A learner-centered approach to design a Computational Finance module in higher education

Contributors

The immersion of the flipped classroom teaching model in blended and online language learning is indispensable. The purpose of this study was to propose improvement in critical thinking in reading through the flipped classroom teaching model of EFL (English as a Foreign Language) learners in higher education. A quasi-experimental design was used to improve reading skills based on the framework of critical thinking for critical reading with a paired t-test of pre-test and post-test. The participants were 37 second-semester students in the English for Academic Purposes class. The results show that the flipped classroom teaching model enhanced students’ critical thinking for critical reading in the aspects of accuracy, clarity, precision, depth, relevance, and logic from the mean score of the pre-tests (12.4865) to the post-tests (18.3243). Students had a positive perception of the implementation of this model in terms of self-directed learning. This study implies that critical thinking for critical reading skills needs supportive teaching and learning environment that can allow students to have self-study prior to the class so that online learning can be effective to synergize the application of flipped classrooms with critical thinking skills in reading.

Background: Flipped classroom is designed as an educational innovation in order to enhance student’s critical thinking and problem-solving skill. It comprises in-class and out-of-class learning activities. Purpose: To describe students’ learning experiences of the flipped classroom activities, supporting learning environments and barriers to learning out comes. Methodology: Descriptive qualitative research was employed. Participants were seven first year graduate nursing students enrolled in the Advanced Pathophysiology and Pharmacology in Midwifery course. Three main active learning activities were: 1) participating in before class activities, 2) Practicing in class activities, and 3) checking understanding and extending after class learning outcomes. Results: Students who learned using a flipped classroom approach had positive experiences, achieved learning outcomes, and were satisfied with case analysis activities. Supporting learning environments were appropriate handouts, adequacy of learning materials, active involvement, interesting case study, and prior knowledge and experiences. Learning barriers were too much class work and activities in all courses and printed documents in English language. Conclusion: The flipped classroom was effective to enhance students’ competencies in application of theoretical knowledge, critical thinking, and problem solving skill. It should be utilized in nursing education with a well-designed and well-prepared scheme to flip the class in appropriate courses.

Flipped classrooms in pharmacy education: A systematic review

IntroductionFlipped classroom refers to a teaching model where the lecture and homework elements of the class are reversed. Students develop knowledge and understanding during the pre-class session, and use the in-class time for active learning such as small group discussions, wherein they are expected to develop the skills of problem-solving (application) and critical thinking (analysis). An educational psychologist, Benjamin Bloom, proposed Bloom’s Taxonomy for the cognitive domain. According to this taxonomy, knowledge, and understanding have been considered to be lower-order cognitive skills (LOCS), while application (problem-solving), analysis (critical thinking), synthesis, and evaluation have been considered higher-order cognitive skills (HOCS). Only one study has reported that flipped classroom approach helps in the acquisition of HOCS such as application, analysis, synthesis, and evaluation. The present study aims to compare the flipped classroom model with the traditional lecture model and focuses particularly on the acquisition of HOCS such as application and analysis, by assessing the students using multiple-choice questions based on clinical vignettes.MethodsThe study was conducted in the Department of Physiology at Government Medical College, Bhavnagar. A total of 102 students in two groups, Group A (n=52) and Group B (n=50), participated in all the phases of the study. In the flipped classroom group, students watched the pre-recorded videos and studied standard textbooks, followed by a group discussion in the class. The traditional Lecture group attended the didactic lecture only. Topic I was taught to Group A using the flipped classroom model and to Group B using the traditional didactic lecture approach. Topic II was taught to Group B by using the flipped classroom method and to Group A using the traditional didactic lecture.Both groups of students were assessed after a gap of one week with multiple-choice questions based on clinical vignettes for checking the HOCS. These questions were designed based on Blooming Biology Tool (BBT).The feedback collected responses regarding the learning experience, perceived value of the flipped classroom, the course materials, the teaching process, and the evaluation system.ResultsThe students, who participated in the flipped classrooms, performed statistically better than those in the traditional lecture model (5.36 ± 1.69 vs. 4.94 ± 1.34) (p<0.05). The students strongly agreed that the flipped classroom method was an enjoyable way of learning: it enhanced their problem solving and analytical ability as well as developed their ability to work as team members and plan their own work. Students in both the flipped classrooms gave a similar perception indicated by the small effect size (r <0.3).ConclusionThe pre-class time of the flipped classroom model helps students remember the facts and understand the concepts (both lower-order cognitive skills), and uses the valuable in-class time to master the application of the concepts and critically analyze them (application and analysis being higher-order cognitive skills).

Critical thinking skills are competencies that are expected to be possessed by every student in 21st century learning. One of the efforts that can be made to improve students' critical thinking skills is to apply the flipped classroom learning model. This study aims to determine the effect of students' critical thinking skills through the application of the blended learning model of the flipped classroom. The research approach used is quantitative with a quasi-experimental type of research, the research design used is pretest-posttest non-equivalent control group design. Sampling used a total sampling technique from the entire population of 102 students of class XI IPA at SMAN 1 Peulimbang. The instrument used to measure critical thinking skills is in the form of essay questions accompanied by an assessment rubric. Data on critical thinking skills were analyzed by parametric statistics using the independent sample t test. The results showed that the value of &lt; 0.05, then there was an effect of students' critical thinking skills after the application of the blended learning model of the flipped classroom on the respiratory system material

Effective flipped classroom (FC) education fosters learner engagement, promoting higher-level cognitive skills. FC learning in graduate medical education (GME) has increased, but few educators have significant experience with FC facilitation. There are no evidence-based practices to support professional development of FC facilitation skills in GME. The objective of this study is to identify best practices for effective FC facilitation in GME. We conducted a mixed-methods, cross-sectional study of faculty educators who participated in a randomized controlled trial (RCT) using FC for physiology education in neonatal-perinatal medicine. Educators completed a 25-question survey about effective strategies for FC facilitation. A subset of educators participated in interviews to share their FC facilitation experiences and strategies to maximize learner engagement. Quantitative survey data were analyzed with descriptive statistics. Qualitative survey and interview data were coded and analyzed inductively to identify themes. Seventy-five educators completed the survey (75/136, 55% response rate), and 11 participated in semistructured interviews. While educators facilitated a median of two FC sessions (interquartile range: 1, 5) during the RCT, 43 (57%) had not received prior training in FC facilitation. Qualitative data analyses generated five themes that aligned with quantitative survey results: (1) educator preferences, (2) unique FC facilitation skills, (3) learning environment optimization, (4) subject matter expertise, and (5) learner behavior management. Sixty-two educators (83%) felt they were well prepared to lead FC sessions. Thirty-six educators (48%) reported that unprepared learners disrupt the learning environment, and the provision of clear expectations and adequate time to prepare for FCs improves learner preparation. Strategies to facilitate effective FC sessions included creating a safe learning environment and engaging learners in critical thinking. Educators highlighted faculty development needs, strategies, and actions to promote effective FC facilitation. Further exploration through learner interviews will provide additional evidence for the development of best practices and resources for FC facilitation. · Educators prefer the FC educational modality over traditional didactic lectures.. · Prior experiences in simulation debriefing provide foundational skills for new FC facilitators.. · Setting learner expectations and ensuring safe space in the classroom encourage learner engagement.. · Educator and learner preparation for FC is essential to optimize the learning experience.. · Unique approaches in facilitation are required to support all types of learners..

Flipped teaching has become a continuous trend since COVID – 19 pandemic when online learning was popular more than ever. Following this model of teaching, teachers are required to record videos on the subjects that they are teaching before sharing them with students. This study aims at exploring both EFL teachers’ and students’ attitude towards the employment of flipped teaching at higher education level. The participants were 10 teachers and 10 students majoring in English Language Teaching and English Language at a university in Viet Nam. To collect data, semi-structured interviews were conducted. The results show that while teachers’ preparation and students’ engagement, interaction, critical thinking, and relevant learning style are amongst the positive attitudes, less motivation, more pressure, distraction, and lack of responsibility are considered as the negative feelings on flipped teaching. Suggestions for further studies are also presented.

The goal of this correlation study is to examine how students' critical thinking relates to learning activities. This study investigates "How do students think critically and learn activities in the EFL class?" This quantitative study focused on English students in the Department of Language Education, Faculty of Education, and Vocational Studies. Data were acquired from thirty respondents using two questionnaires: critical thinking and learning activities.Descriptive statistics (mean and standard deviation) were employed to examine student questionnaire results. This study found a substantial association between students' critical thinking and learning activities, as shown by M = (3.67) and M = (3.45). In general, English students' critical thinking during learning activities is classified as "current." In short, English students' critical thinking with learning activities indicates that they applied critical thinking abilities during the learning process. Future studies might look into how students think and behave in critical thinking and classroom learning activities.

Flipped classroom (FC) is one of the learning approaches that are currently being implemented in various fields of study in higher education because it has several advantages over traditional methods. However, the implementation of FC in accounting courses is still limited. This review aimed to investigate the FC implementation in accounting courses in higher education, particularly the reasons for implementing FC, the strategy and its impacts. The 15 articles reviewed were selected using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses flow diagram. The results indicated that the application of FC is motivated by problems that occur in accounting courses, the weaknesses of the method used, the desire to increase student learning experiences, and the potential offered by FC to improve accounting learning. The strategies used in implementing FC varied. FC had a positive impact on accounting learning and most students prefer this approach. FC is a recommended approach for accounting as an application-oriented course. Keywords: Accounting courses, flipped classroom, flipped learning, higher education, systematic review;

The flipped classroom, a form of blended learning, has gained popularity in higher education due to its potential to improve student engagement and performance. This approach addresses limitations in traditional teaching methods, such as didactic lectures and passive learning methods, by moving content delivery outside class and utilizing in-person sessions for active learning activities. This study aimed to assess the effectiveness of the flipped classroom as a teaching-learning strategy and to gather students’ opinions of the idea. A second-year undergraduate nursing class (n = 96) was split into two groups, one of which used the flipped classroom technique and the other the conventional approach in a quasi-experimental design. Questionnaires on a Likert scale were utilized to assess students’ opinions of the flipped classroom, and pre-and post-test results were evaluated. A variety of statistical analyses were used to compare mean scores and evaluate the efficacy of the flipped classroom, including paired and independent t-tests. A quasi-experimental study involving a second-year undergraduate nursing class showed a statistically significant improvement in student performance and a positive perception of the flipped classroom approach with P&lt;0.001. The flipped classroom in nursing education allows students to learn at their own pace through pre-class work, with an instructor as a facilitator. This personalized approach uses technology like online platforms and collaborative tools to deliver lectures and facilitate in-class activities, potentially improving student engagement, critical thinking, and clinical reasoning abilities.

The potential offered by technologies is a reality that must be addressed and used in the Higher Education environments. Professors must be able to integrate technologies into their sessions and facilitate the work of the skill acquisition. The main objectives of this work are: i) to take advantage of the Lessons tool (PoliformaT) to evaluate the acquisition of transversal competences and, ii) to compare if the use of flip teaching improves its acquisition. In the subject of "Geology, Soil science and Climatology" (Degrees in Agri-Food Engineering and Forestry Engineering), an experience was developed during two academic courses in a population of 169 students on average each year. Through Lessons, a template was designed for the student to work, sequentially and based on their knowledge, a specific activity of soil science. In the activity, the student had to face a practical assumption with 4 options to consider as a response. According to its response the specific skills and critical thinking skill would be evaluated. The first year the students had to carry out the activity autonomously in PoliformaT, but in the second year, flip teaching was applied in the same activity. In that occasion; students had to watch online material and subsequently work on the specific concepts in class. Finally, they had to solve independently the practical case in Lessons, where they were evaluated and feedback was provided. The combination of "skill assessment and flip teaching" promoted that in the second year, 66% of the students acquired an adequate level of critical thinking skill. However, although the first year, 65% of the students also acquired it, it has been detected that in the second year there was an increase of 7% of students that passed from good to excellent acquisition level.

The rapid growth of technology has sparked a revolution in the world of education. The use of technology plays an important role in learning and teaching nowadays. However, the use of technology without applying proper pedagogy will not have a big impact. Flipped classroom is one form of pedagogy that stems from the proliferation of technology. Flipped classroom, which is formed from one of the blended learning models, emphasizes student-centered learning activities. Learning process in the flipped classroom provides students with self paced learning environment. Through self paced learning, students can learn according to their learning ability by using technology as an intermediary. Learning in the classroom also emphasizes active learning activities in which the opportunity for interaction and collaboration is high. Flipped classroom through the use of technology has been proven empirically in improving student achievement. However, the use of technology is not to replace the role of the teachers. This paper will discuss the use of technology in the flipped classroom based on previous studies and implementation challenges in the flipped classroom methods. This paper will also make a comparative study of the use of technology in the flipped classroom to unravel the question of the form of technology applications that have the potential to be implemented.

Critical thinking in practice: The priorities and practices of instructors teaching in higher education

In higher education, fostering critical thinking skills is crucial for students because they are among the most sought-after employability skills. Recognizing the importance of cultivating critical thinking skills among online learners, educators are exploring innovative strategies to harness the power of social media platforms to enhance students’ critical thinking abilities. Therefore, this study investigates these issues using survey methods on final-year undergraduate students from two public universities. A total of 128 students who had experiences in learning online during the pandemic have been randomly chosen. The survey includes two constructs related to social media and critical thinking during online learning. The findings show that majority students agree with the utilization of social media for their online classes. They also agree that social media can serve as a platform to discuss and collaborate for postclass sessions. Furthermore, the regression analysis illustrates demographic factors such as gender, age, and university program that significantly predicted the perception of social media for teaching and learning. However, these factors were not found to be significant predictors of the activities applied in social media to enhance students’ critical thinking. Therefore, this study conclusively demonstrates that students’ critical thinking can be elevated through the integration of social media into online learning. However, it is imperative that learning activities are meticulously designed to ensure the effectiveness of the learning process.