A flipped-classroom pedagogical method has been adopted by some educators over several past decades both knowingly and unknowingly. In this pedagogical method, the traditional classroom lecture and homework settings are flipped. Students are required to watch short video lectures as homework while the regular class sessions are devoted to in class…

In this study, we compared the effects of cooperative flipped learning (CFL) on science achievement and learning motivation with those of simple flipped learning (SFL) and traditional lecture (TL) using a mixed-methods design. Three classes containing a total of 65 first-year high school students in South Korea were randomly assigned to the CFL,…

This paper describes the application of formative assessment methods in a flipped freshman engineering circuits course. This student-centered approach provided value for the instructor seeking to improve the learning environment and content in real-time, and for the students who actively participated in the process of course improvement. Three…

Background: A growing number of educators have started exploring student-centered approaches to improve students' learning and satisfaction with courses and programs. While prior research shows a positive impact of such strategies on student learning, further exploration of the perceptions of traditional, lecture-based and other more inquiry-based…

The aim of this study was to investigate about the study skills which are mostly practiced by (PTUK), freshmen and sophomores, Arabic-speaking students who are learning English language introductory courses, namely, Remedial English (no.15200099), English (1)- (no.15200106), and English (2)- (no.15200112). This study also aimed at investigating…

The flipped classroom pedagogy offers opportunities for students by having the majority of class time spent on discussions and group work that enable students to take risks and make mistakes while gaining experience in collaboration and expertise in content. This research study explores students' perceptions of whether student collaboration in a…

The objective of the study was to ascertain the extent of vocationalization, of business education in universities in South East zone of Nigeria where lecture method dominated lesson delivery. Students had become more passive and engaged in lots of endless hard work. It could hardly be easy to state the differences between business education…

University educators need to meet changing needs of the digital generation by integrating technology through online content delivery. Despite the many advantages of online education, a large number of university professors are reluctant to make the transition from traditional-face-to-face lectures to online delivery, mainly due to the time, cost,…

The term "flipped" or "inverted" classroom includes a broad range of pedagogical innovations, and has recently received a significant amount of press. Although flipping an entire course might be a more extreme step than most are able to take, we discuss modular ideas for change that can be more easily implemented. This paper…

It is widely acknowledged that traditional teaching methods such as lectures, textbooks and case study techniques on their own are not adequate to improving the most in-demand employability skills for graduates. The aim of this article is to explore the potential impact that novel learning and teaching methods can have on improving the…

Teaching competence is an important skill for graduate students to acquire and is often considered a precursor to an academic career. In this study, we evaluated the effects of a multi-day teaching workshop on graduate teaching philosophies by surveying 200 graduate students, 79 of whom had taken the workshops and 121 who had not. We found no…

This study investigated the relation between dilatory behaviors and performance in students whom we randomly assigned to either an online or a traditional, lecture introductory psychology class. Both sections had full access to a class Web site. There were no reliable differences between the 2 sections of the class on the measures of…

Can "Information Age" learners effectively multi-task in the classroom? Can synchronous classroom activities be designed around conceptually related tasks, to encourage deeper processing and greater learning of classroom content? This research was undertaken to begin to address these questions. In this study, we explored the use of…