This research examines whether a shift to a hybrid classroom, which replaces some face-to-face classroom time with online instruction, adversely affects student learning…
This research examines whether a shift to a hybrid classroom, which replaces some face-to-face classroom time with online instruction, adversely affects student learning if the structure and incentives that are characteristic of a flipped classroom are already in place.
This study features a quantitative analysis of individual student data collected over multiple sections of a single course with the same instructor. In all seven sections, over two semesters, principles of microeconomics used a flipped classroom format that features preclass video lectures, daily quizzes and highly interactive class time. In three of the seven sections, the time spent in class was reduced by one-third. For this experiment, student scores on the cumulative final exam evaluate student learning. Students took a survey at the end of the semester to provide feedback on time use during the course and to make observations about the class format.
Results from this study suggest that despite accountability for the work done outside of class, students score 4.4% points lower on the final exam in the class format that features reduced face-to-face time. However, student comments also suggest that this is a worthwhile tradeoff as they balance work, internships and other nonacademic demands on their time. Student evaluations of the course and instructor are statistically unchanged.
Efficiency in educational delivery is an ongoing concern for students and faculty. This research demonstrates that a classroom that is both flipped and hybrid makes better use of student and faculty time, provides a richer learning experience and only modestly reduces student learning. It is notable that students report a preference for the hybrid classroom model, despite modestly lower levels of learning.
While research has been done on flipped and hybrid classrooms separately, this is the first paper to isolate the effect of seat time within the flipped classroom context. This research addresses the flipped classroom design's ability to mitigate the documented reduction in student learning that often results from reduced class time or an increase in online learning.
The purpose of this paper is to report findings from an exploratory study of New York's Children First Networks (CFNs); to examine what is known about the CFNs thus far…
The purpose of this paper is to report findings from an exploratory study of New York's Children First Networks (CFNs); to examine what is known about the CFNs thus far, drawing on new empirical research, as well as document review and analysis of secondary sources.
Organizational learning theory guided this qualitative study. As such, in‐depth interviews conducted with central office staff, network leadership teams, cluster leaders, and principals focused on the flow and management of information within the networks; the ways in which stakeholders developed shared meanings; how collective intelligence was built and transmitted; and organizational responses to the early experience of the CFNs.
Findings highlight the tools and processes the NYC Department of Education (DOE) has put into place to operationalize the CFNs. Respondents identified as critical the replacement of supervisory leadership from the district with customization of services provided by the network teams to promote principal‐led reforms. Increased efficiency was noted by interviewees, but a number of challenges in the reform’s implementation also surfaced that point to the limitations of the CFNs as a capacity‐building mechanism.
As an exploratory study, this research is intended to inform larger‐scale, mixed‐methods investigations of school networks, especially those implementing reforms aimed at improving teaching and learning in schools. Research is needed into the resource exchanges between individuals and groups in networks, what differentiates high‐performing from lower‐performing networks, and how data are used to inform the evolution of network structures and practices.
This study is the first peer‐reviewed article on the evolution of New York City's Children First Networks.
The purpose of this paper is to explore the peer-reviewed literature, as well as literature written by practitioners having authority on green supply chains and allied…
The purpose of this paper is to explore the peer-reviewed literature, as well as literature written by practitioners having authority on green supply chains and allied areas with a view to identify future research directions with the help of an extensive literature review.
In line with this objective, the constructs “Green Supply Chain Practices” and “Green Supply Chain Performance” were the two terms that were identified for a co-relational study.
As indicated by the literature review, there is a need to do a more detailed study that can pinpoint particular components of green supply chain practices that have a strong association with particular components of green supply chain performance. This paper attempts to achieve the aim by using a different connotation of these two constructs.
Such a study with the connotation and components of green supply chain (GSC) practices and GSC performance as identified and used in this paper might not have been conducted before in the way it is proposed to be used in this paper, thus making this an appropriate contribution. Accordingly, a framework for the research has been depicted, and research questions have been framed.