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A Method Based on Self-Study Log Information for Improving Effectiveness of Classroom Component in Flipped Classroom Approach
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Author(s): Katsuyuki Umezawa (Hitachi, Ltd., Japan), Takashi Ishida (Takasaki City University of Economics, Japan), Michitaka Aramoto (Ad-Sol Nissin Corporation, Japan), Manabu Kobayashi (Shonan Institute of Technology, Japan), Makoto Nakazawa (The University of Aizu, Japan)and Shigeichi Hirasawa (Waseda University, Japan)
Copyright: 2017
Pages: 17
Source title:
Blended Learning: Concepts, Methodologies, Tools, and Applications
Source Author(s)/Editor(s): Information Resources Management Association (USA)
DOI: 10.4018/978-1-5225-0783-3.ch086
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Abstract
The flipped classroom approach has recently begun to attract attention. In a flipped classroom, the conventional roles of classroom and homework are reversed: students study on their own using digital teaching materials or e-learning prior to class and then apply their learning in classroom activities. The authors have developed a method for improving the effectiveness of the classroom component: the students in a class are grouped on the basis of the time they spent studying (as recorded in their self-study logs) and their degree of understanding (as revealed by a self-study achievement test), and a different learning model is used for each group to improve their degree of understanding. Although they were unable to find a meaningful statistical difference in the test scores obtained in an experiment using one class of 34 students, there was a notable difference in the way questions were answered. The results of a free-description questionnaire indicate that the group learning encourages active learning.
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