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Wyświetlanie 1-3 z 3
Tytuł:
INDIVIDUAL OR COLLABORATIVE WHATSAPP LEARNING? A FLIPPED CLASSROOM MODEL OF EFL WRITING INSTRUCTION
Autorzy:
Arifani, Yudhi
Asari, Slamet
Anwar, Khoirul
Budianto, Langgeng
Powiązania:
https://bibliotekanauki.pl/articles/955783.pdf
Data publikacji:
2020
Wydawca:
Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
Tematy:
flipped instruction
collaborative writing
WhatsApp
cohesion
Opis:
Flipped classroom innovation has attracted the attention of English Language Teaching (ELT) researchers to examine its effectiveness. This inquiry, therefore, elaborates on the effect of flipping (i.e. reversing) individual and collaborative instruction using a WhatsApp application on the cohesive ability of English as a Foreign Language (EFL) learners as one of the essential elements of writing skills. A quasi-experimental study with a non-equivalent control group and a pre-test/post-test design was implemented to find any significant difference between the two combinations. The first group (N=25) was treated using 5 to 10 minutes of cohesion-based video materials and tasks from the WhatsApp group activities of the group members. Meanwhile, the second group (N=25) was treated similarly using individual WhatsApp activities. The findings reveal that the mean score from the collaborative group at 66.17 is higher than the mean score of individual ones at 50.19 with a level of significance <0.05. This means that teaching the topic of cohesion in writing using a flipped approach instruction model through the WhatsApp group turns out to be more effective than the individual one. The results suggest that teaching cohesion using a flipped approach through collaborative WhatsApp learning activities may serve as one of the suitable alternatives to improve EFL learners’ cohesion in writing.
Źródło:
Teaching English with Technology; 2020, 20, 1; 122-139
1642-1027
Pojawia się w:
Teaching English with Technology
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
THE EFFECT OF FLIPPED CLASSROOM INSTRUCTION IN WRITING: A CASE STUDY WITH IRAQI EFL LEARNERS
Autorzy:
O. Qader, Ramyar
Arslan, Fadime Yalcin
Powiązania:
https://bibliotekanauki.pl/articles/955462.pdf
Data publikacji:
2019
Wydawca:
Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
Tematy:
Flipped Classroom Instruction
English as a foreign language
traditional instruction
writing skills
Opis:
The purpose of this study is to examine the effect of Flipped Classroom Instruction (FCI) on Iraqi EFL learners’ writing skills. Participants included 66 students in the College of Languages English Department at Salahaddin University. The study employed a mixed method of data collection, utilizing pre-and post-writing tests as well as a questionnaire for both groups and interviews conducted with the experimental group. Findings indicated that a statistically significant difference existed between the control and experimental groups and, more specifically, the students of the experimental group performed better on the writing tests than the students of the control group. The majority of the learners’ attitudes towards FCI were positive.
Źródło:
Teaching English with Technology; 2019, 19, 1; 36-55
1642-1027
Pojawia się w:
Teaching English with Technology
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Intensyfikacja wykorzystania technologii cyfrowych w nauczaniu matematyki w czasach pandemii
Intensifying the use of digital technologies in teaching mathematics in times of a pandemic
Autorzy:
Strycharz-Szemberg, Beata
Wójcik, Daniel
Powiązania:
https://bibliotekanauki.pl/articles/2031477.pdf
Data publikacji:
2021
Wydawca:
Politechnika Gdańska. Wydział Elektrotechniki i Automatyki
Tematy:
odwrócony model kształcenia
pytania
formułowanie
nauka koleżeńska
flipped classroom
peer instruction
question
BYOD
Bring Your Own Device
Opis:
W tej krótkiej pracy omawiamy doświadczenia ze zdalnego nauczania studentów matematyki oraz studentów kierunku inżynierskiego z użyciem metody odwróconej klasy oraz z wykorzystaniem technologii do aktywizacji i zwiększenia zaangażowania studentów w proces nauczania.
In this note we want to share our experiences gathered during some courses in mathematics taught completely online due to COVID 19 pandemic restrictions. Our students were mathematics majors and engineering majors. We discuss briefly similarities and differences in working with both groups of students. Somewhat surprisingly similarities are predominating. In the courses we applied the method of the flipped classroom. This method is relatively well known and spread to some extend in middle and high schools but it is rarely applied in university courses. We found that the methods works very effectively in courses taught completely online allowing for diversion from a rather dull routine of a traditional lecture implemented in the online setting and providing place for engaging students in the learning process. The method was complemented by some elements from the peer instruction approach. Most notably, we used technology to implement good questions in the spirit developed by the second author in his PhD thesis, stimulating thus discussions and increasing the attractiveness of our classes.
Źródło:
Zeszyty Naukowe Wydziału Elektrotechniki i Automatyki Politechniki Gdańskiej; 2021, 72; 73-76
1425-5766
2353-1290
Pojawia się w:
Zeszyty Naukowe Wydziału Elektrotechniki i Automatyki Politechniki Gdańskiej
Dostawca treści:
Biblioteka Nauki
Artykuł
    Wyświetlanie 1-3 z 3

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