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1 – 10 of 192Şeyma Şahin and Abdurrahman Kılıç
The ultimate objective of this study is to compare the impact of face-to-face and online flipped learning on students' academic achievements and their perspectives on learning and…
Abstract
Purpose
The ultimate objective of this study is to compare the impact of face-to-face and online flipped learning on students' academic achievements and their perspectives on learning and teaching, offering valuable insights to the field.
Design/methodology/approach
The study utilized a quasi-experimental research method that involves pre-test and post-test control groups.
Findings
The results indicated that face-to-face and online flipped learning positively impacted learning, with comparable contributions to academic achievement. However, we found that online flipped learning did not affect students' beliefs about learning and teaching, while face-to-face flipped learning positively influenced them.
Originality/value
As distance learning becomes increasingly important in our modern era, this research aims to explore the use of active learning methods, including discussion, writing, animation, drawing, association, analysis, knowledge measurement and games, in virtual learning environments, such as online flipped learning. The study seeks to enhance the existing literature on the impact of face-to-face and online flipped learning models on student success. Additionally, it aims to address a significant gap in the literature by determining the effect of these models on students' epistemological and pedagogical beliefs, which can impact their motivation, learning outcomes, academic achievements and decision-making processes.
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Kamaludeen Samaila and Hosam Al-Samarraie
The flipped classroom model is an emerging teaching pedagogy in universities, colleges and secondary schools. This model will likely be successful if students prepare and acquire…
Abstract
Purpose
The flipped classroom model is an emerging teaching pedagogy in universities, colleges and secondary schools. This model will likely be successful if students prepare and acquire basic knowledge before class hours. Pre-class video lectures are common for students to access knowledge before class hours. However, students often do not watch the pre-class videos or do so only immediately before class hours due to poor engagement and supporting strategies, which can have detrimental effects on their learning achievement. To address this issue, embedding quiz questions into pre-class recorded videos may increase the completion of pre-class activities, students' engagement and learning success. This study examines the effect of a quiz-based flipped classroom (QFC) model to improve students' learning achievement and engagement in a computer science course.
Design/methodology/approach
The study involved 173 participants divided into experimental and control groups. The experimental group consisted of 78 students who used the QFC model, while the control group consisted of 73 students who used the conventional flipped classroom (CFC) model.
Findings
The 10-week experiment showed that the QFC model effectively improved students' learning achievement and engagement (both behavioral and agentic) compared to the CFC model.
Practical implications
Embedding quiz strategy into the pre-class video demonstrated the potential support to enhance the efficacy of the CFC model. Based on the results of this research, the authors recommended that flipped educators can use the quiz strategy to minimize pre-class issues (especially students' disengagement).
Originality/value
This research adds to the existing literature by evaluating the effect of the newly proposed model on students' learning outcomes and engagement. This study's results can guide colleges and universities intending to implement a blended learning or flipped learning model. The research also gives design, content and course implementation guidelines, which can help engage students to achieve their learning objectives.
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This study aims to examine the perceptions of students about learning science and physics using the engineering design process (EDP).
Abstract
Purpose
This study aims to examine the perceptions of students about learning science and physics using the engineering design process (EDP).
Design/methodology/approach
The study employed a mixed-methods research design: The quantitative session features a pre–post-test control group study. In the qualitative aspect, the study conducted semistructured interviews for data collection. In the experimental group, the flipped classroom (FC) model and an instructional design are combined to design, develop and implement a physics course using the steps of the EDP, while the conventional method was applied to the control group. The respondents are students of the Department of Mechanical Engineering at Cao Thang Technical College in Vietnam for the academic year 2022–2023. The control and experimental groups are composed of 80 students each. An independent sample Mann–Whitney U test is applied to the quantitative data, while thematic analysis is employed for the qualitative data.
Findings
The results demonstrate a statistically significant difference between the experimental and control groups in terms of perceptions about learning science and physics using the EDP, which, when combined with a FC, enhances physics learning for engineering students.
Research limitations/implications
This study implemented the EDP in teaching physics to first-year engineering students in the Department of Mechanical Engineering using the combined FC and instructional design models. The results revealed that a difference exists in the perception of the students in terms of integrating the EDP into learning physics between the experimental and control groups. The experimental group, which underwent the EDP, obtained better results than did the control group, which used the conventional method. The results demonstrated that the EDP encouraged the students to explore and learn new content knowledge by selecting the appropriate solution to the problem. The EDP also helped them integrate new knowledge and engineering skills into mechanical engineering. This research also introduced a new perspective on physics teaching and learning using the EDP for engineering college students.
Practical implications
The research findings are important for teaching and learning physics using EDP in the context of engineering education. Thus, educators can integrate the teaching and learning of physics into the EDP to motivate and engage student learning.
Originality/value
Using the EDP combined with a FC designed under stages of the analyze, design, develop, implement and evaluate (ADDIE) model has enhanced the learning of physics for engineering college students.
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Rachana Adtani, Netra Neelam, Rajesh Raut, Amruta Deshpande and Amit Mittal
The use of information and communication technology (ICT) has been improving in education and constantly evolving; however, the recent pandemic has catapulted it. Digital…
Abstract
Purpose
The use of information and communication technology (ICT) has been improving in education and constantly evolving; however, the recent pandemic has catapulted it. Digital transformation of academia through online teaching demands new pedagogies to be adopted by faculty members. Academia embraces technological advancements in teaching-learning to ensure growth, development and sustainability. This paper aims to gain insights regarding the current status of literature, critical contributing authors, countries, areas, overall trends and future direction for research.
Design/methodology/approach
The bibliometric data was collected from two of the most widely referred databases: Scopus and Web of Science(WoS); tools like vosViewer and map builder were used for analysis. Short empirical evidence is added to the study to understand faculty members' current adoption of new pedagogical approaches in some prominent higher educational institutions.
Findings
Because of the corona pandemic, there is substantial digital transformation in the teaching-learning process. Therefore, it is essential to comprehend what faculty members can adopt critical pedagogies. Understanding the importance of pedagogy in learning outcomes, this study has attempted to synthesize available literature on ICT, pedagogy and higher education in the 21st century.
Originality/value
The study outlined flipped and blended learning as two teaching methods developed due to ICT integration in the classroom. Bibliometric insights from the study build the groundwork for academic advancement to remote online education. This is an attempt to corroborate such insights.
Andrew Cram, Stephanie Wilson, Matthew Taylor and Craig Mellare
This paper aims to identify and evaluate resolutions to key learning and teaching challenges in very large courses that involve practical mathematics, such as foundational finance.
Abstract
Purpose
This paper aims to identify and evaluate resolutions to key learning and teaching challenges in very large courses that involve practical mathematics, such as foundational finance.
Design/methodology/approach
A design-based research approach is used across three semesters to iteratively identify practical problems within the course and then develop and evaluate resolutions to these problems. Data are collected from both students and teachers and analysed using a mixed-method approach.
Findings
The results indicate that key learning and teaching challenges in large foundational finance courses can be mitigated through appropriate consistency of learning materials; check-your-understanding interactive online content targeting foundational concepts in the early weeks; connection points between students and the coordinator to increase teacher presence; a sustained focus on supporting student achievement within assessments; and signposting relevance of content for the broader program and professional settings. Multiple design iterations using a co-design approach were beneficial to incrementally improve the course and consider multiple perspectives within the design process.
Practical implications
This paper develops a set of design principles to provide guidance to other practitioners who seek to improve their own courses.
Originality/value
The use of design-based research and mixed-method approaches that consider both student and teacher perspectives to examine the design of very large, foundational finance courses is novel.
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Muhammad Mujtaba Asad and Aisha Malik
In today’s world, empowering individuals, promoting social cohesion and advancing economic development all hinge on access to high-quality education, prioritizing diversity…
Abstract
Purpose
In today’s world, empowering individuals, promoting social cohesion and advancing economic development all hinge on access to high-quality education, prioritizing diversity, inclusion and equality. Rethinking current educational strategies using cyber-physical learning assets is necessary to accommodate the learning inclusivity and equity and escalating demands of a globalized world. There is a pressing demand for evidence to support the efficacy of collaborative learning in transforming curriculum and fostering learner inclusion. However, it is recognized as a pedagogical technique within the quality education domain. This study aims to address this knowledge gap by investigating how hybridized cybergogy paradigms facilitate collaborative learning, focusing on diversity, equity and inclusion, to improve educational quality in higher education.
Design/methodology/approach
This study used a qualitative approach with an exploratory design guided by an interpretive philosophical perspective. The data was gathered from 60 prospective teachers from the public sector university of Sindh, Pakistan. Semi-structured interviews were conducted with participants. They were then analyzed using theme analysis to understand their views on the potential of hybridized cybergogy paradigms for collaborative learning to improve the quality of education provided at institutions.
Findings
The study results confirm that learners benefit from increased access to learning resources, improved critical thinking and problem-solving skills and a more diverse and inclusive classroom working together in a collaborative hybridized cybergogy setting. By fostering SDG 4 (Quality Education) and the 21st-century skills necessary for global marketplace engagement and competing in progressive environments, this creative method equips learners with the capabilities to face modern global challenges.
Practical implications
The study offers valuable practical suggestions to stakeholders in higher education, including faculty, policymakers and teacher education programs, for integrating hybridized cybergogy and collaborative learning to align curricula with sustainable development goals. Additionally, it bridges a significant gap in the existing literature, which will aid future researchers interested in exploring this area.
Originality/value
This study stands out as it explores an underexamined area while providing novel educational insights.
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Experiential learning is considered to be a crucial factor in students' perceived learning outcomes. This study aims to explore the development of a mechanism in hospitality…
Abstract
Purpose
Experiential learning is considered to be a crucial factor in students' perceived learning outcomes. This study aims to explore the development of a mechanism in hospitality education and to analyze the learning outcomes (i.e. perceived quality, perceived value and learning satisfaction) using experiential learning (i.e. previous learning experience and personalized learning environment).
Design/methodology/approach
The course design consisted of two activities (instructing and learning activities) and three phases (before, during and after class) using the Moodle version 3.5 online platform as the educational and training site to sustain e-learning archives and activities. A longitudinal survey using a sample of 207 hospitality students in blended e-learning environment indicates positive relationships among the previously mentioned factors.
Findings
Results indicated that both previous learning experience and personalized learning environment have positive direct effects on perceived quality and perceived value, while both perceived quality and perceived value have positive direct effects on learning satisfaction. Furthermore, both perceived quality and perceived value mediate the relationship between previous learning experience and learning satisfaction, as well as the relationship between personalized learning environment and learning satisfaction.
Originality/value
These findings sustain the value of experiential learning, particularly the curriculum, student and faculty development in sustainable development education for hospitality.
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Chetan Kumar, K.B. Rangappa, S. Suchitra and Huchhe Gowda
Many studies have illustrated the vast advantages which blended learning has to offer to the learning community. However, when a learner accesses a digital platform, one cannot…
Abstract
Purpose
Many studies have illustrated the vast advantages which blended learning has to offer to the learning community. However, when a learner accesses a digital platform, one cannot ignore the negative repercussions which the learner would be subjected to in the process. Our study tries to analyze the negative repercussions of digital media distractions on their wholistic development.
Design/methodology/approach
Information pertaining to the use of digital media among students for blended learning and the consequent distractions faced by them in the process was elicited through a well-structured questionnaire from pre-university and university students. The PLS-SEM model was constructed to identify the effect of digital distractions on students' academic performance, outlook of life and health, keeping counseling and spiritual inclination as moderating variables.
Findings
From our research, we inferred that the students' time spent on a digital platform was directly related with their time spent on blended learning and their tendency to get distracted. However, they were more prone to e-distractions than e-learning. Furthermore, e-learning did not enhance their academic performance. However, distractions had significant negative repercussions on their mental health. Counseling that the students were getting in their educational institutions did not play any significant role in improving their mental health.
Originality/value
Studies which have been undertaken to analyze the negative repercussions of blended learning on the wholistic development of students are scarce. Given the increasing popularity of blended learning among South Asian students in recent times, our study has tried to bridge this gap.
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Marisol S. Romero-Mancilla, Kenneth E. Hernandez-Ruiz and Diana L. Huerta-Muñoz
The purpose of this paper is to introduce a three-echelon multimodal transportation problem applied to a humanitarian logistic case study that occurred in Mexico.
Abstract
Purpose
The purpose of this paper is to introduce a three-echelon multimodal transportation problem applied to a humanitarian logistic case study that occurred in Mexico.
Design/methodology/approach
This study develops a methodology combining a transshipment problem and an adaptation of the multidepot heterogeneous fleet vehicle routing problem to construct a mathematical model that incorporates the use of land-based vehicles and drones. The model was applied to the case study of the Earthquake on September 19, 2017, in Mexico, using the Gurobi optimization solver.
Findings
The results ratified the relevance of the study, showing an inverse relationship between transportation costs and delivery time; on the flip side, the model performed in a shorter CPU time with medium and small instances than with large instances.
Research limitations/implications
While the size of the instances limits the use of the model for big-scale problems, this approach manages to provide a good representation of a transportation network during a natural disaster using drones in the last-mile deliveries.
Originality/value
The present study contributes to a model that combines a vehicle routing problem with transshipment, multiple depots and a heterogeneous fleet including land-based vehicles and drones. There are multiple models present in the literature for these types of problems that incorporate the use of these transportation modes; however, to the best of the authors’ knowledge, there are still no proposals similar to this study.
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A learning-focused culture promotes creativity, innovativeness and the acquisition of novel insights and competencies. The study aims to explore the relationship between human…
Abstract
Purpose
A learning-focused culture promotes creativity, innovativeness and the acquisition of novel insights and competencies. The study aims to explore the relationship between human resource development (HRD) practice and employee competencies using organizational learning culture as a mediating variable.
Design/methodology/approach
Data were collected from 828 employees of 37 health care institutions comprising 24 (internationally-owned) and 13 (indigenously-owned). Construct reliability and validity was established through a confirmatory factor analysis. The proposed model and hypotheses were evaluated using structural equation modeling.
Findings
Data supported the hypothesized relationships. The results show that training and development and employee competencies were significantly related. Career development and employee competencies were significantly related. Organizational learning culture mediates the relationship between training and development and employee competencies. However, organizational learning culture did not mediate the relationship between career development and employee competencies.
Research limitations/implications
The generalizability of the findings will be constrained due to the research’s health care focus and cross-sectional data.
Practical implications
The study’s findings will serve as valuable pointers to policy makers and stakeholders of health care institutions in developing system-level capacities that promote continuous learning and adaptive learning cultures to ensure sustainability and competitive advantage.
Originality/value
By evidencing empirically that organizational learning culture mediates the relationship between HRD practices and employee competencies the study extends the literature.
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