Search results for: Flipped Classrooms 3.0

Authors: H. M. Anitha, Anusha N. Rao

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The current developments in technology and ideas have given entirely new dimensions to the field of research and education. New delivery methods are proposed which is an added feature to the engineering education. Particularly, more importance is given to new teaching practices such as Information and Communication Technologies (ICT). It is vital to adopt the new ICT methods which lead to the emergence of novel structure and mode of education. The flipped classroom, think pair share and peer instruction are the latest pedagogical methods which give students to learn the course. This involves students to watch video lectures outside the classroom and solve the problems at home. Students are engaged in group discussions in the classroom. These are the active learning methods wherein the students are involved diversely to learn the course. This paper gives a comprehensive study of past and present research which is going on with flipped classroom, thinks pair share activity and peer instruction.

Keywords: flipped classroom, think pair share, peer instruction, active learning

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Authors: Miguel A. Campano, Jesica Fernández-Agüera, Samuel Domínguez-Amarillo, Juan J. Sendra

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An analysis of the air tightness level is performed on a representative sample of school classrooms in Southern Spain, which allows knowing the infiltration level of these classrooms, mainly through its envelope, which can affect both energy demand and occupant's thermal comfort. By using a pressurization/depressurization equipment (Blower-Door test), a characterization of 45 multipurpose classrooms have been performed in nine non-university educational institutions of the main climate zones of Southern Spain. In spite of having two doors and a high ratio between glass surface and outer surface, it is possible to see in these classrooms that there is an adequate level of airtightness, since all the n50 values obtained are lower than 9.0 ACH, with an average value around 7.0 ACH.

Keywords: air infiltration, energy efficiency, school buildings, thermal comfort, indoor air quality, ventilation

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Authors: Azza Taha Zaki

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Technology-enhanced teaching has been in the limelight since the 90s when educators started investigating and experimenting with using computers in the classroom as a means of building 21^st. century skills and motivating students. The concept of technology-enhanced strategies in education is kaleidoscopic! It has meant different things to different educators. For the purpose of this paper, however, it will be used to refer to the diverse technology-based strategies used to support and enrich the flipped learning process, in the classroom and outside. The paper will investigate how technology is put in the service of teaching and learning to improve the students’ learning experience as manifested in students’ attendance and engagement, achievement rates and finally, students’ projects at the end of the semester. The results will be supported by a student survey about relevant specific aspects of their learning experience in the modules in the study.

Keywords: attendance, British University, Egypt, flipped, student achievement, student-centred, student engagement, students’ projects

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Authors: Alhanouf Alharbi, Wafa Alotaibi

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This study aims to analyse students’ and teachers’ perceptions of using Plickers as a formative assessment tool in EFL classrooms. The study implements a mixed methods approach. First, a questionnaire was administered to 64 students from two schools in Almadinah, a Saudi city. Then, in structured interviews, two English teachers provided their opinions on the advantages and disadvantages of integrating Plickers into their classrooms. The findings reveal that both teachers and students believe that using Plickers positively impacts students’ learning. Moreover, the findings encourage teachers to integrate technology-based formative assessments in EFL classrooms. However, there are some drawbacks to using Plickers, such as technological issues. Finally, English teachers are recommended to engage all their students in a daily formative assessment by implementing Plickers in their classes.

Keywords: plickers, formative assessment, technology, students, EFL classroom

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Authors: Ali Amin

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This paper describes a flipped learning initiative which was trialed in the delivery of the course: structural analysis and modelling. A short series of interactive videos were developed, which introduced the key concepts of each topic. The purpose of the videos was to introduce concepts and give the students more time to develop their thoughts prior to the lecture. This allowed more time for face to face engagement during the lecture. As part of the initial study, videos were developed for half the topics covered. The videos included a short summary of the key concepts ( < 10 mins each) as well as fully worked-out examples (~30mins each). Qualitative feedback was attained from the students. On a scale from strongly disagree to strongly agree, students were rate statements such as 'The pre-class videos assisted your learning experience', 'I felt I could appreciate the content of the lecture more by watching the videos prior to class'. As a result of the pre-class engagement, the students formed more specific and targeted questions during class, and this generated greater comprehension of the material. The students also scored, on average, higher marks in questions pertaining to topics which had videos assigned to them.

Keywords: flipped learning, structural analysis, pre-class videos, engineering education

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Authors: Sunanta Klibthong

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In view of the Thailand government policy creating increasing awareness of opportunity for children with special needs, the number of children with disabilities enrolled in kindergartens in Thailand has increased. This study explores early childhood teachers’ experiences and concerns of teaching children with disabilities in inclusive classrooms. The population of the study was private early childhood teachers who teach in inclusive classrooms in Thailand. Quantitative data obtained through a questionnaire were supplemented by early childhood teachers’ interviews to identify key experiences and concerns of the teachers when teaching children with and without disabilities in the same classrooms. The results of this study indicated that many teachers face challenges including lack of professional development opportunities, difficulty identifying the needs of all children and how to use effective strategies to support inclusive practices in their classrooms. Teachers also expressed concern about parents’ lack of willingness to accept children without disabilities studying together with those with disabilities in the same classrooms. Findings from this study can inform program support for parents and professional support needs of teachers in the provision of high-quality inclusive programs for all students.

Keywords: the concern, early childhood, experience, inclusive education, Thailand

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Authors: Saifunnahar

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As a former English colony, the relationship of Bangladesh with the English language goes a long way back. English is taught as a compulsory subject in Bangladesh from an early age starting from grade 1 and continuing through the 12th, yet, students are not competent enough to communicate in English proficiently. To improve students’ English language competency, the Bangladesh Ministry of Education introduced communicative language teaching (CLT) methods in English classrooms in the 1990s. It has been decades since this effort was taken, but the students’ level of proficiency is still not satisfactory. The main reason behind this failure is that CLT-based teaching-learning methods have not been effectively implemented. Very little research has been conducted to address the issues English as a foreign language (EFL) classrooms are facing to carry out CLT methodologies in secondary schools (grades 6 to 10) in Bangladesh. Though the secondary level is crucial for students’ language learning and retention, EFL classrooms are marked with various issues that make teaching-learning harder for teachers and students. This study provides an overview of the status of CLT in EFL classrooms and the reasons behind failing to implement CLT in secondary schools in Bangladesh through an analysis of the qualitative data collected from different literature. Based on the findings, effective approaches have been recommended to employ CLT in EFL classrooms.

Keywords: Bangladesh, communicative language teaching, English as a foreign language, secondary schools, pedagogy

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Authors: Virgino Stephano Moniaga

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Thermal comfort inside a building can affect students in their learning process. The learning process of students can be improved if the condition of the classrooms is comfortable. This study will be conducted in SMA Negeri 1 Amurang which is a senior high school building located in South Minahasa Regency. Based on preliminary survey, generally, students were not satisfied with the existing level of comfort, which subsequently affected the teaching and learning process in the classroom. The purpose of this study is to analyze the comfort level of classrooms occupants and recommend building design solutions that can improve the thermal comfort of classrooms. In this study, three classrooms will be selected for thermal comfort measurements. The thermal comfort measurements will be taken in naturally ventilated classrooms. The measured data comprise of personal data (clothing and students activity), air humidity, air temperature, mean radiant temperature and air flow velocity. Simultaneously, the students will be asked to fill out a questionnaire that asked about the level of comfort that was felt at the time. The results of field measurements and questionnaires will be analyzed based on the PMV and PPD indices. The results of the analysis will decide whether the classrooms are comfortable or not. This study can be continued to obtain a more optimal design solution to improve the thermal comfort of the classrooms. The expected results from this study can improve the quality of teaching and learning process between teachers and students which can further assist the government efforts to improve the quality of national education.

Keywords: classrooms, PMV, PPD, thermal comfort

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Authors: G. Alex Ambrose, Melissa Paulsen, Abrar Fitwi, Masud Akbari

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In 2016, a U.S. business college was awarded a sub grant to work with FHI360, a nonprofit human development organization, to support a university in Afghanistan funded by the State Department’s U.S. Agency for International Development (USAID). A newly designed Master’s Degree in Finance and Accounting is being implemented to support Afghanistan’s goal of 20% females in higher education and industry by 2020 and to use finance and accounting international standards to attract capital investment for economic development. This paper will present a case study to describe the co-construction of an approach to an International Flipped Faculty Development Model grounded in blended learning theory. Like education in general, faculty development is also evolving from the traditional face to face environment and interactions to the fully online and now to a best of both blends. Flipped faculty development is both a means and a model for careful integration of the strengths of the synchronous and asynchronous dynamics and technologies with the combination of intentional sequencing to pre-online interactions that prepares and enhances the face to face faculty development and mentorship residencies with follow-up post-online support. Initial benefits from this model include giving the Afghan faculty an opportunity to experience and apply modern teaching and learning strategies with technology in their own classroom. Furthermore, beyond the technological and pedagogical affordances, the reciprocal benefits gained from the mentor-mentee, face-to-face relationship will be explored. Evidence to support this model includes: empirical findings from pre- and post-Faculty Mentor/ Mentee survey results, Faculty Mentorship group debriefs, Faculty Mentorship contact logs, and student early/end of semester feedback. In addition to presenting and evaluating this model, practical challenges and recommendations for replicating international flipped faculty development partnerships will be provided.

Keywords: educational development, faculty development, international development, flipped learning

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Authors: Eman Mohamed Abdelwahab, Badreyya Alkhanbooli

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This study focuses on exploring the challenges encountered by English language teachers in same-ability English language classrooms in the United Arab Emirates public schools. This qualitative study uses open-ended questions for data collection from teacher participants. The study sample includes the participation of 60 English language teachers from 8 public schools across 4 emirates/cities in the United Arab Emirates. The study results highlight a number of challenges that are mostly encountered by English language teachers in their classrooms while teaching in same-ability classrooms, including lack of diversity in abilities, class-time limitation, difficulty in engaging all students (especially lower-achieving students), limited opportunities for peer learning and limited linguistic diversity. A set of suggestions is to be provided by participating teachers and researchers to improve the same-ability teaching and learning experience in English language classrooms.

Keywords: English language teaching, same ability grouping, ESL, English language learners

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Authors: Molly Pui Man Wong

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In this study, a blended and interactive e-learning Courseware that our team developed will be introduced, and our team’s experiences on how the e-learning Courseware and the flipped classroom benefit student learning in bioethics in the medical program will be shared. This study is a continuation of the previously established study, which provides a summary of the well-developed e-learning Courseware in a blended learning approach and an update on its efficiency and efficacy. First, a collection of animated videos capturing selected topics of bioethics and related ethical issues and dilemma will be introduced. Next, a selection of problem-based learning videos (“simulated doctor-patient role play”) with pop-up questions and discussions will be further discussed. Our recent findings demonstrated that these activities launched by the Courseware strongly engaged students in bioethics education and enhanced students’ critical thinking and creativity, which were consistent with the previous data in the preliminary studies. Moreover, the educational benefits of the online art exhibition, art jamming, and competition will be discussed, through which students could express bioethics through arts and enrich their learning in medical research in an interactive, fun, and entertaining way, strengthening their interests in bioethics. Furthermore, online survey questionnaires and focus group interviews were conducted. Consistent with the preliminary studies, our results indicated that implementing the e-learning Courseware with a flipped classroom in bioethics education enhanced both active learning and student engagement. In conclusion, our Courseware not only reinforces education in art, bioethics, and medicine but also benefits students in understanding and critical thinking in socio-ethical issues and serves as a valuable learning tool in bioethics teaching and learning.

Keywords: bioethics, courseware, e-learning, flipped classroom

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Authors: Borja Ruiz de Arbulo Alonso

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This paper analyzes the impact of flipped instruction in adult learners of Spanish as a second language in a face-to-face course at Boston University. Given the limited amount of contact hours devoted to studying world languages in the American higher education system, implementing strategies to free up classroom time for communicative language practice is key to ensure student success in their learning process. In an effort to improve the way adult learners acquire a second language, this paper examines the role that regular pre-class and web-based exposure to Spanish grammar plays in student performance at the end of the academic term. It outlines different types of web-based pre-class activities and compares this approach to more traditional classroom practice. To do so, this study works for three months with two similar groups of adult learners in an intermediate-level Spanish class. Both groups use the same course program and have the same previous language experience, but one receives an additional set of instructor-made online materials containing a variety of grammar explanations and online activities that need to be reviewed before attending class. Since the online activities cover material and concepts that have not yet been studied in class, students' oral and written production in both groups is measured by means of a writing activity and an audio recording at the end of the three-month period. These assessments will ascertain the effects of exposing the control group to the grammar of the target language prior to each lecture throughout and demonstrate where flipped instruction helps adult learners of Spanish achieve higher performance, but also identify potential problems.

Keywords: educational technology, flipped classroom, second language acquisition, student success

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Authors: Malin Isaksson

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Teaching French as a foreign language usually implies teaching French literature, especially in higher education. Training university students in literary reading in a foreign language requires addressing several aspects at the same time: the (foreign) language, the poetic language, the aesthetic aspects of the studied works, and various interpretations of them. A pilot study sought to test a teaching model that would support students in learning to perform competent readings and short analyses of French literary works, in a rather independent manner. This shared practice paper describes the use of a flipped classroom method in two French literature courses, a campus course and an online course, and suggests that the teaching model may provide efficient tools for teaching literary reading and analysis in a foreign language. The teaching model builds on a high level of student activity and focuses on attentive reading, meta-perspectives such as theoretical concepts, individual analyses by students where said concepts are applied, and group discussions of the studied texts and of possible interpretations.

Keywords: attentive reading, flipped classroom, literature in foreign language studies, teaching literature analysis

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Authors: Dipti Parida, Atasi Mohanty

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The focus of this research is to examine the interaction effect of flipped teaching and traditional teaching mode across two different medium (English and Odia) of instructional groups. Both Science and History subjects were taken to be taught in the Class- VIII in two different instructional mode/s. In total, 180 students of Class-VIII of both Odia and English medium schools were taken as the samples of this study; 90 participants (each group) were from both English and Odia medium schools ; 45 participants of each of these two groups were again assigned either to flip or traditional teaching method. We have two independent variables and each independent variable with two levels. Medium and mode of instruction are the two independent variables. Medium of instruction has two levels of Odia medium and English medium groups. The mode of instruction has also two levels of flip and traditional teaching method. Here we get 4 different groups, such as Odia medium students with traditional mode of teaching (O.M.T), Odia medium students with flipped mode of teaching (O.M.F), English medium students with traditional mode of teaching (E.M.T) and English medium students with flipped mode of teaching (E.M.F). Before the instructional administration, these four groups were given a test on the concerned topic to be taught. Based on this result, a one-way ANOVA was computed and the obtained result showed that these four groups don’t differ significantly from each other at the beginning. Then they were taught the concerned topic either in traditional or flip mode of teaching method. After that a 2×2×2 repeated measures ANOVA was done to analyze the group differences as well as the learning outcome before and after the teaching. The result table also shows that in post-test the learning outcome is highest in case of English medium students with flip mode of instruction. From the statistical analysis it is clear that the flipped mode of teaching is as effective for Odia medium students as it is for English medium students.

Keywords: medium of instruction, mode of instruction, test mode, vernacular medium

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Authors: Aziz Soubai

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The primary issue is that English as foreign language learners don’t use English outside the classroom. The only little exposure is inside the classroom, and that’s not enough to make them good language learners! Edmodo, like the other Learning Management Systems, can be used to encourage students to collaborate with each other and with global classrooms on projects where English is used- Some examples of collaboration with different schools will be mentioned and how the Substitution Augmentation Modification Redefinition (SAMR) model and its stages can be applied in the activities, especially for teachers who are hesitant to introduce technology or don’t have a lot of technical knowledge. There will also be some focus on Edmodo groups and on how flipped and blended learning can be used as an extension for classroom time and to help the teacher address language problems and improve students’ language skills, especially writing, reading and communication. It is also equally important to use Edmodo badges and certificates for motivating and engaging learners and gamifying the lesson.

Keywords: EFL learners, language classroom-learning management system, edmodo, SAMR, language skills

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Authors: Yasmeen Coaxum

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The year 2020 became synonymous with the words “Emergency Remote Teaching,” which was imposed upon educators during the COVID-19 pandemic. Consequently, teachers were compelled to find new and engaging ways to educate their students outside of the face-to-face classroom setting. Now online instruction has become more of the norm rather than a way to manage educational expectations during a crisis. Therefore, implementing a strategic way to create online environments for students to thrive, create, and fully engage in their learning process is essential. The Synchronous Online Flipped Learning Approach or SOFLA® is a distance learning model that most closely replicates actual classroom teaching. SOFLA® includes structured, interactive, multimodal activities in an eight-step learning cycle with both asynchronous and synchronous components that foster autonomous and interactive learning among today’s online learners. The results of a pilot study in an Intensive English Program at a university, using SOFLA® methodology to facilitate podcasting in an online learning environment will be shared. Previous findings on student-produced podcasting projects have shown that students felt they improved their pronunciation, vocabulary, and speaking skills. However, few if any studies have been conducted on using a structured online flipped learning approach to facilitate such projects. Therefore, the purpose of this study is to assess the effect of using the SOFLA® framework to enhance optimum engagement in the online environment while using podcasts as the primary tool of instruction. Through data from interviews, questionnaires, and the results of formative and summative assessments, this study also investigates the affective and academic impact this flipped learning method combined with podcasting has on the students in terms of speaking confidence and vocabulary retention, and production. The steps of SOFLA will be illustrated, a video demonstration of the Anchor podcasting app will be shown, and final student projects and questionnaire responses will be shared. The specific context is a 14-week advanced level conversation and listening class. Participants vary in age but are all adult language learners representing a diverse array of countries.

Keywords: mall online flipped learning, podcasting, productive vocabulary

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Authors: Secil Kaya Gulen

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Face to face and virtual classrooms that came up with different conditions and environments, but similar purposes have different characteristics. Although virtual classrooms have some similar facilities with face-to-face classes such as program, students, and administrators, they have no walls and corridors. Therefore, students can attend the courses from a distance and can control their own learning spaces. Virtual classrooms defined as simultaneous online environments where students in different places come together at the same time with the guidance of a teacher. Distance education and virtual classes require different intellectual and managerial skills and models. Therefore, for effective use of virtual classrooms, the virtual property should be taken into consideration. One of the most important factors that affect the spread and effective use of the virtual classrooms is the perceptions and opinions of students -as one the main participants-. Student opinions and recommendations are important in terms of providing information about the fulfillment of expectation. This will help to improve the applications and contribute to the more efficient implementations. In this context, ideas and perceptions of the students related to the virtual classrooms, in general, were determined in this study. Advantages and disadvantages of virtual classrooms expected contributions to the educational system and expected characteristics of virtual classrooms have examined in this study. Students of an online distance education graduate program in which all the courses offered by virtual classrooms have asked for their opinions. Online Distance Education Graduate Program has totally 19 students. The questionnaire that consists of open-ended and multiple choice questions sent to these 19 students and finally 12 of them answered the questionnaire. Analysis of the data presented as frequencies and percentages for each item. SPSS for multiple-choice questions and Nvivo for open-ended questions were used for analyses. According to the results obtained by the analysis, participants stated that they did not get any training on virtual classes before the courses; but they emphasize that newly enrolled students should be educated about the virtual classrooms. In addition, all participants mentioned that virtual classroom contribute their personal development and they want to improve their skills by gaining more experience. The participants, who mainly emphasize the advantages of virtual classrooms, express that the dissemination of virtual classrooms will contribute to the Turkish Education System. Within the advantages of virtual classrooms, ‘recordable and repeatable lessons’ and ‘eliminating the access and transportation costs’ are most common advantages according to the participants. On the other hand, they mentioned ‘technological features and keyboard usage skills affect the attendance’ is the most common disadvantage. Participants' most obvious problem during virtual lectures is ‘lack of technical support’. Finally ‘easy to use’, ‘support possibilities’, ‘communication level’ and ‘flexibility’ come to the forefront in the scope of expected features of virtual classrooms. Last of all, students' opinions about the virtual classrooms seems to be generally positive. Designing and managing virtual classrooms according to the prioritized features will increase the students’ satisfaction and will contribute to improve applications that are more effective.

Keywords: distance education, virtual classrooms, higher education, e-learning

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Authors: Shehroz Mukhtar, Maqsood Ahmed, Abdullah Mukhtar, Choudhry Shahid, Waqar Javaid

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Code switching is a common phenomenon, generally observed in multilingual communities across the globe. A critical look at code-switching literature reveals that mostly code-switching has been studied in the classrooms in learning and teaching contexts, while code-switching outside the classroom in settings such as café, hostels and so on has been the least explored areas. The current research investigated the reasons for code-switching in the interactive practices of students and their perceptions regarding the same outside the classroom settings. This paper is the study of the common practice that prevails in the Universities of Sialkot that bilinguals mix two languages when they speak in different classroom situations. In Pakistani classrooms where Multilingual is in abundance, i.e. they can speak two or more two languages at the same time, code-switching or language combination is very common. The teachers of Sialkot switch from one language to another consciously or unconsciously while teaching English in the classrooms. This phenomenon has not been explored in Sialkot’s teaching context. In Sialkot, private educational institutes do not encourage code-switching, whereas public or government institutes use it frequently. The crux of this research is to investigate and identify the importance of code-switching by taking its users into consideration. The survey research method and survey questionnaire will be used to get exact data from teachers and students. We will try to highlight the functions and importance of code switching in foreign language classrooms of Sialkot and will explore why this trend is emerging in Sialkot.

Keywords: code switching, foreign language classrooms, bilingual context, use of L1, importance of L2.

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Authors: Nursuhaila Ibrahim, Noor Hanim Rahmat, Nurul Ain Hasni, Nursyuhada Zakaria

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Past studies have shown that class discussions in the ESL classrooms not only helped students exchange ideas with their peers. Students also learn turn taking skills throughout the discussion. Through interacting with their peers, learners learn to use turn-taking strategies. They learn to wait for their turn, to listen to the ideas of others, to disagree, or to agree, and to add on more points in the conversation. This quantitative research explores students’ perception on class discussions and how the discussions influence their choice of turn-taking strategies. Findings of this research will have interesting implications towards the use of class discussions in the ESL classrooms.

Keywords: ESL, class discussions, turn-taking skills, peers

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Authors: Seyedtaghi Mirmohammadi, Jamshid Yazdani, Syavash Etemadi Nejad

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One of the main indoor air parameters in classrooms is dust pollution and it depends on the particle size and exposure duration. However, there is a lake of data about the exposure level to PM2.5 concentrations in rural area classrooms. The objective of the current study was exposure assessment for PM2.5 for students in the classrooms. One year monitoring was carried out for fifteen schools by time-series sampling to evaluate the indoor air PM2.5 in the rural district of Sari city, Iran. A hygrometer and thermometer were used to measure some psychrometric parameters (temperature, relative humidity, and wind speed) and Real-Time Dust Monitor, (MicroDust Pro, Casella, UK) was used to monitor particulate matters (PM2.5) concentration. The results show the mean indoor PM2.5 concentration in the studied classrooms was 135µg/m3. The regression model indicated that a positive correlation between indoor PM2.5 concentration and relative humidity, also with distance from city center and classroom size. Meanwhile, the regression model revealed that the indoor PM2.5 concentration, the relative humidity, and dry bulb temperature was significant at 0.05, 0.035, and 0.05 levels, respectively. A statistical predictive model was obtained from multiple regressions modeling for indoor PM2.5 concentration and indoor psychrometric parameters conditions.

Keywords: classrooms, concentration, humidity, particulate matters, regression

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Authors: Stanle Madonsela

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For learning to take place effectively, learners have to use language. Language becomes a critical tool by which to communicate, to express feelings, desires and thoughts, and most of all to learn. However, each individual’s capacity to use language is unique. In multilingual countries, classrooms usually comprise learners from different language backgrounds, and therefore the language used for teaching and learning requires rethinking. Interaction in the classroom, if done in a language that is understood by the learners, could maximise the outcomes of learning. This paper explores the extent to which the use of a single code becomes a source of anxiety to learners in multilingual classrooms in South African schools. It contends that a multilingual approach in the learning process should be explored in order to promote learner autonomy in the learning process.

Keywords: anxiety, classroom, foreign language teaching, multilingual

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Authors: Ajda Osifo, Amanda Radwan

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Mobile-assisted language learning (MALL) or m-learning which is defined as learning with mobile devices that can be utilized in any place that is equipped with unbroken transmission signals, has created new opportunities and challenges for educational use. It introduced a new learning model combining new types of mobile devices, wireless communication services and technologies with teaching and learning. Recent advancements in the mobile world such as the Apple IOS devices (IPhone, IPod Touch and IPad), Android devices and other smartphone devices and environments (such as Windows Phone 7 and Blackberry), allowed learning to be more flexible inside and outside the classroom, making the learning experience unique, adaptable and tailored to each user. Creativity, learner autonomy, collaboration and digital practices of language learners are encouraged as well as innovative pedagogical applications, like the flipped classroom, for such practices in classroom contexts are enhanced. These developments are gradually embedded in daily life and they also seem to be heralding the sustainable move to paperless classrooms. Since mobile technologies are increasingly viewed as a main platform for delivery, we as educators need to design our activities, materials and learning environments in such a way to ensure that learners are engaged and feel comfortable. For the purposes of our session, several core MALL applications that work on the Apple IPad/IPhone will be explored; the rationale and steps needed to successfully implement these applications will be discussed and student examples will be showcased. The focus of the session will be on the following points: 1-Our current pedagogical approach, 2-The rationale and several core MALL apps, 3-Possible Challenges for Teachers and Learners, 4-Future implications. This session is aimed at instructors who are interested in integrating MALL apps into their own classroom planning.

Keywords: MALL, educational technology, iPads, apps

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Authors: E. Tutova, Y. Ebzeeva, L. Gishkaeva, Y.Smirnova, N. Dubinina

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We have been working with students from different countries and found it crucial to switch the languages to explain something. Whether it is Russian, or Chinese, explaining in a different language plays an important role for students’ cognitive abilities. In this work we are going to explore how code switching may impact the student’s perception of information. Code-switching is a tool defined by linguists as a switch from one language to another for convenience, explanation of terms unavailable in an initial language or sometimes prestige. In our case, we are going to consider code-switching from the function of convenience. As a rule, students who come to study Russian in a language environment, lack many skills in speaking the language. Thus, it is made harder to explain the rules for them of another language, which is English. That is why switching between English, Russian and Mandarin is crucial for their better understanding. In this work we are going to explore the code-switching as a tool which can help a teacher in a flipped classroom.

Keywords: bilingualism, psychological linguistics, code-switching, social linguistics

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Authors: Adriano Pinargote, Josue Mosquera, Eduardo Montero, Dalton Noboa, Jenny Venegas, Genesis Vasquez Escuela

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In the framework of Pre University learning of the Polytechnic School of the Litoral, Guayaquil, Ecuador, the methodology of Active Learning (Flipped Classroom) has been implemented for applicants who wish to obtain a quota within the university. To complement the Active Learning cycle, it has been proposed that the respective students influence the qualification of their work groups, for which a web platform has been created that allows them to evaluate the performance of their peers through a digital coevaluation that measures through statistical methods, the group and individual performance score that can reflect in numbers a weighting score corresponding to the grade of each student. Their feedback provided by the group help to improve the performance of the activities carried out in classes because the note reflects the commitment with their classmates shown in the class, within this analysis we will determine if this implementation directly influences the performance of the grades obtained by the student.

Keywords: active learning, coevaluation, flipped classroom, pre university

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Authors: Reham Niazi, Marwa Helmy, Susanne Rizzo

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This classroom action research is designed to explore the possibility of adding effective online content to supplement and add learning value to the current reading module. The aim of this research was two-fold, first to investigate students’ acceptance of and interactivity with online components, chosen to orient students with the content, and to pave the way for more in-class activities and skill practice. Secondly, the instructor aimed to examine students’ willingness to have the course contact hours remain the same with some online components to be done at home (flipped approach) or if students were open to turn the class into a blended format with two scenarios; either to have the current contact hours and apply the blended and in this case the face to face component will be less or keep the number of face to face classes the same and add more online structured classes as part of the course hours.

Keywords: blended learning, flipped classroom, graduate students, education

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Authors: Aagesson, Ekstrand, Persson, Sallander

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A description of how a team of librarians at Linnaeus University Library in Sweden utilizes a pedagogical approach to deliver engaging digital workshops on information retrieval. The team consists of four librarians supporting three different faculties. The paper discusses the challenges faced in engaging students who may perceive information retrieval as a boring and difficult subject. The paper emphasizes the importance of motivation, inclusivity, constructive feedback, and collaborative learning in enhancing student engagement. By employing a two-librarian teaching model, maintaining a lighthearted approach, and relating information retrieval to everyday experiences, the team aimed to create an enjoyable and meaningful learning experience. The authors describe their approach to increase student engagement and learning outcomes through a three-phase workshop structure: before, during, and after the workshops. The "flipped classroom" method was used, where students were provided with pre-workshop materials, including a short film on information search and encouraged to reflect on the topic using a digital collaboration tool. During the workshops, interactive elements such as quizzes, live demonstrations, and practical training were incorporated, along with opportunities for students to ask questions and provide feedback. The paper concludes by highlighting the benefits of the flipped classroom approach and the extended learning opportunities provided by the before and after workshop phases. The authors believe that their approach offers a sustainable alternative for enhancing information retrieval knowledge among students at Linnaeus University.

Keywords: digital workshop, flipped classroom, information retrieval, interactivity, LIS practitioner, student engagement

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Authors: Amnah Moghees, Saima Abbas Dar, Muniba Saeed

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Teaching a second language to deaf learners has always been a challenge in Pakistan. Different approaches and strategies have been followed, but they have been resulted into partial or complete failure. The study aims to investigate the language problems faced by adult deaf learners of English as second language in mainstream classrooms. Moreover, the study also determines the factors which are very much involved in language teaching and learning in mainstream classes. To investigate the language problems, data will be collected through writing samples of ten deaf adult learners and ten normal ESL learners of the same class; whereas, observation in inclusive language teaching classrooms and interviews from five ESL teachers in inclusive classes will be conducted to know the factors which are directly or indirectly involved in inclusive language education. Keeping in view this study, qualitative research paradigm will be applied to analyse the corpus. The study figures out that deaf ESL learners face severe language issues such as; odd sentence structures, subject and verb agreement violation, misappropriation of verb forms and tenses as compared to normal ESL learners. The study also predicts that in mainstream classrooms there are multiple factors which are affecting the smoothness of teaching and learning procedure; role of mediator, level of deaf learners, empathy of normal learners towards deaf learners and language teacher’s training.

Keywords: deaf English language learner, empathy, mainstream classrooms, previous language knowledge of learners, role of mediator, language teachers' training

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Authors: Eyibo Ebengeobong Eddie, Halil Zafer Alibaba

Abstract:

The neglect of classroom acoustics is dominant in most educational facilities, meanwhile, hearing and listening is the learning process in this kind of facilities. A classroom should therefore be an environment that encourages listening, without an obstacles to understanding what is being taught. Although different studies have shown teachers to complain that noise is the everyday factor that causes stress in classroom, the capacity of individuals to understand speech is further affected by Echoes, Reverberation, and room modes. It is therefore necessary for classrooms to have an ideal acoustics to aid the intelligibility of students in the learning process. The influence of these acoustical parameters on learning and teaching in schools needs to be further researched upon to enhance the teaching and learning capacity of both teacher and student. For this reason, there is a strong need to provide and collect data to analyse and define the suitable quality of classrooms needed for a learning environment. Research has shown that acoustical problems are still experienced in both newer and older schools. However, recently, principle of acoustics has been analysed and room acoustics can now be measured with various technologies and sound systems to improve and solve the problem of acoustics in classrooms. These acoustic solutions, materials, construction methods and integration processes would be discussed in this paper.

Keywords: classroom, acoustics, materials, integration, speech intelligibility

Procedia PDF Downloads 392

Authors: He Lingsong, Wang Junfeng, Tan Qiong, Xu Jiang

Abstract:

The paper describes efforts on reconstruction methods of engineering testing and measurement technology course by applying new techniques and applications. Firstly, flipped classroom was introduced. In-class time was used for in-depth discussions and interactions while theory concept teaching was done by self-study course outside of class. Secondly, two hands-on practices of technique applications, including the program design of MATLAB Signal Analysis and the measurement application of Arduino sensor, have been covered in class. Class was transformed from an instructor-centered teaching process into an active student-centered learning process, consisting of the pre-class massive open online course (MOOC), in-class discussion and after-class practice. The third is to change sole written homework to the research-oriented application practice assignments, so as to enhance the breadth and depth of the course.

Keywords: testing and measurement, flipped classroom, MOOC, research-oriented learning, practice-oriented learning

Procedia PDF Downloads 116

Authors: Cory A. Bennett

Abstract:

Teaching and learning through the use of discourse support students’ conceptual understanding by attending to key concepts and relationships. One discourse structure used in primary classrooms is number talks wherein students mentally calculate, discuss, and reason about the appropriateness and efficiency of their strategies. In the secondary mathematics classroom, the mathematics understudy does not often lend itself to mental calculations yet learning to reason, and articulate reasoning, is central to learning mathematics. This qualitative case study discusses how one secondary school in the Middle East adapted the number talk protocol for secondary mathematics classrooms. Several challenges in implementing ‘reasoning talks’ became apparent including shifting current discourse protocols and practices to a more student-centric model, accurately recording and probing student thinking, and specifically attending to reasoning rather than computations.

Keywords: discourse, reasoning, secondary mathematics, teacher development

Procedia PDF Downloads 157