Investigating the factors that influence higher education instructors’ decisions to adopt a flipped classroom instructional model

The flipped classroom is an instructional model which allows for more advanced learning activities during in-class time while introduces subject knowledge to students prior to class. To address a gap in the recent research regarding higher education instructors’ experiences, perceptions and adoption decisions of the flipped classroom instruction, this study aimed at investigating the critical factors which were predictive of a higher education instructor’s decision to adopt a flipped classroom instructional model through exploratory factor analysis (EFA) and multiple regression in a US university. The results revealed that performance expectancy and technology self-efficacy were significant predictors. Although facilitation condition was significantly correlated with instructors’ adoption decisions, it was not a significant predictor. This study suggests that in order to improve higher education instructors’ adoption decisions of the flipped classroom and other active learning instructional models, it is of priority for institutions to remove the internal barriers to instructors’ adoption decisions of these instructional models, such as improving their performance expectancy and technology self-efficacy.     

Self-Assessment of Oral Communication Presentations in Food Science and Nutrition

ABSTRACT:  Self-assessment allows learners to observe, analyze, and evaluate their own performances. Self-reflection allows the student to assess his or her communication skill level and progress against a standard. Additionally, the implementation of self-assessment through carefully prepared classroom experiences enables learners to manage their own learning and encourages the habit of lifelong learning. The objective of this study was to compare self-evaluation formats for assessment of an oral communication activity. Senior students in 2 sections of a 1-credit seminar course were videotaped while presenting 30-min oral presentations to the class. Students viewed their presentations and assessed their work using either a scoring rubric or a reflection assignment. Peer and instructor evaluations were also completed. Average scores by students and instructor were similar for rubric and reflection assessment methods. Oral evaluation scores by peer assessment were higher than by self- and instructor-assessment. Students were able to accurately describe the strengths and weaknesses of their presentations; however, comments from the reflection format were more thoughtful and provided more personal information in comparison to the scoring rubric. This study demonstrated the importance of reflective material such as student thoughts and feelings. Skills in reflective self-evaluation and documentation of their progress in oral communication will help students position themselves to develop their own academic and professional goals, provide feedback to instructors, and compile a record for future employers.     

Engaging Quiet Students in the College Classroom

Quiet students are sometimes misunderstood in the college classroom. Students may be quiet for reasons related to personality traits, learned behaviors, or situational factors, but regardless, their silences may be misinterpreted by their instructors as a lack of engagement in their courses. In fact, quiet students are often very engaged in the learning process but may need space to express their interest in ways that are suited to their quiet tendencies. This article describes how quiet students are perceived in the classroom, reviews the reasons why quiet students often serve as a source of uncertainty for college instructors, and explains a number of strategies that instructors can use to meet the learning needs of quiet students.     

Enhancing Student Learning By Using Mock Trials in Criminal Justice Courses

Lecture-oriented teaching is the principal pedagogical technique in college and university classrooms but instructors will sometimes turn to non-lecture techniques in an attempt to provide a more active learning experience. This article describes a mock trial exercise that has been used over several semesters to provide criminal justice students with an active learning experience and increase their understanding of the inquisitorial process in comparison with adversarial proceedings. We provide sufficient detail to allow interested instructors to conduct a similar exercise in their own course. Results of a multi-semester evaluation to assess student perceptions of the exercise show that students expected and found the exercise to be an enjoyable and informative classroom experience that advanced their learning.     

Encouraging Knowledge Transfer in Food Science and Nutrition Education: Suggestions from Cognitive Research

For several decades, cognitive psychologists have been studying how we learn, and from this work it becomes possible to identify ways to help students learn in the classroom effectively. Importantly, this work does not just inform how to memorize facts, but also how to learn complex material in a way that allows students to apply what they are learning in future situations. The laboratory to classroom model used by many researchers to apply cognitive psychology to real educational situations, such as classroom learning and students’ independent studying, is described first. Then the focus turns to important issues within education, such as students’ ability to transfer knowledge to new situations and understand complex material. Finally, three learning strategies are discussed (concrete examples, elaborative interrogation, and retrieval practice) that instructors can implement to help students to both acquire knowledge and apply it to new situations, integrating examples from food science and nutrition.     

Promoting Formative Assessment in Online Teaching and Learning

Using effective assessment techniques can improve an instructor’s understanding of student needs and support learner-centered classrooms. Evaluating student learning takes on a new meaning in online classroom environment where students and instructors do not share physical proximity. According to Garrison (2011), the assessment strategies used to determine student learning send “a very strong signal as to what is important and how they should approach learning” (p. 14). This paper describes formative assessment techniques used by two instructors in their respective online courses at the graduate level. The authors give suggestions in designing assessment activities to improve online teaching and learning by making use of student learning data.     

Developing a Primary Science Methods Classroom

The purpose of this paper is to describe how and why a primary science methods classroom was conceived, designed, and developed for preservice and inservice teachers. Just as science educators believe that students learn best by constructing their knowledge of the natural world with the aid of a teacher and colleagues, science educators also believe that preservice and inservice teachers should learn in a collaborative and constructivist environment. Multiple dimensions relating to the dynamic processes of learning to teach, a ‘technical factor’ related to the physical and resource constraints that exist within a school, and sociocultural theory were used for the theoretical framework. A survey was given to 97 students who took a course in the classroom, six instructors were given a questionnaire, and three of these instructors were interviewed. These data sources sought to determine the effect of design features on student learning and instructor teaching. The results of the evaluation suggest students who used the classroom found their learning positively affected by the room design and instructors who taught in the classroom benefited by being able to teach in an inquiry and constructivist manner.     

Performance and Perception in the Flipped Learning Model: An Initial Approach to Evaluate the Effectiveness of a New Teaching Methodology in a General Science Classroom

“Flipped classroom” teaching methodology is a type of blended learning in which the traditional class setting is inverted. Lecture is shifted outside of class, while the classroom time is employed to solve problems or doing practical works through the discussion/peer collaboration of students and instructors. This relatively new instructional methodology claims that flipping your classroom engages more effectively students with the learning process, achieving better teaching results. Thus, this research aimed to evaluate the effects of the flipped classroom on the students’ performance and perception of this new methodology. This study was conducted in a general science course, sophomore of the Primary Education bachelor degree in the Training Teaching School of the University of Extremadura (Spain) during the course 2014/2015. In order to assess the suitability of the proposed methodology, the class was divided in two groups. For the first group, a traditional methodology was followed, and it was used as control. On the other hand, the “flipped classroom” methodology was used in the second group, where the students were given diverse materials, such as video lessons and reading materials, before the class to be revised at home by them. Online questionnaires were as well provided to assess the progress of the students before the class. Finally, the results were compared in terms of students’ achievements and a post-task survey was also conducted to know the students’ perceptions. A statistically significant difference was found on all assessments with the flipped class students performing higher on average. In addition, most students had a favorable perception about the flipped classroom noting the ability to pause, rewind and review lectures, as well as increased individualized learning and increased teacher availability.     

Historical,Theoretical, and Foundational Principles of Universal Instructional Design in Higher Education

In this essay, the authors provide an overview of Universal Instructional Design (UID) as an approach for addressing the learning needs of all students enrolled in institutions of higher education. They argue that the concept of universality as it is applied to instruction is an approach that will benefit not only students with disabilities, but all students. To support their argument, the authors explain the core elements of UID as well as the conceptual connections of UID to multicultural education and social justice education. They conclude the essay by framing the articles included in this special issue.     

Teaching Line Balancing through Active and Blended Learning*

The design of balanced assembly lines, especially when considering workforce, material, and cycle time factors, is an important managerial decision‐making activity in manufacturing firms. Numerous active learning activities are available to assist instructors in teaching assembly line balancing to students. While effective in improving student engagement, they require considerable planning and expense on the part of instructors, and they may be difficult to implement in inflexible teaching spaces and lecture‐oriented curricula. We present a new approach to teaching line balancing using online videos depicting an assembly process. Students design an assembly line by determining themselves how to separate and time tasks, rather than by modifying an existing configuration. To save valuable classroom time, students complete a portion of the activity outside of class. This blended learning approach allows for all students to be engaged in the activity, both in and out of class. Furthermore, a controlled study showed that compared to the traditional lecture format, it better equips students to address less tangible aspects of line balancing, such as ergonomic and workforce factors, material handling considerations, and changing cycle time. With the online content for this activity completely developed and available, other instructors can easily implement this approach within their courses.     

INSTRUCTOR AND STUDENT ATTITUDES TOWARD DISTANCE LEARNING

Eleven community college instructors and the 334 students in their distance learning classes were surveyed. Data showed instructors had conflicting attitudes about distance education. They were willing to teach a distance learning class again, but they rated the quality of the courses as equal or lower quality than other classes taught on campus. Their students, on the other hand, were highly satisfied with these instructors and the courses . But the critical factor in much of traditional classroom instruction, direct interaction with instructors, played no role in determining students' satisfaction in these courses. This difference in the nature of student-teacher interaction in distance learning classes may explain instructors' conflicting attitudes.     

‘What can I do to help?’: Postsecondary students with learning disabilities' perceptions of instructors' classroom accommodations

This qualitative research report adopts a critical pedagogy perspective to examine the provision of classroom accommodations for postsecondary students with learning disabilities. Although instructors in the United States are bound to abide by disability rights laws, we also believe instructors can act in ways that allow students to feel comfortable in disclosing their disabilities and in requesting and accessing accommodations for these disabilities. We engaged the voices of 10 university students living with learning disabilities through a series of semi‐structured interviews. These students offered a variety of statements on the ways that their disabilities were accommodated or not by their instructors. We classified these perceptions into three kinds of accommodation perceived by university students with learning disabilities: non‐accommodation, formal accommodation and accommodation for all students. We discuss the implications that these types of accommodations have for pedagogy and offer recommendations for effective techniques for accommodating for all. We hope the voices of these students will serve to enhance communication between students with learning disabilities and their professors.     

The Role of Questioning in the Teaching of Reading

In learner-centered classroom,teachers’ questioning serves as very important stimuli to foster students’ participation in classroom interaction.A classroom full of active interactions is an ideal environment for foreign language acquisition(FLA).Questioning is a critical strategy for the instructors to engage students in reading activities so as to help them build the habit of independent learning.     

Access,use and perceptions of teachers and students towards mobile phones as a tool for teaching and learning in Tanzania

This study explored the access, use and perceptions of teachers and students towards mobile phones as a tool for facilitating teaching and learning beyond the classroom walls. A total of 29 pre-service teachers and four college instructors from Dar es salaam University College of Education (DUCE) as well as 12 in-service teachers and 40 students from Kibasila secondary school in Tanzania, participated in the study. Data were collected by using pre-service teachers’ questionnaire, students’ questionnaire, and the instructors’, and in-service teachers’ interviews. Findings showed that all in-service teachers, college instructors and pre-service teachers had mobile phones. Also 60 % of school students owned mobile phones, or had access to mobile phones. Students, pre-service teachers and college instructors were in favour of the use of mobile phones for learning, but the majority of in-service teachers were against it. Since mobile phones are the most available technological tools in schools, this study, recommend a professional development programme for in-service teachers to help them develop a positive attitude towards mobile phones use in teaching and learning.     

Cutting the distance in distance education: Perspectives on what promotes positive,online learning experiences

This qualitative research study was designed to inform the development and implementation of effective online learning environments by exploring, from both teacher and student perspectives, what constitute effective online learning experiences. The study examined course content, tasks, and pedagogical approaches, as identified by students and instructors, which contributed to or hindered positive online learning experiences. Researchers interviewed 6 online course instructors and 10 adult students to understand their experiences in undergraduate and graduate level online degree programs. Using a Cognitive Apprenticeship Model to inform the analysis of data, findings revealed an emphasis on text-based content and lecture; instruction that led to disconnect between students, teachers, and course content and goals; and one innovative program that links real-world experiences with online classroom learning. Given the growing number of online programs, the study provides insight for course development and pedagogy as well as offers possibilities for additional research.     

Using Mobile Technology in the Classroom: A Reflection Based on Teaching Experience in UAE

Smartphones are developing rapidly and continually with new features that make them widely used in many contexts. This paper is to reflect on students’ behaviours of using smartphones spontaneously (unplanned use) in the classroom, in a university in Dubai city in UAE. This reflection shall address the following questions: How can the instructors integrate smartphones into the classroom? How will they know that the students are using their phones in a way that relates to and enhances their learning? What are the implications and restrictions? The answers to these questions will illustrate that smartphones should be utilised as teaching tools since they support students’ learning; and therefore, should be allowed in the classroom.     

Evaluating Course Goals to Achieve High-Order Assignments

As the arts are integral to shaping our culture, rigorous education that will prepare art students to create compelling artworks is necessary. Employing a tool such as Bloom's Taxonomy aids instructors in creating assignments that fulfill high-order concerns in the art-writing classroom. Because writing is one way for would-be artists to shape ideas and create complex thoughts, the art-writing classroom, as a precursor to the art world, challenges students to perform at high cognitive levels. Pedagogy employed in art-writing classrooms across the curriculum allows for criticality that results in sophisticated reasoning.     

Problems in Service Learning and Technical/Professional Writing: Incorporating the Perspective of Nonprofit Management

As service learning becomes a popular pedagogical approach to technical and professional writing courses, instructors need to examine critically the causes of practical problems that arise when classroom work involves nonprofit agencies. Nonprofit management theory provides a possible solution in its discussion of some basic characteristics of organizations in the nonprofit sector. By understanding these characteristics, instructors and students might anticipate and solve problems they encounter.     

Problems in Service Learning and Technical/Professional Writing: Incorporating the Perspective of Nonprofit Management

As service learning becomes a popular pedagogical approach to technical and professional writing courses, instructors need to examine critically the causes of practical problems that arise when classroom work involves nonprofit agencies. Nonprofit management theory provides a possible solution in its discussion of some basic characteristics of organizations in the nonprofit sector. By understanding these characteristics, instructors and students might anticipate and solve problems they encounter.     

利用Moodle构建混合教学平台

传统课堂教学是教师主导的教学活动,而在线学习是以学生为主体参与的教学活动。混合教学方式是将两者有机地结合起来,同时发挥教师的主导性和学生的主动参与性。利用在线课程管理软件Moodle构建混合教学平台,在传统课堂教学之余,为学生主动参与教学活动提供在线途径,进行知识的发现、共享和积累。教学实践表明,这种混合教学方式,可以促进学生的主动参与性,增强学生对学习过程的控制力,提高学习效果,而且对原有的教学组织影响不大,很容易实现平稳过渡。