Flip your classroom: Reach every student in every class every day

Distance Education--A system view

The research aimed to know the effectiveness of problem-based learning combined with local wisdom in Acehnese called Hukum Adat Laȏt. The local wisdom is oriented to socio-scientific issues to improving conceptual knowledge and environmental literacy. This study adopted a quasi-experimental with pretest-posttest control group design. In the experimental class, treatment was given using the problem-based learning model with local wisdom oriented to socio-scientific issues. In contrast, the control class was given by applying traditional learning. The population used in this study were all high school students in Aceh Besar, Indonesia. A cluster sampling technique is applied to obtain 54 students from the 2019/2020 academic year as samples. Data collection uses a test instrument conceptual knowledge and environmental literacy validated based on the Aiken index. Meanwhile, the instrument reliability is determined based on Cronbach's alpha coefficient. The data were analyzed by using Manova. The results indicate significant differences in the mean scores of the results related to conceptual knowledge and environmental literacy. The conclusion states that applying problem-based learning with local wisdom oriented to socio-scientific issues significantly impacts students’ conceptual knowledge and environmental literacy.

/pdf/the-effectiveness-of-problem-based-learning-with-local-1a7y5fi2.pdf

The Effectiveness of Problem-based learning with Local Wisdom oriented to Socio-Scientific Issues

Immigrant learners are the fastest growing segment in the U.S. young population. In states like California, 1 in 5 children in public schools are immigrants (Capps et. al, 2006). The changing school demographics as well the challenges reported in dealing with immigrant learners in many U.S. classrooms call for a better understanding of the needs of this unique segment of the school population. Therefore, Cross-Cultural Considerations in the Education of Young Immigrant Learners highlights crosscultural perspectives, challenges as well as opportunities pertaining to educating young immigrant learners.

淺談「翻轉教室模式以強化主動學習」（Promoting Active Learning through the Flipped Classroom Model）」一書

In the present scenario of COVID-19, the online learning capacity has been increased much more. Due to increased capacity of online learning in higher education, the quality of online learning has serious concerns. To achieve the minimum requirements of quality in online learning for sustainable development, it is important to review the quality assurance principles and strategies. A brief review of literature was conducted to define the quality, to present some quality assurance indicators for online learning and to discuss some online learning models by selecting 27 published articles through inclusion and exclusion criteria. The review showed that learner-teacher interaction, learner’s prompt feedback, learner’s support service, applying appropriate media, tools for online learning and planned documented technology application for the assurance of quality in online learning are important quality indicators. Some quality assurance models for online learning are also presented in this study.     

Quality Indicators and Models for Online Learning Quality Assurance in Higher Education

Article History Received: 26 November 2020 Revised: 28 December 2020 Accepted: 19 January 2021 Published: 24 February 2021

/pdf/critical-review-on-flipped-classroom-model-versus-4ptfeo843i.pdf

Critical Review on Flipped Classroom Model Versus Traditional Lecture Method

Abstract: In recent years, a new learning approach called "Flipped classrooms model" has been stated as an effective way of learning. In this study, a statistical approach for the comparison of traditional lecture method and Flipped classrooms model has been performed for the academic performance of students in 6th and 7th semesters in the subject of Psychology. The study comprised of two semesters (32 weeks). The students in the 6th semester learned by traditional lecture method while in the 7th semester, students used the Flipped classroom model. The students and subject were the same in both the semesters. The statistical analysis showed that 7th semesters students learned by "Flipped classrooms model" achieved better academic performance than the 6th-semester students learned by traditional lecture method. The t-test analysis showed that the students learned by Flipped classroom model have effect size 3% more than academic achievements of students learned by traditional lecture method.

pdf/assessment-of-student-s-academic-achievement-by-flipped-2772g15lzh.pdf

Assessment of Student's Academic Achievement by Flipped Classroom Model and Traditional Lecture Method

The present research study was conducted in one of the private sector universities of Lahore city in Pakistan. This study has utilized a quantitative paradigm that included a single group pre-test post-test experimental design. The problem identified was a less developed English language grammar skill in the students and also how to teach English language successfully to the large classes i.e. consisting of 50 to 60 students. The main purpose was to develop some plans to facilitate the large classes. A single group quasi-experiment was conducted for four months (one semester) to find out whether the implementation of the Learning Management System (LMS) for the teaching of the English language is successful or not. The rationale of the study was to provide detailed lesson plans and analysis of how the teaching is done through the LMS in large English language classes like having 50 to 65 students per class. The results showed that LMS or the Learning Management System proved to be successful for teaching English to large classes as it saved time for the teachers and students both along with providing ample guidance and support. The present study is significant as it provides a guideline for other institutes on how they can also utilize this software effectively for teaching the English language.

/pdf/effectiveness-of-learning-management-system-for-teaching-s49mb39pjs.pdf

Effectiveness of Learning Management System for Teaching English Language at Higher Education Level

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Critical Review on Flipped Classroom Model Versus Traditional Lecture Method

Assessment of Student's Academic Achievement by Flipped Classroom Model and Traditional Lecture Method

Effectiveness of Learning Management System for Teaching English Language at Higher Education Level