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Medical postgraduates are the new force of scientific research groups in China. However, the limitation of their English language ability restricts their publication of high-level Science Citation Index (SCI) papers to a large extent. Measures to improve students' SCI language ability from macro, intermediate and micro aspects were discussed through flipped classroom teaching mode, such as students' reading papers before class, students' practicing paper writing after class, and teacher's making comments in class. The feedback from the questionnaire showed that 96.65% of the students were satisfied with the teaching mode and 93.57% of them had improved their confidence in SCI writing. For the problems mentioned in the feedback, it was suggested that colleges and universities should formulate policies to encourage teachers to engage in medical English teaching, meanwhile teachers should constantly improve their professional quality, so as to help students improve their SCI language ability rapidly. [ABSTRACT FROM AUTHOR]

Highly cited articles have been revealed as being informative for research fields, topics, and trends. Through reading highly cited articles, researchers can gain fruitful results from previous studies and can identify essential clues and potential future research directions for their own research. Aiming at exploring the possibility of the application of and innovations in flipped learning, this study reviewed 100 highly cited articles related to flipped learning. By performing a literature review of the highly cited studies on flipped learning, we have discovered the proposed new learning strategies and flipped learning applied to the research topics that seldom draw attention, and the research fields that are less-frequently examined, including those research issues that are rarely discussed. We have also noticed that many studies have focused on comparing different flipped learning modes and identifying more effective flipped learning approaches. Only a minority of studies have compared the influences of flipped learning and traditional learning. Moreover, we found that researchers have tended to focus more on students' learning achievements and learning behaviors. Lastly, based on the reviews of the past flipped learning articles, this study provides suggestions from different perspectives. We hope to provide a reference for researchers and teachers to conduct flipped learning studies and design flipped learning activities in the future. [ABSTRACT FROM AUTHOR]

In this article, I will outline an assessment model that allows instructors to continuing assigning term papers and argumentative papers without compromising the authenticity of student assessment. This path forward relies upon a pseudo flipped classroom model in which students will complete a scaffolded term paper through a series of in-class assessments that build upon previously completed components. The final steps of completing this assignment will require producing a draft and final version of a traditional term paper outside of the classroom but only after the instructor ensures they have critically thought through the preceding components independently. The intention is to maintain the nuance, critical thinking, engagement with primary and secondary sources, and depth of content comprehension that a thoughtful paper requires, while also ensuring that students are completing the work themselves and not merely outsourcing bits and pieces of it to LLMs. [ABSTRACT FROM AUTHOR]

Introduction: To evaluate different factors affecting two different cohorts of dental students' perceptions with the flipped classroom (FC) model in a preclinical dental course over six years. Materials and Methods: In 2016 (cohort #1) and 2022 (cohort #2), second‐year dental students participated in FC model in a preclinical dental course consisting of pre‐class recorded videos and lectures along with classroom interactive exercises. Students then completed an anonymous pen‐and‐paper survey evaluating three factors influencing students' overall study experience with the FC model. Survey responses from cohort #1 and cohort #2 were compared to assess the effect of generation, student demographics and COVID‐19 pandemic on students' perceptions. Results: When asked to rate the FC experience out of 5, the mean ratings of cohort #1 and cohort #2 were 4.3 (±0.9) and 4.0 (±0.8), respectively. Cohort #2 preferred viewing slides and videos prior to class and had a higher agreement that pre‐class course materials were beneficial to class preparation. Conversely, cohort #1 had a higher agreement that in‐class discussion and exercises helped them to learn course content. From cohort #2, 88.6% of males and 71.6% of females preferred the FC approach over traditional lecture. Conclusion: Both cohorts reported positively with the FC model of teaching. Cohort #2 had higher positive reports with the pre‐class work and cohort #1 had a higher positive report with in‐class work. Course design should reflect the students' points of view and learning perspectives with careful consideration of the student population in the classroom. [ABSTRACT FROM AUTHOR]

Background: Degree apprenticeships (DA) help employees gain new knowledge and skills by allowing them to study towards a university degree while working full time. For these programmes to be effective, the learning design should be adapted to the needs of these students, who are goal oriented (i.e. they want to gain only knowledge that can be applied within their workplace), have limited time for studying, and usually have not attended formal education for some time. As these programmes are relatively new, there is limited research on how these students can be supported to achieve the programmes' learning goals by using information and communication technologies. Objectives: This paper aims to understand whether a learning design that combines game‐based learning with online flipped classrooms can engage DA students in their learning and help them develop their reflective skills. Methods: Two focus groups were conducted with DA students that study at a UK Business School towards gaining the Chartered Manager status. The focus groups recordings have been analysed using reflexive thematic analysis. Results and Conclusions: The three main themes, "change can be helpful and challenging at the same time", "the ideal game", and "the effect of others", show that DA students find game‐based learning and online flipped classrooms useful, with the right support. Simulation games can be more fulfilling to DA students than quiz games, even if they take more of their out‐of‐class time. In addition, instructors are advised to work more closely with diverse teams to enable students share their work experiences and learn from each other. Lay Description: What is already known about this topic?: Online flipped classrooms offer flexibility in learning, but instructors need to find solutions to challenges, like students' limited e‐learning readiness and lack of motivation.Game‐based learning has been found to facilitate learning in general, but there is a need to identify the specific circumstances (i.e. settings, gaming elements) under which it is effective.Degree apprenticeship students need more support with their learning compared to traditional university students, as they face additional challenges in terms of family life‐work balance and connecting their learning to their working experience. What this paper adds?: Game‐based learning can be useful to degree apprenticeship students providing that focuses on the application of knowledge and provides feedback.Despite facing challenges related to maintaining work‐study‐life balance, degree apprenticeship students are willing to complete the flipped classroom's out‐of‐class activities, if they see a clear benefit from doing so.Online group activities can be challenging for degree apprenticeship students, if they are not able to form teams with other learners that work for the same organisation. The implications of study findings for practitioners: Avoid quiz‐like games and select the ones that use real‐life scenarios for degree apprenticeship students to help them link their learning to their practice.Formative feedback should be provided by both the instructor and the game to motivate degree apprenticeship students to spend the additional time to complete the out‐of‐class activities.Students should be reminded frequently of the purpose of any new learning elements (e.g. learning analytics) as they may not have the time to explore them on their own.When forming student teams based on students' workplace is not possible, spend more time in each breakout room to facilitate the online group discussion and help students bring their different working experiences together. [ABSTRACT FROM AUTHOR]

To address the increasingly fierce international competition and the demand for top-notch talent, the physics and chemistry teaching team at Northwest University has implemented innovative reforms in both teaching content (integrating ideological and political elements into the curriculum) and teaching mode (flipped classroom). This aims to stimulate students’ curiosity, motivation, and proactivity in learning, foster their comprehensive learning abilities, and enhance the quality of talent development. This paper presents a teaching model for the Nernst Equation, employing a “flipped classroom” approach that centers around students and is guided by teachers’ inspiration. Through group discussions and inquiry-based learning, students’ research, communication, collaboration skills, as well as their innovative and critical thinking abilities, are cultivated, fostering a sense of national confidence and social responsibility. [ABSTRACT FROM AUTHOR]

We explored the usage of smartphones in university classrooms across three different countries from the instructor’s perspective. Using a qualitative, cross-cultural approach, we interviewed 30 instructors via semi-structured interviews to understand their viewpoints and experience with student smartphone usage in class. Instructors reported positive benefits that included active learning and the accessibility and sustainability of the smartphone as a learning tool. Participants also highlighted the challenges that include preventing critical thinking and direct instructor issues including distraction, loss of control, and discouragement. Instead of implementing new technology strategies in a top-down manner, organisations should co-create strategies with students and instructors to enhance motivation and focus. With technology being a common cohabitant in the classroom, this paper adds value from the perspective of instructors regarding their struggles, opportunities, and strategies when dealing with smartphones. [ABSTRACT FROM AUTHOR]

This paper introduces a process of reading, reflection, and discussion used by two white faculty teaching at predominately white institutions to address challenges to equity in their introductory astronomy courses. The conversations focused on the context of large introductory courses, where individual instructors may lack resources and agency to make large-scale structural changes. Six goals to improve the classroom experience for all students are identified. The paper explores the nature of inequities that students face and, through a process of backwards design, identifies actions that begin to address such issues. The ideas discussed are rooted in ongoing conversations around injustice, antiracism, equity and inclusion and this paper describes a process by which individual instructors can make progress in their own classrooms. We write this paper with the hope that it could serve as a model, and that other faculty of introductory courses might consider embracing similar goals as we strive to make our disciplines more welcoming and inclusive. [ABSTRACT FROM AUTHOR]

Background: As the concept of flipped classrooms continues to gain interest across disciplines, more research is needed to strengthen the instructional design by integrating active learning strategies and emerging technologies. Among various possibilities, little is known about how game‐based learning combined with Augmented Reality (AR) can be effectively infused into language education to establish supportive flipped learning contexts. Objectives: This study thus proposed an AR‐enhanced game‐based learning (ARGBL) approach, featuring the use of an augmented board game to engage students actively in classroom activities. It further compared the effects of the proposed approach with traditional game‐based learning on the students' vocabulary acquisition and creative thinking as they were instructed to learn English as a foreign language (EFL) in flipped classrooms. Methods: A quasi‐experimental design was adopted to examine the effectiveness of the proposed approach to promote the students' participation in flipped in‐class activities, thereby improving their learning outcomes. Participants were recruited from two classes of the same undergraduate course, one of which was designated as the experimental group to take part in game‐based learning activities in class by playing an AR‐enhanced board game, and the other as the comparison group to learn by playing a paper‐and‐pencil game with identical puzzle content. The desired student learning outcomes were measured by pre‐ and post‐intervention vocabulary tests and creative thinking tests, supplemented by individual interviews. Results: Results indicated that the students in the experimental group significantly outperformed their counterparts in vocabulary acquisition and creative thinking. They also expressed positive perceptions of the augmented game‐based learning experience in the flipped EFL classroom. Take Away: ARGBL can be a promising approach to improving student learning, and it is particularly beneficial to the design of classroom activities in flipped learning contexts due to its affordances for enriched content visualization and active learner engagement through gameplay. Lay Description: What is already known about this topic: Flipping the classroom is becoming prevalent in education, and researchers have stressed the need to move beyond comparing the outcomes of flipped and non‐flipped settings in order to advance innovation and examine the effectiveness of instructional design.Recent research has shown positive effects of using AR technology for content delivery, with location‐based context‐aware applications being more commonly applied in language education, while the potential of image‐based AR also warrants research attention.Learning by playing games has been considered an engaging strategy that provides benefits for learner engagement, but not all game genres have been fully studied. What this paper adds: This study proposed an ARGBL approach, applying image‐based AR to augment board gaming activities in class when the classroom was flipped.The ARGBL approach was found to significantly improve the students' English vocabulary acquisition.The ARGBL approach was found to significantly enhance the students' creative thinking development. Implications for practice: The innovative merger of image‐based AR and physical board gaming pieces into a hybrid form of mediation, namely the AR‐enhanced board game, likely encouraged face‐to‐face interaction of meaningful language use in flipped in‐class activities, thereby leading to the vocabulary growth and creative thinking development of EFL learners.The effectiveness of the ARGBL approach should be considered as an integrated whole with a holistic understanding of the interplay between the AR technology and the active learning strategy through gameplay in the broader pedagogical context of flipped classrooms. [ABSTRACT FROM AUTHOR]

This paper charts the journey from classroom-based training delivery to hybrid and virtual learning opportunities used to overcome the challenges imposed by public health restrictions introduced in response to the COVID-19 pandemic. The public health measures introduced in March 2020 had a significant effect on the ability of the Children First Information and Advice Service (CFIAS), in Tusla, Ireland's Child and Family Agency, to deliver services. One of the key tools used by the CFIAS to support understanding of responsibilities, and best practice, in child safeguarding by professionals, and within organisations, has been the provision of direct training and information sessions. The introduction of public health restrictions necessitated a complete rethink by the CFIAS on how child safeguarding training and information are delivered. The paper presents an outline of the background and context of child safeguarding in Ireland, followed by a description of some of the challenges experienced by the CFIAS in response to the pandemic public health restrictions. It includes discussion on strategies and solutions considered to overcome these challenges. There is further discussion on the tools and methods eventually used, followed by a reflection on lessons learned by the CFIAS in areas including training delivery and methodology, eLearning, and information provision. The paper provides an analysis of limited qualitative and quantitative data, as well as a reflection on the lived experience of the CFIAS team members responding to the challenges posed during this time period, rather than a preplanned research study on pedagogical approaches in adult learning. [ABSTRACT FROM AUTHOR]

Introductory undergraduate statistics courses widely focus on statistical concepts or software-based data analysis. Despite the fact that the analysis of real data has shown to enhance students' engagement, the step of data collection is often neglected. Once students know the challenges of data collection, they are more aware of potential imperfections, such as a lack of representativeness, during data analysis. In this paper, we present a course that closes the gap allowing Business and Economics students to conduct a full survey under realistic conditions including questionnaire design, sampling, and data analysis. It entangles theory and application by combining course-based research experiences with cooperative learning and a flipped classroom approach. Students do not only obtain competences in the field of statistics, they also gain experiences and self-confidence for future research projects because the lecturer acts as a mentor guiding the students throughout the project. Although statistics is usually an unpopular field for Business and Economics students, their motivation was high throughout the semester as they acted as researchers who analysed a specific research question. This is in agreement with student feedback, which highlights the promotion of research-related competences and self-efficacy within the course. [ABSTRACT FROM AUTHOR]

Introduction: The use of active learning methodologies, such as the Flipped Classroom, is being applied more and more frequently in various areas of knowledge, obtaining good results. In the teaching of Social Sciences, these methodologies can help to combat the demotivation sometimes experienced by students. This paper presents and analyzes a didactic intervention for the implementation of the Flipped Classroom in Primary Education, to teach Social Sciences. Method: The didactic intervention designed has consisted of the creation of seven videos to develop the didactic unit “Revolution and restoration”” to develop this subject through the Flipped Classroom methodology. The intervention was carried out on a sample of 76 students, divided into three groups/classes. To analyse the results of the intervention, academic results, participation in the activities and the students’ evaluation of the intervention were taken into account. Results: The results obtained show an improvement in the academic performance of the students, who obtain an average of 1 point in their classifications, compared to the didactic units in which the methodology is not applied. It also shows an increase in motivation and a greater and better use of ICT tools. Conclusions: The analysis carried out allows us to conclude that the application of this methodology generates an impact of improved academic results, and in turn, encourages motivation and creativity in the students participating in the intervention, turning the learning of this subject into a more dynamic and motivating process. [ABSTRACT FROM AUTHOR]

This interview study offers educators practical tips on using tools to improve online learning experiences. Eleven instructors, professors, and instructional designers were interviewed about the challenges they faced designing and teaching online university courses in Florida. This study aimed to explore how educators and instructional designers innovated learning design to improve instructor presence, engagement, and interactivity. In the wake of a pandemic that expedited the adoption of online learning, this paper is intended to offer advice for educators transitioning from emergency remote learning to strategic online course design that integrates emerging technology. This paper is intended to share what educators learned by experimenting with interactive 360-degree multimedia, virtual reality, videography, and visual design in learning management systems. Some of the tools featured in this paper include Roblox, Flipside, Plotagon, Articulate 360, Canvas, Kaltura, and video conferencing apps. [ABSTRACT FROM AUTHOR]

This paper reviews the literature on simulations-based teaching in the discipline of international relations and associated social science fields, tracing the development of frequently used simulations platforms over the last half-century. It then examines the application of the Council on Foreign Relations' Model Diplomacy program in three courses, International Crisis Simulations, Political Development, and Politics of Asia, at a small liberal arts college in the South from 2018 to 2019 and considers the effectiveness of simulations-based teaching in achieving desired learning outcomes, such as critical and analytical thinking, oral and written communication, and collaboration. Finally, the paper provides practical steps and suggestions for the integration of Model Diplomacy and other simulations into an array of Asian studies courses. [ABSTRACT FROM AUTHOR]

Providing adequate training on suicide assessment and intervention for students is of utmost importance in social work education. Given students' anxiety around working with clients who have potential risk of suicide, scholars underline the benefits of experiential learning to enhance competence in MSW students in suicide risk assessment, prevention, and intervention (SRAPI). This paper illustrates how a required advanced mental health practice course has utilized simulation-based learning (SBL) and behavioural activation (BA) to foster specific skill building in SRAPI. Using a flipped classroom approach permitted students to increase knowledge related to suicide and BA using a self-guided online format. They also had opportunities to apply the online learning to classroom learning through practice activities. SBL was an innovative pedagogical approach that was critical for SRAPI training as it provides students with opportunities to engage in simulated practice with no harm to real clients. Using BA, students learned to conduct detailed functional analysis of suicide risks with corresponding graded tasks to mitigate suicidal risk. This paper discusses lessons learned from the SRAPI training and makes suggestions for future research and educational policies in social work education. [ABSTRACT FROM AUTHOR]

This paper investigates the implementation of a reading program designed for third grade elementary school classrooms in Austria. Using a mixed-methods approach, lesson types were identified, respective class compositions analyzed, and the effects on students' reading gains examined. The results show that the lesson types seem to reflect learner group needs as students in the different lesson types profited similarly from the reading program. This supports the hypothesis that reading is a highly individualized process and leads to the conclusion that the instructional approach of the reading program investigated supports teachers in conducting reading lessons tailored to their students' needs. [ABSTRACT FROM AUTHOR]

Simple Summary: Despite the challenges the pandemic presented for university teaching, it opened up opportunities to set up and explore digital teaching formats like never before. This paper presents a case study in which an introductory animal ethics course was reconstructed as a digital format with flipped-classroom methods. The Interactive Literature Lecturing Format (ILLF) was designed as an online format that maximized interaction with students, without adding further workload to the teaching staff. Rather than provide the students with input in lecture sessions, the ILLF presented students with selected literature and a list of structured questions. This literature questionnaire served as the main didactic element that guided the knowledge transfer, the structure of the sessions and the exam. This paper reviews the outcome of the redesigning process and the steps we took to implement it. To discuss the overall quality of the format from a student's perspective, the data from the systematically conducted students' evaluation (n = 65) are interpreted using quantitative and qualitative methods. The data suggest that students were overall satisfied with the structure of the course and reported that the flipped-classroom elements worked well. Overall, implementing the ILLF could significantly improve the quality of animal ethics teaching for students and the teaching staff. Therefore, exploring further applications of the ILLF to other fields and on-site teaching should be considered. Despite the challenges the pandemic presented for university teaching, it opened up opportunities to set up and explore digital teaching formats like never before. This paper presents a case study of teaching introductory animal ethics in a digital format with flipped-classroom methods. The Interactive Literature Lecturing Format (ILLF) was designed along the following criteria: 1. Conformity with students' varying educational needs; 2. Consistent high level of interaction; 3. Maximum transparency in an application-oriented exam; 4. No further contribution to the workload of the teaching staff; 5. Flexibility regarding online or on-site conversions. Rather than provide the students with input in lecture sessions, the ILLF presents students with selected literature and a list of structured questions. This literature questionnaire serves as the main didactic element that guides the knowledge transfer, the structure of the sessions and the exam. This paper reviews the outcome of the redesigning process and the steps we took to implement it. To discuss the overall quality of the format from a student's perspective, the data from the systematically conducted students' evaluation (n = 65) are interpreted using quantitative and qualitative methods. Bringing these results together with the perspective of the teaching staff, the following question is discussed: did the ILLF meet these criteria? This case study explores the potential and limits of flipped-classroom methods for applied ethics teaching in a university setting. [ABSTRACT FROM AUTHOR]

Flipped classroom approaches have increasingly been adopted in the Australian higher education sector. However, current research on this approach is predominantly quantitative and focused on domestic students. Little is known about the flipped classroom learning experiences of undergraduate international students in Australia. This paper sets out to investigate undergraduate international students' challenges in a flipped classroom environment, based on thirty-two semi-structured interviews with undergraduate international students at an Australian university. We identified several challenges, including language issues, barriers to autonomous learning, as well as technical and technological challenges. International students in our study also provide constructive recommendations to improve the design of the flipped classroom. This paper contributes new insights into the nuances of undergraduate international students' challenges in a flipped classroom environment. [ABSTRACT FROM AUTHOR]

Translanguaging pedagogy is an approach to educational equity that harnesses multilingual learners' communicative repertoires (e.g., home languages, non-standard varieties, and gestures) by strategically incorporating them in the classroom to ensure students' active participation and meaningful learning. This paper proposes a research-informed continuum that captures a range of possibilities for integrating translanguaging in language and literacy instruction. This continuum provides insight into how educators may make socially just instructional and curricular decisions that are based on recognizing multilingual students' languages, cultures, and ways of knowing as valuable assets in the classroom. [ABSTRACT FROM AUTHOR]

Project-based learning (PBL) is a teaching approach that centers around students working on real-world situations. It is a highly effective way to teach English language learners, as it allows them to practice their language skills in a meaningful and contextualized way. PBL is also an excellent method for teaching military students since it assists them in developing the skills and information required for success in their careers. PBL fosters teamwork and collaboration. Students work together on projects, learning how to communicate, delegate tasks, and resolve conflicts – skills that are vital in the workplace. PBL is hands-on and interactive, therefore when students apply concepts to solve real problems, they are more likely to retain the information and the knowledge becomes more memorable and meaningful. The present paper provides practical examples and arguments in favor of using project-based learning in EFL military classrooms as a means of enhancing language acquisition and fostering critical thinking skills. [ABSTRACT FROM AUTHOR]

Professional development opportunities for museum educators are often short-term experiences that are void of reflections to support one's professional growth and practices within a collaborative environment. Video clubs may serve as an effective approach to supporting the professional growth and practices of educators in museum settings. Video clubs are composed of a group of educators engaged in video-based reflections around their work and interactions with others. In collaboration with six museums, we considered how video clubs, developed and implemented to promote professional growth and learning in school learning environments, would translate to a museum learning environment with a specific focus on interactions of failure experiences in STEAM-related making programs. In this paper, we highlight benefits, challenges, learnings, and recommendations as a way to support museums interested in establishing and implementing reflective practices within video recording and video sharing. [ABSTRACT FROM AUTHOR]

In this paper, an efficient diversified teaching method was proposed to address the issues on teaching of specialized English for chemistry. The method includes summarizing words and terms by suffix and prefix in lectures for improving learning efficiency, classroom interactions based on "flipped classroom" for promoting study interests, daily post-class practice on listening and on online teaching platforms for enhancing listening and oral skills, and seminar-based classroom activity in each section of the courses for improving subjective initiative for learning. This method provides an important reference for teaching reform of specialized English for chemistry. [ABSTRACT FROM AUTHOR]

With the development of the internet technologies as well as the influence of force majeure factors, the traditional classroom teaching can no longer meet the needs of modern teaching of analytical chemistry. Micro-lecture is a newly rising and online-based premium digital teaching resource. This paper takes titration jump as the representative subject in analytical chemistry course, and illustrates the construction, contents, and exhibition of the micro-lecture. The application of online micro-lecture in the teaching of analytical chemistry provides a novel idea for traditional classroom teaching. [ABSTRACT FROM AUTHOR]

Background: Faculty in nursing and history at Creighton University directed two service-learning courses on the history and public health implications of lead (Pb) exposure in Omaha, NE. As part of their service requirements, students conducted or observed blood lead screenings in area schools and reflected on these shared experiences in discipline-specific coursework. Strong student response encouraged the faculty to enrich transdisciplinary teaching and learning between these two courses. Although studies supply numerous best practices to develop collaborative experiences and service-oriented pedagogies, little work focuses on enriching collaborations between preexisting courses. Purpose: This study examines the outcomes of a partnership between nursing and history and presents a practical model that instructors can use to foster and deepen transdisciplinary service-learning. Methodology: Employing a hybrid grounded theory/topic modeling analysis of student reflection papers, we identify course outcomes of closest convergence. Findings/Conclusions: We argue that instructors can deepen transdisciplinary partnerships between service-learning courses by focusing on a common exemplar, encouraging collaborative experiences in the classroom and at service sites, and employing civic health as a shared concept in curricula. Implications: Beyond nursing and history, our model may be employed by faculty in preexisting service-learning courses to bring their courses into transdisciplinary convergence. [ABSTRACT FROM AUTHOR]

SPOCS is a brand-new teaching concept, which focuses on reflecting the dominant position of students. The application of SPOCS guidance mode in international trade practice teaching will help stimulate students' interest in knowledge, improve classroom-teaching effect, and improve classroom teaching quality. In order to fully mobilize students' subjective initiative and creativity, we should cultivate students into new talents with strong comprehensive quality. Let students study actively and autonomously under the correct guidance of teachers. From the perspective of "1 + x" certificate system, this paper introduces the necessity of developing application-oriented undergraduate education. This paper expounds the requirements of the "1 + x" certificate system for the classroom teaching of applied economics and analyzes the problems existing in the classroom teaching. This paper puts forward the reconstruction of efficient classroom teaching mode, makes great efforts to deepen the cooperation between industry and education in classroom teaching, and realizes the goal of "1 + x" certificate system to cultivate talents. A three-stage tutoring mode of "knowledge transfer before class," "knowledge internalization in class," and "evaluation and reflection after class" is designed. Practice has proved that the combination of microclassroom and flipped classroom is an effective strategy to improve the effect of learning knowledge. It provides some references and suggestions for front-line teachers to implement flipped classroom teaching in the future. [ABSTRACT FROM AUTHOR]

In this paper, Caitlin Murphy Brust and Rebecca Taylor examine the responsibilities of college educators to resist conditions of epistemic injustice within their institutions. Pedagogy alone cannot bring about epistemic justice in higher education, for no individual epistemic agent can single‐handedly transform their epistemic environment. The roots of such injustices are structural and thus require structural interventions. However, college educators do retain some agency to engage in epistemic resistance. Brust and Taylor argue that they can and should take steps to foster just relations within the epistemic communities of their classrooms — calling for pedagogy that both recognizes the unjust features of the broader epistemic environment and responds to the unique forms of epistemic injustice that manifest in the classroom, with particular attention to seminar‐style courses. [ABSTRACT FROM AUTHOR]

Increasing the interaction between teachers and students and making university teaching more dynamic is an important objective, especially to increase students' desire to complete their courses. This paper presents the evaluation of an innovative initiative that combines a 'flipped classroom' approach with the use of apps such as Wooclap, Socrative and Kahoot to promote interaction between teachers and students. After introducing the context and motive for the initiative, the different elements of the educational proposal are presented, and the project's impact on academic results (performance and success) is analysed. The level of student satisfaction is analysed, based on a custom-designed questionnaire. The results show that in addition to a significant improvement in results, important changes are observed in the teaching-learning process, which becomes more active, cooperative and independent, while class attendance and student-teacher interaction also increase. [ABSTRACT FROM AUTHOR]

This paper reflects the findings of research that studied DUI [driving under the influence of alcohol or drugs] issues in Charleston, South Carolina, a tourism-oriented Southern USA city. The results of that study provided local police with a detailed analysis of the city's DUI arrests over an extended period of time and provided recommendations for both deterrent and enforcement improvement. What makes the research appropriate for this journal is that the work was done with undergraduate student assistance and also that it became the focus of a class project for an upper-level hospitality and tourism management course. We are pleased to share the results of the study and the class assignment so that others wishing to do so may replicate the valuable learning exercise into their teaching. [ABSTRACT FROM AUTHOR]

This paper reports on a mixed-methods classroom study that compared the effectiveness of three adult English as a Foreign Language (EFL) course delivery modes - face-to-face group classes, face-to-face one-to-one tuition, and online self-study - for language learning. Learning outcomes from learners' language-related episodes (LREs), instances in which students "talk about the language they are producing, question their language use, or other- or self-correct" (Swain "Focus on Form" 70) were observed as learners completed the same task in their respective course delivery modes: learner-learner dyads in face-to-face classes, learnerteacher dyads in one-to-one classes, and individuals in online self-study. Learning was operationalized in two ways: firstly, by identifying instances of microgenetic development - that is, observable changes in a learner's knowledge - within learners' LREs; and secondly, by analysing responses to a delayed post-test. The results indicate that significantly more microgenetic development took place in one-to-one interaction between teachers and learners, which was characterised by scaffolded support and learner uptake, than in pair-work or selfstudy. While little microgenetic development was evident in the think-aloud protocols of selfstudy learners, the methodological constraint of employing a think-aloud protocol to observe individual LREs may have made observing development more difficult. Learners' post-test responses revealed that one-to-one and self-study learners attempted a significantly higher proportion of test items relating to LREs produced in the task than group learners, suggesting stronger associations between languaging and learning in teacher-learner interaction and independent study than in pair-work. Pedagogical recommendations are proposed for maximising learning potential in all three modes. [ABSTRACT FROM AUTHOR]

The goal of my paper is to describe the efforts of the Department of Statistics and Demography of the Faculty of Law and Political Sciences of the University of Szeged to ensure that the courses it offers ensure the development of students' digital competence. Beginning with the academic year 2017, teaching started on the basis of a new set of training outcome requirements. As part of this, two of the Department's first-year courses have been transformed. The former traditional lecture framework has been replaced by a complex theoretical and practical training system, where students learn the course material in small group sessions using computers and software. In this process, the Covid-19 pandemic has accelerated the development of digital materials and enabled the development of teaching through online platforms. A major experience is that most of our first-year students have difficulties adapting to the new digital materials, as they have not used them before. On the other hand, the practice-oriented, problem-solving teaching method using computers in the classroom has been positively received by our students. In our upper-year facultative course, students learn more easily with the new material and the online teaching can develop further skills. [ABSTRACT FROM AUTHOR]

This research paper investigates the effectiveness of combined flipped classroom (FC) with a plethora of Prep materials, small-group Collaboration, student Presentations, TopHat Clickers, and Engaged labs (PCPCE) on students' achievement and cognitive engagement from the students' perceptions. Although FC format is not new, we use a different implementation of an FC (FC-PCPCE) in a calculus class. Educational and edutainment elements were investigated through a questionnaire that assessed learning gain, relatedness, challenges, learner-related factors, and self-reflection in terms of mathematics ability and perceived interest in the subject. We analyze both qualitative and quantitative survey responses from 354 first-year students participating in calculus classes at a large Canadian public university. We compare the perceptions of FC-PCPCE students to those of students in a traditional (i.e., non-flipped) classroom. The survey analysis shows that even with many students enjoying the implementation of FC-PCPCE format, students in the traditional classroom reported higher levels of satisfaction, interest, belonging, content recall, and experienced fewer academic challenges such as procrastination. The results of this study will aid educators in designing courses that benefit students and guide researchers who wish to pursue further studies on this topic. [ABSTRACT FROM AUTHOR]

This study addresses a significant issue of our time, which pertains to the lack of connection between the scholars and their works who have paid a price politically, intellectually, and practically in their respective eras, with the contemporary seekers of knowledge. In this context, the aim of this paper is to introduce the work titled "Mecâlisü't-Tezkir" by Abdülhamid b. Bâdîs, a prominent figure known for his scholarly persona and reformist identity. The work is a compilation of the author's Qur'anic lectures, wherein he employs a distinctive methodology to interpret certain verses of the Qur'an. Through this interpretive endeavor, Ibn Bâdîs sought solutions to societal issues, such as colonialism, by drawing on the Qur'an and authentic Sunnah, and endeavored to enlighten the society accordingly. He contributed to various journals, which served as the media outlets of the time, and delivered lectures in mosques. Esteemed by many scholars, the author initiated a significant awakening movement in colonial society, placing emphasis on matters of belief, practice, and ethics. He consistently addressed the problems faced by Muslims in general and Tunisian Muslims in particular. Notably, he adopted a firm stance against ideologies that undermined the unity of Muslims, subjected them to colonial domination, and incited dogmatism. This study aims to present a comprehensive overview of the author and his work, considering various aspects [ABSTRACT FROM AUTHOR]

The purpose of this paper is to examine the complex relationships between educational policy and classroom practice. By employing a sociocultural perspective, we examine formulations inscribed in socio-material artifacts about what students should learn and how they should engage with knowledge. We explore how these formulations are mobilized in instructional work and the implications this activity has for student participation. To address this issue, we analyzed video data of how teachers invoke competence aims from the national curriculum in their instructional work in six classrooms. The analytical procedures were derived from interaction analysis. The analysis focuses on how such formulations explicitly mediate social interaction as it unfolds on a micro level. The findings show that competence aims gain different functions as they are mobilized in classroom practice; in other words, they serve different purposes in teachers' instructional work and anticipate different modes of student participation. In this study, the competence aims were (a) invoked as a source of authority, (b) translated into instructions, and (c) mobilized to obtain social order in the classroom. More rarely, the competence aims were used in meta-level discussions, where they functioned to reach agreements on how to pursue work toward joint goals. We discuss the implications of these ways of invoking competence aims for student participation. [ABSTRACT FROM AUTHOR]

This paper presents a problem-based platform for upskilling or reskilling technicians and engineers in the sector of Machine building and Mechatronics so that they are able to meet the high demand of flexible continuous TVET on behalf of companies operating in the above mentioned sectors. It provides a deep insight into its functionalities, course offers, cutting-edge learning techniques, such as flipped classroom, jigsaw, problem solving, small-scale project, etc. Assessment methodology is based on three assessment techniques: reflection by introducing One Minute Paper, observation by introducing Performance Checklist and developing a small-scale project. A special focus is placed on developing / improving digital and presentation skills of technicians and engineers. Finally, the paper describes the expected impact on the trainees entering the Industry 4.0 market, companies, VET providers. [ABSTRACT FROM AUTHOR]

Simple Summary: Blended learning strategies are becoming more popular in health sciences teaching, including veterinary medicine. However, the use of these methods in practical classes is less commonly described. This paper outlines a blended learning approach using flipped classrooms, collaborative learning, and gamification in gross anatomy practicals for first-year veterinary students. The practicals were restructured to include video pre-viewing, quizzes, collaborative group work, and a card game. Results showed a small but significant improvement in practical anatomy exam scores for the locomotor apparatus, with no significant difference in organic systems exams. Student satisfaction was high, with positive feedback regarding motivation, stimulation, and learning with peers. This study demonstrates that blended learning in anatomy practicals, including a flipped classroom and gamification, can enhance the student learning experience and optimize the limited time available for practicals. The use of blended learning strategies is increasingly common in health sciences, including veterinary medicine; however, there are very few descriptions of these methods being applied to practicals. We describe here the application of blended learning based on the implementation of flipped classrooms with collaborative learning and gamification to the 2020–2021 veterinary medicine gross anatomy practicals at CEU Cardenal Herrera University (Spain). Students prepared for the sessions by pre-viewing videos and taking a quiz before the start. The sessions were conducted in small groups where students learned through collaborative work and reviewed their learning with a card game. A small but significant increase was observed when comparing the scores of practical exams of the locomotor apparatus with those of 2018–2019 (6.79 ± 2.22 vs. 6.38 ± 2.24, p < 0.05), while the scores were similar (7.76 ± 1.99 vs. 7.64 ± 1.92) for the organ system exams. Students' responses in a satisfaction survey were mostly positive (>80%) regarding the motivating and learning-facilitating effect of this educational method. Our work shows that the application of blended learning in anatomy practicals based on a flipped classroom and with elements of gamification and collaborative work can be an effective way to improve the learning experience of students. [ABSTRACT FROM AUTHOR]

The integration of computational simulations into the teaching of college chemistry courses is a novel method of visualizing abstract concepts for students and improving the teaching quality. The fundamental principles and operation of COMSOL Multiphysics, a software for multi-physical field simulation, are presented in this paper. Several examples were presented to illustrate the application of this software in the teaching of college physical chemistry, including phase equilibrium, chemical equilibrium, and chemical dynamics. According to the feedback from students, the visual demonstration during classroom teaching improves their understanding and mastery of the knowledge, as well as their enthusiasm and deep thinking. [ABSTRACT FROM AUTHOR]

Over the past years, higher education institutions have been exploring different mechanisms to adapt their learning and teaching practices to increase students' engagement. One of the proposals has been to reuse Massive Online Open Courses (MOOCs) as Small Online Private Courses (SPOCs), or as complementary resources in traditional courses through blended learning practices, such as flipped classroom. However, the integration of online courses as a complement to face-to-face courses poses some challenges. First, students are not used to such blended learning approaches and it is generally difficult for teachers to motivate them to access online resources for the preparation of face-to-face sessions. Second, students are not used to the dynamics of blended learning scenarios, which are less teacher-centered and require their active participation. We propose the use of the mobile application MyMOOCSpace (MMS) to meet these challenges and increase students' motivation and use of learning resources in blended learning courses that use SPOCs as a complement. MMS is a mobile learning application based on gamification mechanisms to promote collaboration and motivation of students in the use of digital resources as a complement to blended learning courses. In this paper, we present the results of a quasi-experiment in a blended course with 294 students that uses a SPOC as a complement, with the aim to assess the effect of MMS on students' motivation and learning resources consumption. In particular, the behavior of two groups of students with the main digital resources of the SPOC (videos and formative assessments) was analyzed: one using the MMS (GTest group), and the other not using MMS (GTrad group). The results suggest that the use of MMS had a positive correlation with the videos consumption, besides increasing student' interaction with assessment exercises in the SPOC. [ABSTRACT FROM AUTHOR]

Flipped classroom (FC) is a popular teaching pattern at the present stage. Based on a review of related literature, this paper rethinks the innovation, effectiveness and perceptions of FC from nine aspects, including the theoretical basis, teaching principles, teaching practice, genesis of effectiveness, effectiveness per se, objectivity and rigorousness of effect evaluation, roles played by technology, influence of different disciplines and cost performance. It is argued that (i) the innovation of FC needs to be further clarified, (ii) the effectiveness of it needs to be further validated and (iii) the perceptions of it remain to be deepened. FC therefore deserves a rational reconsideration. [ABSTRACT FROM AUTHOR]

The current context involves a generally increasing access of technologies and information, which has a strong impact on the classroom. Students are passive and reluctant to the traditional teaching model. Thus, innovations take center stage, such is the case of the Flipped Classroom (FC) model. The aim of this paper is to describe the application of FC in the teaching of human anatomy in a university environment. Four sessions of the General Anatomy program were intervened with a group of 41 students. The content was approached in 3 stages: pre-class, class and post-class, using multimedia resources and platforms such as Moodle and YouTube. The activities included virtual lessons, group work and minimalist quizzes. At the end of the semester a student perception survey was applied. Achievement percentage in preclass were 40.45 %, 55.46 %, 43.75 % and 76.04 % for sessions 01 to 04. The grades for class group work were 5.8±0.34, 6.1±0.46, 6.0±0.78 and 6.7±0.38 for the sessions worked. In the survey 63.2 % and 76.3 % of the students stated that they "very satisfied" that FC enhances autonomous and collaborative work, respectively. 73.6 % preferred the FC model over the traditional one. The FC model has shown to promote a better evolution of the teaching-learning process, being adaptable to basic science disciplines such as human anatomy. A positive experience of this innovation must be supported by well-structured programming, support inside and outside the classroom, and the adjustment of successful strategies. There is an imminent need to adapt to the new context where access to technologies and information is a priority. [ABSTRACT FROM AUTHOR]

Flipped classrooms have become widely adopted in educational settings (e.g., in higher education) worldwide. However, there is a need for more precise understanding of the ingredients for student satisfaction in a flipped setting. The aim of this paper was to investigate university students' experiences of the factors that create a successful flipped course. Ten measures were used to investigate the hypothesized factors affecting satisfaction, which were chosen based on the results from previous flipped classroom studies and higher educational research. These measures were grouped into three dimensions: (1) pedagogical (five measures), (2) social (three measures), and (3) technological (two measures). Exploratory factor analysis was run to analyze the adequacy of the instruments. Results revealed that the factor structure was as expected and that the instruments measuring all ten factors of teaching and learning in a flipped classroom were adequate. Furthermore, confirmatory factor analysis was used to formally operationalize the hypothesized latent constructs, and to build a structural equation model for predicting the student satisfaction of a flipped classroom. In the end, seven factors were found to predict student satisfaction with flipped courses. The highest predictor was guidance from the dimension of pedagogy, and the second-best predictor was experienced teaching for understanding. The results, limitations, and conclusion are discussed in terms of key issues and the development of a flipped classroom pedagogical design for higher education. [ABSTRACT FROM AUTHOR]

Project approach allows early childhood teachers to use both child-initiated and teacher-facilitated instructional methods. This article describes what we learned from a study focused on project approach professional development for early childhood teachers who later served as mentor teachers during a field experience for an introductory methods course. The mentor teachers saw their role as guides and supports for early childhood preservice teachers who were placed in teams in their classrooms to implement project approach. Interviews with mentor teachers and document reviews of preservice teacher reflection papers reveal that preservice teachers gained understanding about how child engagement can be fostered through project work and the importance of working as a team. Mentor teachers wanted university faculty to take a more active role in supporting team communication, make visits to the classroom and situate project work in a field experience with enough hours to get to know the children and fully develop each phase of the project. Implications for early childhood teacher educators seeking to incorporate project work in preservice field experiences are shared. [ABSTRACT FROM AUTHOR]

The interest in virtual learning is not new; however, it has become a hot topic since the outbreak of COVID-19. In the area of human–computer interaction (HCI), there have been few educational experiences conducted in fully online mode. This paper examines a virtual flipped classroom–based approach, which was adopted to support HCI teaching–learning by using online tools. We conducted two case studies at a Brazilian University and carried out qualitative data analysis. We also investigated how this approach affected the experience of undergraduate and graduate students, together with the skills it enabled them to acquire. The results revealed a high degree of satisfaction and motivation felt by students when they adopted this approach and a change in their mindset about the importance of HCI in their future job activities as professionals. Skills related to effective work in group management and innovative thinking were also stimulated by our approach. [ABSTRACT FROM AUTHOR]

Paper has been a convenience medium of communicating information, accessing information, as well as delivering and receiving lecture. However, as time changes, the mode of communication and instructional methodology takes a paradigm shift. This has resulted to the use of paperless classroom. Paperless classroom is the use of computing and communication technologies to replace the traditional method of teaching and learning in the classroom. It offers speed and ease of using electronic means in delivering lecture to a large number of students which is cost effective to students and lecturers. Consequently, schools are using computing technologies to ease the cost and stress of using paper-based classroom. Notwithstanding, despite the benefits of using computing technologies in facilitating paperless classroom, there is a poor usage of computing technologies towards promoting or achieving a paperless classroom in library schools in Rivers State, Nigeria. However, colleges, universities and schools have different approaches when putting in place the paperless classroom. Thus, the study investigated computing technologies and paperless classroom in library schools in Rivers State. Two objectives, two research questions and two hypotheses guided the study. The study adopted a correlational research survey design. The population of the study was 45 lecturers in library schools in Rivers State. Census sampling technique was used to select the respondents. Questionnaire was used to gather the data. 37 copies of the questionnaire were found valid for analysis. The data was analysed using mean scores and standard deviation for research questions and Pearson Product Moment Correlation (PPMC) to test the hypotheses. The study revealed that there is a significant relationship between mobile computing, cloud computing and paperless classroom in library schools in Rivers State. The study recommended that library schools management should as a matter of policy implement the use of computing technologies in library schools in Rivers State. [ABSTRACT FROM AUTHOR]

The paper presents an innovative approach to teaching philosophy, which the authors name as a comicsophy approach to teaching philosophy. Such creative application of comics in the teaching of philosophy fully corresponds to the skandalonic and dialogical character of philosophy itself. The methodical value of using comics in philosophy teaching is manifested exactly in comics' distinctly skandalonic character. The skandalon is a methodical process that seeks to provoke students' curiosity by questioning something that otherwise seemed unquestionable, self-evident, to present it in a new light, in order to make it the subject of critical questioning and reflection. Given the visuality of the comics, its fun and root in popular culture, it is an excellent motivational tool for philosophical reflection and understanding of reality, philosophical issues, ideas and concepts in teaching philosophy. By introducing comics as recognizable products of pop culture close to students' reading interest and experience in teaching philosophy, it is easier for them to connect what they learn in school with real life, ie to apply what they have learned in everyday life situations. Comics can be used as a source of information, a form of learning new content, as well as a basis for encouraging dialog and discussion in the classroom. Also, comics can be used as a stimulus in philosophy for children (P4C) approach. P4C and the comicsophy approach to teaching philosophy are particularly complementary, which allows them to be combined effectively. Students can individually or in pairs/groups create comics on specific philosophical topics, thus developing creative, critical and collaborative thinking. The paper presents specific criteria for evaluating comics on philosophical issues that students create in philosophy classes. [ABSTRACT FROM AUTHOR]

In this paper, we explain changes made in an introductory Real Analysis classroom that address common challenges and that may allow for all levels of students to meet a high standard of learning and written work. We aim for this goal by fusing elements of a hybrid course with scaffolded collaborative work to improve student learning. The hybrid structure allows students to engage new material at their pace, while the scaffolding allows for more challenging coursework and models for students some typical arguments in analysis. As a result, students that initially submitted proofs needing significant improvement in coherence and organization show positive gains in self-confidence and are enabled to progress quickly to submitting mathematical writing of a high calibre. Our case study occurred at a large institution serving many underrepresented and non-traditional student populations. The approach may be effective at schools with similar goals and challenges. [ABSTRACT FROM AUTHOR]

The flipped classroom (FC) is becoming an increasingly popular teaching method in mathematics education. However, few studies have rigorously evaluated its effectiveness, and less so in countries where students' level of mathematics achievement is low. In this study, we evaluated the impact of an FC intervention in Saudi Arabia, the country with the lowest level of maths achievement in the last iteration of the Trends International Mathematics and Science Study TIMSS. A total of 281 secondary school students received eight weeks of algebra training using either FC or traditional instruction, and were tested on algebra problems taken from past national standardised tests, as well as on a measure of self‐efficacy. Students who received the intervention showed higher self‐efficacy but no significant difference in maths achievement was observed. Students' and teachers' perceptions of the intervention were positive. Practitioner notes: What is already known about this topic The flipped classroom is an increasingly popular teaching method in mathematics education.There is evidence that the method is beneficial for students.However, there have been very few rigorous evaluation studies of flipped classrooms and most were conducted in the US, Taiwan and China.Whether the beneficial impact of flipped classrooms can be generalised to other countries, particularly countries with low proficiency in mathematics, remains unclear. What this paper adds We evaluated the impact of the flipped classroom in Saudi Arabia, a country with low proficiency in mathematics and limited technological resources.We used a rigorous design (with a control group) and educationally relevant outcome measures.We found that a flipped classroom can have a positive impact on students' self‐efficacy, and that the method was perceived positively by both teachers and students.Based on interview data, we also documented the perceptions and concerns of the participating teachers. Implications for practice and/or policy Flipped classrooms showed promising results in a context which differs markedly from previous evaluations, suggesting that the method can be beneficial in a range of contexts.This positive impact was observed despite the intervention being relatively short (six weeks) and implemented by teachers previously unfamiliar with the flipped classroom method. [ABSTRACT FROM AUTHOR]