Virtual flipped classroom: New teaching model to grant the learners knowledge and motivation
| Autor: | Shubair Abdulla, Sameh Said Ismail |
|---|---|
| Jazyk: | angličtina |
| Rok vydání: | 2019 |
| Předmět: |
Ensenyament virtual -- Ensenyament universitari
050101 languages & linguistics Active learning Aprenentatge actiu Computer programming Computer Programming Sample (statistics) Motivation in education Flipped classrooms Academic achievement Flipped classroom lcsh:Technology Web-based instruction Motivació en l'educació Education Virtual Flipped classroom Flipped classroom Virtual Classroom Achievement levels Motivation Computer Programming Multivariate analysis of variance Mathematics education ComputingMilieux_COMPUTERSANDEDUCATION Achievement test 0501 psychology and cognitive sciences Virtual Classroom Virtual classroom lcsh:LC8-6691 Motivation lcsh:Special aspects of education business.industry lcsh:T 05 social sciences Significant difference Educational technology Virtual Flipped classroom 050301 education lcsh:TA1-2040 business Psychology lcsh:L lcsh:Engineering (General). Civil engineering (General) Ensenyament i aprenentatge [Àrees temàtiques de la UPC] Achievement levels 0503 education lcsh:Education |
| Zdroj: | Journal of Technology and Science Education, Vol 9, Iss 2, Pp 168-183 (2019) UPCommons. Portal del coneixement obert de la UPC Universitat Politècnica de Catalunya (UPC) |
| Popis: | This research introduces new pedagogical approach, the Virtual Flipped Classroom (VFC). The VFC is an integration of two concepts: Flipped Classroom and Virtual Classroom. It enables the teachers to teach and guide the students in applying the activities needed to achieve best learning levels. To investigate the effect of VFC, the researchers applied it on the students of computer programming course in Instructional and Learning Technology (ILT) department at College of Education, Sultan Qaboos University (SQU). The students’ learning achievement and motivation were measured by two instruments, Programming Achievement Test and Survey of Student Motivation respectively. One-group pretest-posttest qusai-experimental design has been followed. The sample, which consisted of 18 students, was taught some selective topics of the computer programming perquisite using the VFC model. A pretest and posttest are administered before and after using the VFC model. The researchers used independent sample t-test and multivariate analysis of variance (MANOVA) to analyze the data obtained. Findings indicated a significant difference in the learning achievement and motivation before and after applying the VFC model. The differences were in favor of VFC model. Further analysis showed that the new model contributed to the improvement of performance of low achievers students. |
| Databáze: | OpenAIRE |
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