Effectiveness of flipped learning and augmented reality in the new educational normality of the Covid-19 era (original) (raw)
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Augmented Reality Implementations, Requirements, and Limitations in the Flipped-Learning Approach
Mobile Technologies and Augmented Reality in Open Education, 2017
In the year 2016, flipped learning became an innovative learning approach. The students, in flipped learning, prepare to their courses watching the videos, listening to podcasts, and reading the articles prepared for themselves, and have a prior knowledge. In flipped learning approach, efficiency of learning materials is related to providing permanent learning, facilitating the learning and being interactive. For that reason, the students should be supported with stronger learning materials rather than the aforementioned materials. The most current one among these materials includes Augmented Reality implementations that have been prominent in recent years. In this chapter, flipped learning approach and augmented reality concept will be emphasized, augmented reality implementations possible to be used in flipped learning will be exemplified, and limitations will also be discussed.
Design and Evaluation of an Augmented and Virtual Reality Flipped-Learning Course for K-12 Educators
IlRN, 2020
Augmented and Virtual Reality are emerging Immersive Technologies that have the potential to enhance learning in schools when applied in meaningful contexts and combined with student-centered pedagogical frameworks. Augmented Reality (AR) enhances the physical environment and can bring any object in the classroom. Virtual Reality (VR) can transport learners anywhere in this universe, immersing them in synthetic environments. In this article we describe the design of a blended training course on AR and VR for K-12 teachers. The overall aim of the course is to facilitate the creation of communities of practice that will inspire, motivate, and empower educators to apply innovative, pedagogically informed learning scenarios using AR and VR. This eight-week professional development course is one of the first of its kind to be developed and offered nationwide to all educators of a European country. We also outline an elaborate evaluation scheme based on pilot runs and mixed research methods, interconnected with the European Framework for the Digital Competence of Educators. In this course we demonstrate how best practices from previous digital learning and educational technology paradigms, such as Open and Distance Learning and Flipped Learning, can be applied to facilitate teacher training and the mass adoption of Immersive Technologies by teachers in the primary and secondary education.
Canadian Journal of Learning and Technology / La revue canadienne de l’apprentissage et de la technologie, 2015
The flipped classroom is an instructional model that leverages technology-enhanced instruction outside of class time in order to maximize student engagement and learning during class time. As part of an action research study, the authors synthesize reflections about three learning designs and how the flipped classroom model can support teaching, learning and assessment through: (1) guided collaborative discussion, (2) tabletop white boarding and (3) the development of augmented reality auras. Principles for teaching effectiveness are used as a lens to guide the reflection on the benefits and challenges with each of the learning designs. Findings suggest that flipped classroom models that emphasize collaborative learning, group work and accessibility can enable and support inquiry-based learning. Recommendations are provided for educators interested in designing learning using a flipped classroom instructional model, as well as suggestions for future action research agendas. La class...
2019
The effectiveness of flipped learning depends largely on student typology. This study analyzes the applicability of this approach, according to the characteristics inherent to students based on their educational stage. The objective of the research is to verify the effectiveness of flipped learning compared to a traditional methodology during the stages of preschool, primary, and secondary education. For this study, a descriptive and correlational experimental research design was followed, based on a quantitative methodology. Two types of analysis groups (control and experimental) were established in each of the mentioned educational stages. As a data collection instrument, a validated ad hoc questionnaire was applied to a sample of 168 students from the Autonomous City of Ceuta (Spain). The results show that the applicability of flipped learning is more positive in primary and secondary education when compared to a traditional teaching method. However, the results found in preschool education reflect the difficulties in adapting the model to the needs of the students of that stage, due to the difficulties in the autonomous management of digital teaching platforms and the requirement of a minimum level of abstraction to apply this approach.
The Use of Digital Technologies for Flipped Learning Implementation
2020
The article presents the study of the use of digital technologies for flipped learning implementation. In this context, the use of the virtual learning environment has been analyzed. The assessment of the efficiency of flipped learning implementation based on this environment and the process of defining the ways of improving the components of the scientific-methodological system of flipped learning was carried out using the technologies of machine learning. The innovative and personalized nature of flipped learning implemented with the use of the virtual learning environment is a methodological condition for increasing the students’ interest in learning, activating their study process, revealing their cognitive and personal potentials as well as developing digital competences, independence and individuality etc. The authors emphasize that the use of flipped learning based on digital technologies requires thorough development of the virtual learning environment, a detailed selection ...
Video is Key for Flipped Learning: An Experience at Universitat Politecnica de Valencia
2016
Universitat Politècnica de Valencia is devoting a large scale effort in applying Flipped Learning to University’s courses. For that there is a program that both encourages and support teachers in this educational technique. The program has been carried out as a pilot in two semesters of the academic term 20142015 and as a production service in the ongoing academic term 2015-2016. So, by participating in this program teachers can choose between different kinds of Flipped Learning implementations, some use video as a learning tool and some don’t. This has allowed us to make a comparison between the ways students use the educational content in both cases. Result shows that students like video as their primary tool in Flipped teaching, and also that video-supported courses get better overall results in the appreciation and engagement from the students.
How Flipped Classroom Helps the Learning in the Times of Covid-19 Era?
2021
Received: Revised: Accepted: October 11, 2020 January 8, 2021 January 9, 2021 In 2020, online learning rapidly grows due to the pandemic of COVID-19 that affected the changes in global conditions. All learners and educators have to be ready for online learning. This research was aimed to explore the implementation of the flipped classroom during the Covid-19 pandemic outbreak in 2020. This research setting was at Universitas Negeri Jakarta, one of the campuses that eliminated campus activities due to the high Covid-19 spread in Jakarta. Referring to the learning standards of AECT, the researchers used qualitative descriptive methods. The techniques of collecting data were observation, interviews, and questionnaires to all students who took e-Learning Design courses at the Master of Educational Technology, Postgraduate Program, Universitas Negeri Jakarta. The research results proved that learning during the Covid19 pandemic using flipped classrooms in the E-Learning Design course has...
Education and Information Technologies
The application of augmented reality games (ARG) as an emerging innovative technology has become a significant component of instructional learning contexts in recent years. ARG-based education as a form of student-centered learning situates students in a learning environment that integrates virtual elements with physical environments through three-dimensional pictures and videos on mobile devices for educational purposes. To connect the use of digital tools into the language classrooms and allow learners to view the real world, this study examined the viability of ARG-enhanced education on English foreign language (EFL) learners' learning of giving and asking for directions in flipped and blended contexts. The study involved 60 EFL elementary students of homogenous English proficiency, organized into two comparative and one control group, with 20 participants in each group. For the pre-test, an 18-item multiplechoice test with one written and oral question was administered to assess the learners' knowledge of asking for and giving directions. After taking the pre-test, the two comparative groups received 16 sessions of ARG-enhanced education (one with a blended and the other with a flipped classroom approach), while the control group received placebo instructions. The flipped group received the instructional materials preceding the online group, while the blended group received instruction in both online and faceto-face classes. The control group received instruction in a face-to-face context. After 8-weeks of treatment sessions, all participants of the study took the post-test. According to the results, both flipped and blended groups receiving ARG-enhanced education performed better than the control group in learning how to give and ask for directions. The results of this study may pave the way for EFL teachers and students to use ARGbased technology in online and traditional classes.
Flipped learning – Why teachers flip and what are their worries
Flipped learning (FL) in mathematics has recently attracted considerable interest around the world. It raises the question of whether humanist perspectives, such as freedom, dignity, and potential of humans, should have a higher profile in teaching and students' learning in mathematics. This article has used data collected from an open questionnaire where 33 Finnish teachers illustrate why they flip their learning culture in the first place and what are they worries about flipping. The main aim of this article is to offer theoretical and emotional support for teachers' enthusiasm to change their learning culture in a more student centred approach and raises the discussion about what flipped learning really is. What are its pedagogical assumptions? After strengthening our theoretical understanding about why flipped learning seems to be functioning so well we can also better understand what is central in the approach to what we are trying to achieve by applying it. Abstract. Il Flipped learning (FL) in matematica ha recentemente riscosso grande interesse a livello mondiale. Ci si pone l'interrogativo se valori quali la libertà, la dignità e il potenziale umano debbano avere un maggior rilievo nell'insegnamento e nell'apprendimento della matematica. Il presente articolo si basa su un questionario aperto nel quale 33 insegnanti finlandesi illustrano il motivo per cui capovolgono il loro habitus di insegnamento in primo luogo e quali sono i loro dubbi a tal proposito. Lo scopo principale di questo articolo è quello di fornire sostegno teorico ed emotivo agli insegnanti al fine di favorire un cambiamento nel modo di apprendimento che divenga più centrato sul discente e al contempo fa emergere la discussione su cosa si intenda realmente per Flipped Learning e su quali siano i suoi presupposti pedagogici.