Flipped classroom and learning strategies

This paper seeks to answer the research question "How does the flipped classroom affect students’ learning strategies?" In e-learning research, several studies have focused on how students and teachers perceive the flipped classroom approach. In general, these studies have reported pleasing results. Nonetheless, few, if any, studies have attempted to find out the potential effects of the flipped classroom approach on how students learn. This study was based on two cases: 1) a business modelling course and 2) a research methodology course. In both cases, participating students were from information systems courses at Dalarna University in Sweden. Recorded lectures replaced regular lectures. The recorded lectures were followed by seminars that focused on the learning content of each lecture in various ways. Three weeks after the final seminar, we arranged for two focus group interviews to take place in each course, with 8 to 10 students participating in each group. We asked open questions on how the students thought they had been affected and more dedicated questions that were generated from a literature study on the effects of flipped classroom courses. These questions dealt with issues about mobility, the potential for repeating lectures, formative feedback, the role of seminars, responsibility, empowerment, lectures before seminars, and any problems encountered. Our results show that, in general, students thought differently about learning after the courses in relation to more traditional approaches, especially regarding the need to be more active. Most students enjoyed the mobility aspect and the accessibility of recorded lectures, although a few claimed it demanded a more disciplined attitude. Most students also expressed a feeling of increased activity and responsibility when participating in seminars. Some even felt empowered because they could influence seminar content. The length of and possibility to navigate in recorded lectures was also considered important. The arrangement of the seminar rooms should promote face-to-face discussions. Finally, the types of questions and tasks were found to affect the outcomes of the seminars. The overall conclusion with regard to students’ learning strategies is that to be an active, responsible, empowered, and critical student you have to be an informed student with possibilities and mandate to influence how, where and when to learn and be able to receive continuous feedback during the learning process. Flipped classroom can support such learning.

Effect of a self-directed learning package on emergency nurses` knowledge of assessment of oxygenation and use of supplemental oxygen

Abstract Emergency nurses frequently and independently make decisions regarding supplemental oxygen. The importance of these decisions for patients is highlighted by the well documented association between respiratory dysfunction and adverse events. This study aimed to: (i) examine the effect of educational preparation on emergency nurses' knowledge of assessment of oxygenation, and the use of supplemental oxygen; (ii) explore the impact of existing knowledge on decisions related to the implementation of supplemental oxygen; and (iii) explore nurses' characteristics that were associated with effectiveness of the educational preparation. A pretest/post-test, controlled, quasi-experimental design was used in this study. Educational preparation was effective in increasing emergency nurses' knowledge. Baseline level of knowledge was predictive of reports of independent decisions regarding the implementation of oxygen. There was a significant positive relationship between postgraduate qualification in emergency nursing and the effect of education, and significant negative relationships between effect of education and baseline level of knowledge and daily decisions to implement supplemental oxygen.

Developing critical thinking skills through active teaching and learning strategies: a literatre review

Clinical decision-making is an integral part of nursing practice. Critical thinking skills are required by nurses to make effective clinical decisions that have positive outcomes. This paper is a review of literature related to critical thinking and decision making and identifies the teaching and learning strategies that are most likely to encourage these abilities in nurses.

Language learning strategies of adult ESL learners using virtual independent learning environments

This case study explored the influence of the Virtual Independent Learning Centre on the preferred language learning strategies of adult immigrant English as a second language learners. Findings expand the understanding of English as a second language learners' use of language learning strategies within online independent learning environments.

Developing self-regulated learning skills in young students

This study generated multiple voices and multiple perspectives on how to develop self-regulated learning skills in young students. It provides schools with an effective professional development model, built around action research and a community of learners, that has a meaningful effect on teacher learning and fosters improvements in classroom practice.

Evaluation of the fuzzy ARTMAP neural network using off-line and on-line learning strategies

This paper describes an experimental study of the Fuzzy ARTMAP (FAM) neural network as an autonomous learning system for pattern classification tasks. A benchmark database of radar signals from ionosphere has been employed for the system to classify arbitrary sequences of pattern into distinct categories. A number of simulations have been conducted systematically to evaluate the applicability and usefulness of FAM in this context. First, we identify the 'optimum' parameter settings of FAM for the problem at hand, and investigate the effects of different training schemes and learning rules on classification results, using an off-line learning methodology. We then examine a voting strategy to improve classification accuracy by combining results from multiple FAM classifiers. In addition to off-line learning, we evaluate the prospect of using FAM as an autonomously learning pattern classification system for on-line, non-stationary environments. The performance of FAM is comparable with other reported results, but with the added advantage of on-line and incremental learning.

Own your learning : self-directed learning in informal environments

Technological advancements made it possible to create learning environments which can integrate learning from different sources and approaches. Moving between different modes and media become easier than ever before. Present day learner can record his/her learning journey in electronic databases and reflect upon them, identify the gaps and take initiatives towards future career goals. A cultural shift is required in our schools and universities to allow learners to be more responsible and have the ownership of their own learning. Changes such as integration of Web 2.0 tools and electronic portfolios in formal system will provide the opportunities to develop critical thinking skills, reflective skills, communication skills, decision making skills and foster collaboration and creativity. Some of the innovative learning environment design studies conducted by the authors are discussed in the article

Learning strategies evaluation in students with attention deficit hyperactivity disorder

This study aim to verify the use of learning strategies in students of the elementary level presenting interdisciplinary diagnosis of attention dei cit hyperactivity disorder (ADHD). Nine students, male gender, attending 3rd to 9th grade level of the elementary level, average age 10 years and 7 months, presenting interdisciplinary diagnosis of attention dei cit hyperactivity disorder (ADHD). h e students were submitted to the application of the Evaluation of Learning Strategies from elementary level – EAVAP-EF – scale, which aimed to evaluate the strategies reported and used by students in situation of study and learning, as follows: cognitive strategies, metacognitive strategies and absence of dysfunctional metacognitive strategies. h e general result at EAVAP-EF scale, showed that students with ADHD reached the percentile 25%, considered as low performance in the use of the learning strategies. For the variable absence of dysfunctional metacognitive strategies, the students presented percentile 30%, percentile 25% for cognitive strategies and 55% for metacognitive strategies. h e results showed that ADHD students do not use ef ectively the learning cognitive and metacognitive strategies and present the use of dysfunctional metacognitive strategies. h ese alterations match with the framework of ADHD because the entry of information, either visual or auditory, showed alterations, derived from inattention, which af ected the learning in classroom situation.