study was done to determine how much teachers and students could gain from sharing precursory e-lessons through a messaging app. The main objective of this study was to investigate how to bring each student to one level, and how to focus parallelly while teaching. First, a pre-test was administered to the experimental group and the control group. After pre-testing, the experimental group underwent the intervention procedure. The benefits of precursory e-lesson sharing combined with face-to-face training were then evaluated using a post-test. It was concluded that this study not only made information transfer easier, more interesting, and more permanent, but also created a balance in the learning levels of the majority of students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01