Web Enhanced Flipped Learning: A Case Study
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| Title: | Web Enhanced Flipped Learning: A Case Study |
|---|---|
| Language: | English |
| Authors: | Arora, Bani (ORCID |
| Source: | Canadian Journal of Learning and Technology. Win 2021 47(1). |
| Availability: | 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 |
| Peer Reviewed: | Y |
| Page Count: | 18 |
| Publication Date: | 2021 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | 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 |
| Geographic Terms: | Bahrain |
| ISSN: | 1499-6677 |
| 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. |
| Abstractor: | As Provided |
| Entry Date: | 2021 |
| Accession Number: | EJ1316291 |
| Database: | ERIC |
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| 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. |
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| ISSN: | 1499-6677 |
