Improvement of Self-directed Learning by Using the Inverted Classroom Model (ICM) for a Basic Module in Business Computer Sciences (original) (raw)
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A study of inverted classroom pedagogy in computer science teaching
International Journal of Research Studies in Educational Technology, 2015
An "inverted classroom" is a teaching environment that integrates the use of technology with active learning by exploration. In such a teaching environment, the class contact time is used for learning by doing whereas passive teaching is done out of class through the use of some communication medium (video lectures, or web-based content). The aim of this study is to investigate the inverted class room pedagogy in teaching undergraduate computer science course. Its primary objective is to help in bridging the gap of knowledge pertaining to use of technology and its effectiveness within the context of undergraduate computer science education. The course selected for this study is that of Data Structures offered at undergraduate level at a Pakistani university. This study employs the use of the Quasi-Experiment, two groups (Control and Treatment)-Pre-test and Post-test design model of experimentation. Key deductions of this study are that use of inverted class room pedagogy has positive impact on the learning outcomes. Students, who were participants of this experiment, showed a higher knowledge gain than their control group counterparts. This difference is especially pronounced in the areas of problem solving and programming ability. The results from this study can be used to transform other traditional computer science courses to inverted form. Inverted class room pedagogy shows the potential to address issues of student disinterest, lack of motivation and lagging attendance.
Student and instructor experiences in the inverted classroom
2012 Frontiers in Education Conference Proceedings, 2012
This paper discusses our ongoing experiences with teaching software engineering through an inverted classroom. This course format moves traditional lectures out of in-class hours and into the student's personal study time with prerecorded lectures. We support the inverted classroom with complementary techniques, such as structured discussions, weekly quizzes to ensure students watch the lectures before discussion, an innovative Lego-based workshop, a term project, and guest lectures by industry professionals. The inverted classroom allows the students to have an effective educational experience that encompasses both traditional lectures and an active learning environment. To evaluate the efficacy of this format, we use surveys and interviews of both instructors and students. We examine the time commitment of teaching with this method, from both the instructors' perspective and the students'. We also discuss the time commitment for instructor preparation, and quantitative measures of how the inverted classroom helps smooth the variance in the quality of each instructor's teaching. We also analyze the effectiveness of this technique and our methods for mitigating unintended consequences, such as students having an inexact understanding of the material. Through this evaluation, we distill the effects on student learning and instructor teaching.
Applying Inverted Classroom to Software Engineering Education
International Journal of e-Education, e-Business, e-Management and e-Learning, 2013
A successful engineering education must possess a wide engineering disciplines and real-world skills. Software engineers have ability to apply several methods in practice. Engineering educators face a complementary and more challenging problem, how to effectively teach students about the whole software engineering process. An inverted classroom can be a solution to give the educational environment that mixes the use of technology with hands-on educational activities. Traditional instructor-led lessons are replaced by VOD using the time outside of the classroom. Lecture time was devoted to active learning activities that can be done such as design studio and game storming. For case study inverted classroom concept was applied to introductory software engineering course, and measured by controlled experiments. The experimental group was found to be effective in two aspects. Fast feedback through well made design heuristics of learning teamwork and good influence on the overall schedule for the project was.
Journal of Electrical Engineering & Technology, 2017
Like all technologies, new teaching technologies can be used in teaching. Traditional teaching helps in memorizing the things. It is found that teaching with active learning strategies will improve students' learning level. Flipped classroom is an active learning strategy that reverses the traditional learning environment. This paper discusses the Flipped classroom concept applied for teaching subject Computer Communication Network. For this study, we considered two group pre-post test method. The Flipped classroom method improved student's learning. The students who underwent Flipped classroom treatment found to have more clear understanding of the topic compared to the students learnt topic with traditional teaching. We also presented the feedback and results about the Flipped classroom.
Enhancing Student Learning and Engagement in the Course on Computer Networks
Journal of Engineering Education Transformations, 2021
The course on Computer Networks plays a significant role in the professional development of students graduating from various programmes such as Computer Science and Engineering, Information Technology and Master of Computer Applications. Graduating Engineers with exclusive skills in administering and managing computer networks are highly demanded in the job market. The knowledge on computer networks is tested in many of the entrance examinations towards admission in Post Graduate programmes like Graduate Aptitude Test in Engineering (GATE), Tamil Nadu Common Entrance Examination (TANCET) etc., The course also provides the necessary foundation for certification exams like Cisco Certified Networking Associate (CCNA). Having realized the importance of the Computer Networks in placements, higher studies and international certifications, the instructional design has been evolved with the appropriate selection of active learning and collaborative learning strategies. The paper presents a detailed impact analysis of the instructional design in improving the attainment of learning outcomes, student engagement and sarisfaction. The experimental study has been carried out in a student group of 130 members from the undergraduate programme on Information Technology at Thiagarajar College of Engineering, Madurai in the academic year 2020-21. A wide variety of network simulation tools, programming assignments have been included in the instructional design to promote hands on experience. Exclusive assessment items with customized rubrics are used for promoting technical, personal and interpersonal skills. The blend of instructor led and inquiry based teaching learning practices have shown significant improvement in the grades of continuous assessment test
We are observing an increase of demands on the knowledge and education level of university graduates not only from theoretical but especially from practical aspects. At universities therefore emerge a need to ensure and organize a simple access to educational and information resources (supporting tools), which should be helpful with a better understanding of the taught topics and also facilitate obtaining practical hands-on experience. In this connection are new information technologies considered as very flexible and useful, and they make the learning process faster and more efficient. The most widespread is still the usage of the Internet along with various on-line tools and remotely managed courses, which help users mainly to acquire theoretical knowledge. Acquiring practical knowledge is still realized through „on site“, instructor led courses. However, here arise various restrictions, either time, personnel or spatial. The article provides and explains the process of creation a new tool, that helps us solving the problem of high utilization of laboratories and limited access to real devices, on which could students obtain skills and fundamental knowledge in the design, implementation and management of computer networks. Keywords: Computer networks, education, web tool, software simulators, software emulators.
International Journal of Lifelong Education, 2018
This article reports on an explorative study into the relationship between the implementation of cooperative learning strategies and students' selfdirectedness in learning. Participants in this study were first-year Computer Applications Technology student teachers. Students completed a self-directed learning questionnaire at the beginning of the module and again after completion of the module. We used cooperative learning strategies during contact sessions over 12 weeks. After completion of the module, interviews were also conducted with randomly selected students. We concluded that the cooperative learning experiences in the Computer Applications Technology class appear to have an effect on students' perceived readiness for self-directed learning only in cases where students do not have perceived high self-directed learning skills.
Flipped Classroom: Technological Teaching and Learning Methodology in University
EDULEARN19 Proceedings, 2019
This article is derived from a qualitative research of interpretative type, under the hermeneutic approach, which aims to generate a theoretical approach about the inverted classroom as a teaching and learning methodology with the effective use of information and Communication Technologies (ICT) in college. This leads to identify the meanings and meanings given by teachers to the dilemmas of the methodology of the classroom invested in the higher Polytechnic School of Chimborazo, Faculty of Computer Science and Electronics, this being the context under study. In the methodology, the technique of the in-depth interview was applied to five social actors of the Master in Planning, evaluation and Accreditation of higher Education, whose transcribing discourses were submitted to the processes of categorization and codification. The findings were defined around the categories: approaches and disciplines, characterization of learning and dilemmas in technology teaching, which revealed thei...
Flipped classroom a model for autonomous learning
CIERMMI Women in Science T-X Humanities and Behavioral Sciences, 2021
At the higher education level, autonomous learning is one of the most important challenges facing education today, especially with the current situation caused by the pandemic, where students must acquire good academic habits, work in a self-regulated manner and with their own criteria to support decision making. This paper describes the research conducted in a Technological University where the inverted classroom model was implemented in a subject to analyze the impact of the implementation of this model in the autonomous learning of students. The methodology used was based on a mixed type study, initially with an exploratory scope for the qualitative part and an experimental design for the quantitative part. The main contribution of this research is the Flipped Classroom Framework for its implementation for both teachers and students. As far as the specific objectives are concerned, the first is to define the framework to facilitate the teaching-learning process using the flipped ...
วารสาร ICT เพื่อ พัฒนาการ …, 2008
The objectives of this research were 1) to develop the efficient collaborative instructional model on computer network based on Constructivism (CIM-CNC) for undergraduate students, and 2) to study the experts' opinion on the developed model. There were 3 steps of implementation as follows: First step was to study the problem situation and instructional activities in undergraduate level based on Rajabhat University's curriculum. Second step was to design instructional model. And third step was to develop the instructional model using data collected from document and 10 experts, by Focus Group Discussion method. The results shown that the CIM-CNC consisted of 5 activities: 1) The Orientation, 2) The Thinking Encouragement and Cognitive Structure Adjustment, 3) The Studying through media and sharing knowledge, and 4) Thinking Conclusions and knowledge construction. 5) Learning Performance Evaluation. The expertise's opinion of the instructional model was at the highest level ( X = 4.68, S.D. = 0.56)