مجال التميز | تميز دراسي وبحثي |
البحوث المنشورة |
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البحث (1): | |
عنوان البحث: |
A CASE STUDY EXPLORING TEACHER EXPERIENCES IN A FLIPPED LEARNING |
رابط إلى البحث: |
https://journalajst.com/sites/default/files/issues-pdf/7034.pdf |
تاريخ النشر: |
31/08/2019 |
موجز عن البحث: |
The flipped classroom approach is an innovative pedagogical concept that allows the instructor to use various learning activities in the classroom. In this approach, the traditional concept of learning is reversed, and the learner-centred activities are encouraged in classrooms, whereas the lectures or the instructions are moved to the home environment via online instructional videos or other educational materials. This approach has been perceived as an effective incorporation of technology in education. However, there are limited studies about the effectiveness of this approach, especially in a high school context. This study used a qualitative case-study method to determine the impact of the flipped classroom approach on teacherexperiences in computer science in high school in the Saudi Arabia educational context. The study focused on teacher experience. The impact of using the flipped classroom approach the teacher experience was investigated by employing two data methods; namely interview and observation. Although the teacher faced some challenges in the flipped classroom approach, the teacher was shown to have a good experience in this approach compared to the traditional classroom. The study also found that the flipped classroom approach is appropriate for teaching computer science. However, the teacher is requested to make an extra effort to produce instructional videos in order to meet the students’ expectations. It is also equally important to think about designing the appropriate classroom activity to ensure the students would engage and participate in the classroom. Future study can consider the effect of the flipped classroom approach on a different subject. |
المؤتمرات العلمية |
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المؤتمر (1): | |
عنوان المؤتمر: |
15th International Technology, Education and Development Conference |
تاريخ الإنعقاد: |
08/03/2021 |
مكان الإنعقاد: |
Valencia. Spain |
طبيعة المشاركة: |
Paper presentation |
عنوان المشاركة: |
IMPLEMENTING THE FLIPPED COMPUTER SCIENCE LEARNING APPROACH TO FOSTER LEARNING AUTONOMY SKILLS: A QUALITATIVE STUDY WITHIN COMPULSORY EDUCATION |
ملخص المشاركة: |
Over the last decade, a major role for modern technology in transforming students’ learning has developed in higher education world-wide. One modern technology tool that has attracted much attention, because of its facilitation of the practice of the active learning, is flipped learning which aims to enhance students’ engagement and self-directed learning. Flipped learning has been introduced into various disciplines and educational levels, with a number of promising educational gains in terms of improved student learning experiences. However, despite an encouraging body of research, the high school level has not yet been explicitly researched in terms of how flipped learning could enhance learning autonomy skills. In parallel, there is a pressing need in education to cultivate students’ autonomous learning in and out of school, a need that has become all too apparent during the Covid-19 pandemic. This paper aimed to investigate how a flipped learning environment could enhance Computer Science students’ learning autonomy in a high school. It discusses findings from a qualitative study investigating the learning autonomy of students in flipped and non-flipped learning contexts, to understand differences between students’ autonomous learning in these two learning environments. Data were gathered via 18 semi-structured interviewers and two focus groups that were then analysed using a thematic analysis approach. The findings from flipped learning participants and non-flipped learning participants showed that the students in the flipped learning conditions hold a positive attitude toward their learning autonomy compared to students in non-flipped learning. Furthermore, the students in the flipped learning environment showed an awareness of being autonomous learners compared non-flipped learning students who depended heavily upon the teacher for their learning and motivation. The study showed how flipped learning can promote student motivation to learn independently by providing learning practices that allow the students to practice their autonomy learning skill over time, and thus become habits of mind. The study suggested that the computer teacher could implement the flipped learning approach to enhance the students’ learning autonomy skills through the learning processes, including pre-classroom activities and in-classroom activities. |
محمد سالم محمد سعيد الوقداني
دكتوراه
دراسات إنسانية وعلوم اجتماعية
Newcastle University