Flipping the Undergraduate Classroom: A Case Study

In recent years, Flipped Classroom started to be used as an effective way of teaching Engineering among various strategies in higher education. However, enabling and using the flipped learning is a complicated task, not a straightforward goal that can be simply achieved through a combination of face-to-face and online activities. It requires a more sophisticated understanding of effective teaching methods to manage the shift from the traditional to the flipped learning and the optimum adaptation of technology as part of this change. Given this challenge, this research work provides a personalized model of the flipped classroom and investigates through a case study in an Engineering School how our approach can be used to improve teaching of Information and Communication Technology (ICT) Engineering. It assesses by using empirically data related to the interaction of the various actors at different levels of abstraction, particularly from a gender perspective, the relevance and the impact of the flipped classroom on student learning and achievement in ICT Engineering Education.

This paper focuses on policy initiatives and strategies used to promote the use of information and communication technologies (ICTs) in higher education in South Africa. It explores a wider international outlook and current debates in South Africa to map out an emerging South African perspective concerning the integration of ICT in higher education. It also provides a brief survey of key policy developments on e-education in general to contextualize the use of ICTs. In doing so, the paper addresses the following questions: What general goals do policy makers in South Africa express in national policy documents for the integration of ICT in the education system? What is the role of government regarding the use of ICT in higher education? What policies and strategies for ICT do leaders of South African higher education institutions develop? How do South African national priorities and higher education institutional strategies match?

Objective: The aim of this research is to evaluate the implementation of the flipped classroom and collaborative work in university marketing students, in terms of academic performance, the development of cross-curricular competencies, student satisfaction and motivation, and the effective use of information and communication technologies in the learning process. Theoretical Framework: The main concepts and academic literature that underpin the research are presented, providing a solid foundation for understanding the context of the study. Method: The methodology adopted for this research is quantitative in nature, with a cross-sectional design, and exploratory and descriptive scope. Data collection was conducted using a questionnaire composed of five dimensions, in order to cover all aspects inherent to the mixed inclusive strategy that combines the flipped classroom and collaborative work in the university classroom. Results and Discussion: The results suggest that the flipped classroom and collaborative work have a generally positive impact on higher education, in line with much of the current scientific literature. However, it is also evident that careful consideration of implementation and context is necessary to maximize their effectiveness. Variations in outcomes, depending on factors such as discipline, course design, and the digital skills of the participants, are crucial aspects that must be considered. These findings underline the importance of a balanced and adaptive approach in the application of innovative methodologies in higher education. Originality/Value: This study stands out for its rigorous exploration of how the integration of the flipped classroom and collaborative work in higher education enhances soft skills and academic performance, contrasting with traditional methodologies. It underscores the relevance of adapting educational strategies to maximize the effectiveness of ICT in a contemporary and diversified learning context. Its value lies in providing empirical evidence that supports the implementation of these innovative methodologies, promoting more inclusive and effective learning environments.

Education has been an important instrument for social and economic transformation. Presently, higher education in Algeria is experiencing a major transformation in terms of access and quality. This transition is highly influenced by the swift development in information and communication technologies (ICTs) all over the world. As Information and Communication Technology (ICT) has become one of the basic building blocks of modern society, its introduction in higher education has profound implications for the whole education process, especially in the issues of access, equity, management, efficiency, pedagogy, and quality. Inventive use of ICT is defined as the use of ICT applications that hold up the learning objectives based on the requirements of the modern information society. Hence, there is a need to bring out the facts on the impact of ICT on educational trainers. At the same time, the optimal utilization of opportunities arising due to diffusion of ICTs in higher education system presents a profound challenge for higher education institutes. The purpose of this paper is to discuss how implementation of ICT in EFL will improve the learning process in higher education in Algeria. It addresses the opportunities that can be gained through the integration of ICTs in various aspects of higher education. The study will be purely quantitative, and one questionnaire is administered for students to be analyzed.

Objectives : This research aimed at investigating the relationship between compliance and quality of life among adolescents with diabetes mellitus type 1 (DMT1). The study explored the impact of an information giving intervention on compliance and quality of life in adolescents with DMT1 and factors related to compliance and its effect on the quality of life. Methodology : This study was a randomised control trial, with an intervention and wait list control group. In this study, data was collected from participants aged 16 to 19 years. Main outcomes: Compliance to treatment, impact about diabetes and worries about diabetes were highly significant at follow up in the intervention group and seemed to have had impacted positively in the lives of the adolescents and also influenced positive behaviour change to the treatment regime prescribed to them by the doctors. This indicated that there was a relationship between compliance and quality of life among adolescents with diabetes mellitus type 1. Measures : Instruments used by the researcher at both pre intervention and post intervention periods included: Social demographic questionnaire, the rating scale for compliance (RSC) and Diabetes Quality of Life Scale modified for youths (DQOL) Procedure : Permission was obtained from the study site. Approval was obtained from Research Ethics committee, University of Zambia. The baseline measures for intervention and control group was done in week 1(time 1), where the 40 adolescents answered the demographic questionnaire, quality of life scale modified for youths and the rating scale for compliance. In week 2 to week 9, the researcher was with the intervention group and had 1 meeting with them once in a week. In week 10; time 2, follow up measure (same used at time 1 with intervention and control group) was done. The researcher met both groups at the Diabetes Association of Zambia Centre DAZ in University teaching hospital UTH. The participants were asked to complete the demographic questionnaire, rating scale for compliance and the diabetes quality of life scale modified for youths. These questionnaires were completed one after the other in both baseline intervention and follow up (post assessment). Instructions were read to them before they started answering each questionnaire in a plenary setup. Results : The demographic results indicate an even distribution of participants by age in both the control and intervention groups. The results showed that there was a significant difference between the control and intervention group at follow up in compliance to treatment were P= .000, impact of diabetes P= 0.045 and worries about diabetes P=.001. However, satisfactions with life showed a significant difference between the control and intervention group at follow up were P= .000, the control group showed more satisfaction with life compared to the intervention group at follow up. Conclusion : The information that the adolescents received during the intervention period seemed to have had impacted positively in the lives of the adolescents and also influenced positive behaviour change to the treatment regime prescribed to them by the doctors. Key words : Adolescents, diabetes, compliance, quality of life

Introduction: Student-centered educational models, such as Flipped classrooms, seem to provide more educational opportunities for learners, especially when combined with web technology. This study aimed to evaluate the effectiveness and satisfaction of medical students with the web-based Flipped classroom method in comparison with the lecture-based teaching method. Method: This is a quasi-experimental case-control study that evaluates 51 people in each of the two intervention and control groups. In the intervention group, pulmonary physiopathology e-contents were delivered to the students one week before the presence-based class in the form of digital files such as video, text, image, audio and interactive applications through Navid learning management system. Students were required to read the content before the class. Then the face-to-face classroom time was completed with group discussion, question and answer and problem-based learning. In the control group, teaching was carried out by the traditional lecture method in the classroom. Data were analyzed using SPSS, 18. Result: In terms of age, sex and, mean pre-test scores, there were no significant differences between the groups. The mean scores in the final exam turned out to be 14.66 (10.16-66) in the intervention group but 12 (9.14-3.66) in the controls (P < 0.001) to make a significant difference. In addition to gaining higher final exam scores as for the flipped classroom group, they were also more satisfied with the procedure (P < 0.001). Conclusion: The flipped classroom approach not only improves learning but also leads to greater students’ satisfaction.

In the contemporary period, Information and Communication Technologies (ICTs) are used in all educational fields. The present research aims to analyze the effect of Information and Communication Technology (ICT) in ESL learning at college level in Pakistani context. The population of this experimental research was the students of government gradate college for women Marghazar Lahore. For this experimental research researcher selected 60 ESL undergraduate students for sampling their level of education were same. These students were divided in two equal groups each group was equally contained on 30 students; named as control and experimental groups. In pre-test the score of both groups was almost same. After that control-group was taught in traditional method while the experimental-group was treated by using Information and Communication Technology (ICT) approach. The two months treatment period was given by the same teacher. The post-test results show that the students of the experimental-group performed better than the students of control- group. The results disclosed that Information and Communication Technology (ICT) is better approach for ESL learning than the traditional method.

The flipped classroom (FC) model has gained increasing recognition as an innovative teaching strategy in medical education, addressing the limitations of passive learning in traditional methods. It takes learning outside the classroom and allows students to preview new material, while leaving classroom time for content-related discussions and joint tasks.However, limited studies have evaluated its impact in Eastern India, particularly in pediatric teaching. The study was conducted to evaluate the effectiveness of the FC model versus the traditional method of teaching in improving knowledge retention and engagement among undergraduate medical students studying pediatric respiratory illnesses. A prospective quasi-experimental study was conducted over six months (November 2021 to April 2022) among 130 eighth-semester medical students atKalinga Institute of Medical Sciences (KIMS), Bhubaneswar. Participants were divided into two groups: one receiving traditional lectures and the other exposed to FC sessions covering pediatric respiratory competencies. Pre- and post-test scores were compared using SPSS (IBM Corp., Armonk, NY) with a significance threshold of P < 0.05.The scores were compared, and their perception towardthe teaching tool was assessed by a questionnaire-based survey. A total of 130 students, 67 in the control group and 63 in the intervention group, were analyzed for their knowledge score at baseline by a pretested questionnaire. The mean score of knowledge among the control and intervention groups was not different at baseline (P = 0.519). Students in the FC group demonstrated a significantly greater improvement in knowledge scores (mean increase: 2.0 points) compared to the traditional group (mean increase: 0.925 points; P < 0.01). Additionally, 77.8% of participants reported increased engagement in the flipped sessions. The greater mean scores after the teaching sessions represent the improved perception of the FC teaching-learning approach for repeatability and better memory retention. The FC method was found to be more effective than the traditional method of teaching. The students' feedback was positive towardthe FC method. With careful preparation and faculty training, it can address the issue of medical students' lack of competency in pediatrics.

Deep tendon reflexes (DTR) are a prerequisite skill in clinical clerkships. However, many medical students are not confident in their technique and need to be effectively trained. We evaluated the effectiveness of a flipped classroom for teaching DTR skills. We recruited 83 fifth-year medical students who participated in a clinical clerkship at the Department of General Medicine, Chiba University Hospital, from November 2018 to July 2019. They were allocated to the flipped classroom technique (intervention group, n = 39) or the traditional technique instruction group (control group, n = 44). Before procedural teaching, while the intervention group learned about DTR by e-learning, the control group did so face-to-face. A 5-point Likert scale was used to evaluate self-confidence in DTR examination before and after the procedural teaching (1 = no confidence, 5 = confidence). We evaluated the mastery of techniques after procedural teaching using the Direct Observation of Procedural Skills (DOPS). Unpaired t-test was used to analyze the difference between the two groups on the 5-point Likert scale and DOPS. We assessed self-confidence in DTR examination before and after procedural teaching using a free description questionnaire in the two groups. Additionally, in the intervention group, focus group interviews (FGI) (7 groups, n = 39) were conducted to assess the effectiveness of the flipped classroom after procedural teaching. Pre-test self-confidence in the DTR examination was significantly higher in the intervention group than in the control group (2.8 vs. 2.3, P = 0.005). Post-test self-confidence in the DTR examination was not significantly different between the two groups (3.9 vs. 4.1, P = 0.31), and so was mastery (4.3 vs. 4.1, P = 0.68). The questionnaires before the procedural teaching revealed themes common to the two groups, including "lack of knowledge" and "lack of self-confidence." Themes about prior learning, including "acquisition of knowledge" and "promoting understanding," were specific in the intervention group. The FGI revealed themes including "application of knowledge," "improvement in DTR technique," and "increased self-confidence." Based on these results, teaching DTR skills to medical students in flipped classrooms improves readiness for learning and increases self-confidence in performing the procedure at a point before procedural teaching.

Objective: This study aims to discuss clinical improvement of nursing intervention in swallowing dysfunction of elderly stroke patients. Methods: A total of 120 elderly stroke patients with swallowing dysfunction admitted in our hospital from February 2016 to September 2017 were chosen and randomly divided into control (n=60) and intervention groups (n=60). The control group was provided with conventional nursing service, and the intervention group was provided with nursing intervention. Improvements of swallowing dysfunction, living quality, pulmonary infection, and nursing satisfaction were compared between the two groups. Results: The total efficiencies in improving swallowing dysfunction are 96.67% and 83.33% for the intervention and control groups, respectively, and the difference was statistically significant (P<0.05). The scores of physical functions, psychological functions, social functions, and material life are higher in the intervention group than those in the control group (P<0.05). The pulmonary infection rate in the intervention group (1.67%) is also lower than that in the control group (11.67%, P<0.05). Nursing satisfaction was significantly different between the two groups (P<0.05). The scores of nursing satisfaction are 98.33% and 88.33% in the control and intervention groups, respectively. Conclusions: Nursing intervention exerts a significant clinical effect on improving swallowing dysfunction of elderly stroke patients. Such intervention can also improve the living quality and nursing satisfaction of the patients and reduce pulmonary infection rate. Hence, nursing intervention is worthy of clinical research and promotion.

Background Type 2 diabetes mellitus (T2DM) often coexists with hypertension, significantly increasing cardiovascular risks. Lifestyle modification counseling has shown promise in managing T2DM and its comorbidities. However, the optimal frequency and structure of counseling for blood pressure control remain uncertain. Our study examines the best approach for managing blood pressure in T2DM patients by comparing the outcomes of two counseling strategies: a single session and periodic counseling over time. Methodology A total of 110 diabetic patients were enrolled, with 52 patients in each group after loss to follow-up.A randomized controlled trial compared one-time counseling (control) to six months of periodic counseling (intervention) on lifestyle modification. A weighing machine, stadiometer, 24-hour dietary recall, food frequency questionnaire, biochemical blood sugar level analysis, and telephonic follow-up were the essential tools used. The data were analyzed using SPSS version 24.0 (IBM Corp., Armonk, NY, USA), employing descriptive statistics, including frequencies, percentages, graphs, mean, and standard deviation. Statistical significance at the 5% level was tested using probability (p) calculations. The Kolmogorov-Smirnov test confirmed normal distribution (p > 0.05). Parametric tests, specifically independent t-tests, were used for between-group comparisons of continuous variables, while categorical variables were analyzed using the chi-square test or Fisher's exact test. Intragroup comparisons over time employed repeated-measures analysis of variance for continuous variables. Changes within groups after six months were assessed using paired t-tests. All statistical analyses adhered to a significance level of p < 0.05. Results The gender distribution at baseline was similar between the control (55.8% male, 44.2% female) and intervention (46.2% male, 53.8% female) groups, with no significant differences (p = 0.327).The mean weight was 66.67 ± 11.51 kg in the control group and 67.14 ± 11.19 kg in the intervention group (p = 0.835), and the body mass index was 25.61 ± 4.09 kg/m² and 26.29 ± 6.01 kg/m², respectively (p = 0.503).Clinical parameters such as fasting blood sugar, postprandial blood sugar, glycosylated hemoglobin, and blood pressure showed no significant differences between the control and intervention groups at baseline (p > 0.05).After six months, the intervention group exhibited a trend toward lower blood pressure compared to the control group, but the differences were not statistically significant. The mean systolic blood pressure was 132.15 ± 14.867 mmHg in the control group and 129.15 ± 9.123 mmHg in the intervention group (p = 0.218). Changes in blood pressure over the six-month period showed significant decreases within the intervention group, while changes in the control group did not reach statistical significance. The mean difference in systolic blood pressure in the intervention group was 5.54 ± 9.77 mmHg (p = 0.0001), indicating a notable reduction, while the control group had a smaller and statistically insignificant increase of 2.308 ± 9.388 mmHg (p = 0.082). Conclusions This study addresses a significant gap in the literature by comparing the efficacy of one-time vs. periodic counseling in T2DM management. While periodic counseling shows promise in improving diastolic blood pressure, further research is needed to understand its nuanced effects and optimize lifestyle interventions for T2DM patients.

Purpose Stress has a negative impact on mental and physical health. Therefore, reducing stress is important for maintaining mental health. Lifestyle changes are considered effective in maintaining mental health. Stress reduction requires ease, and exercise has been focused on as an example. The benefits of exercise for people with high stress levels and mental health problems such as depression are clear; however, whether exercise is also effective in reducing general stress levels is unclear. We determined whether exercise is effective in reducing stress in people with general stress levels. Material and methods This non-randomized controlled trial was conducted in three gymnasiums and two universities in Japan. Participants were divided into an intervention group (asked to exercise at least 600 METs/week for 8 weeks) and a control group (asked to lead a normal life for 8 weeks) and asked to complete questionnaires on lifestyle and stress status at the start of the intervention and after 8 weeks. Analysis of covariance was performed using sex, age, eating habits, and sleep status as covariates. Results In total, 37 participants (intervention group = 9; control group = 28) were included in this study. The Profile of Mood States, 2nd edition (POMS2) scores after 8 weeks (median [min, max]) in the intervention and control groups were 2 (−10, 40) and 4.5 (−13, 59), respectively (P = .32). Conclusions There were no differences in POMS2 scores between the intervention and control groups. This may be due to the group's inherently low stress levels, which made it difficult to detect changes. In addition, the intensity and duration of the exercise intervention used in this study may not have been optimal. Future studies should consider customization, longer durations, and age-related factors for more conclusive results.

Actuality of the conducted research is practically oriented character. Without the use of information and communication technologies (ICTs) in the field of higher education, it is impossible to carry out qualitative training of specialists in engineering, the results of which are necessary for the implementation of a national strategy for modernizing the economy and forming a progressive state of European type. Formulation of the task - the specificity of the use of ICT in the system of higher education has not been studied sufficiently. ICT form a complex environment, which includes a lot of information objects and the links between them. It can be argued that the structural and functional analysis of the use of ICT in higher education is the basis of the theoretical justification in the formation of technical professionalism of future engineers. ICTs form a complex system, which includes not only technical and software-hardware capabilities, but also psycho-pedagogical, organizational, methodological. Without taking into account all of these components, as well as the needs of the subjects of the educational process, the use of ICT tools (especially centralized) may be accompanied by risks and negatively affect the quality of high education. An analysis of recent research and publications-is actively exploring the experience of using ICT in high school, it is possible to distinguish the work of foreign specialists D. Stevenson, G. Reinhold, E. Wenger, S. Papierta, I. Zakharova, E. Patarakina, A. Khutorskogo, E. Polat The founders of this scientific direction in our country were M. I. Zhaldak, Y. I.Mashbits. The recent significant increase in the number of studies, the subject of which was the use of information and communication technologies in the educational process. Tsitemi in Ukraine is dedicated to the study of such scholars as V. Yu. Bykov, Ya.V. Bulakhova, O.M. Bondarenko, V.F. Zabolotny, G.O. Kozlakova, O. Moiko, O. Naumenko, Yu.Burovitskaya, I. Stavyts'ka, O.P. Pinchuk, O.V. Shestopal and others. Selection of unexplored parts of the general problem. The use of information technologies in the educational process is the foundation of innovative development of the educational system. The rapid development of ICT provides not only significant pace of innovative progress, but also requires the definition (limitation) of information resources that guarantee the quality of learning, the choice of techniques that are in line with the general strategy for the formation of professional competences. Therefore, the problem of choosing an approach to the process of learning with the use of ICTs remains one of the main tasks of education. Research methods. In theory and practice, the study of the application of information and communication technologies (ICT) in high school uses empirical methods of collecting and analyzing information based on the results of the survey of 120 students. Presenting main material. The essence of professionalism of future specialists of the technical direction is revealed. The scientific point of view on the professionalism of the engineer is presented. The peculiarities of formation of the basis of technical professionalism of future engineers in the process of studying at a higher school are theoretically grounded. The quantitative and qualitative analysis of the results of empirical researches of this problem is presented. The practical significance of the research topic is that the innovative approaches to the training of specialists in engineering specialties are differentiated, which differentiate in the educational concepts of teaching in higher educational institutions of European countries

A recent randomized controlled trial showed the safety and feasibility of direct oral feeding following a minimally invasive esophagectomy (MIE). However, significant differences were found regarding complication rate between hospitals, potentially influencing the effect of direct oral feeding. This study aimed to investigate the effect of direct oral feeding compared to the standard of care in a center with low anastomotic leakage and overall complication rates following a MIE. Methods Patients in this single-center prospective cohort study received either direct oral feeding (intervention group) after a MIE with intrathoracic anastomosis or nil-by-mouth for 5 days postoperative and tube feeding (standard of care). Primary outcome was time to functional recovery—defined as adequate pain control with oral analgesics, recovery of mobility, sufficient caloric intake, no intravenous fluid therapy and no signs of active infection—and length of hospital stay. Secondary outcomes included anastomotic leakage, pneumonia, cardiopulmonary complications and other (surgical) complications. Results Baseline characteristics were similar in the intervention (n = 85) and control (n = 111) group. Median time to functional recovery was respectively 7 versus 9 days in the intervention and control group (p &amp;lt; 0.001). Median length of hospital stay was respectively 8 versus 10 days in the intervention and control group (p &amp;lt; 0.001). Thirty-day postoperative complications were significantly lower in the intervention group (p = 0.037). Anastomotic leakage and pneumonia rates did not differ between the intervention and control group (respectively 11.8% vs. 10.8%, p = 0.834; 27.1% vs. 33.3%, p = 0.651). Chyle leakage only occurred in the control group (18.9%, p &amp;lt; 0.001). All other postoperative complications were similar between groups. Conclusion Direct oral feeding in a center with a low postoperative complication rate after a MIE results in a reduced time to functional recovery and a shorter length of hospital stay. Importantly, the 30-day postoperative complication rate was significantly lower in patients directly starting oral feeding.

Family communication is important to maintain family relationships and family well-being. To enhance family communication and family well-being, a community-based "Learning Families Project," based on the social ecological model was developed in Kwun Tong in Hong Kong, a district with high prevalence of family problems. This quasi-experimental study included two nearby government subsidized low-rent housing estates separated by busy main roads, as the intervention [Tsui Ping (South) Estate] and control (Shun Tin Estate) estate. The main intervention was resident training programs, such as talks, day camps, and thematic activities. No program was implemented in the control estate. Participants in the intervention group received assessments before the intervention (T1), immediately after the intervention (T2), and 6 weeks after the intervention (T3). Control group participants were assessed at baseline (March to April 2011) and follow-up (December 2011 to March 2012). Assessments of family communication (time and perceived adequacy) and family well-being (harmony, happiness, and health) at T1 and T3 were obtained in the intervention group to examine within-group changes. In addition, these differences in outcomes in the intervention group were compared with those in the control group to examine the effectiveness of the intervention. Family communication time and perceived communication adequacy increased significantly in the intervention group (n = 515) with a small effect size (Cohen effect d: 0.10 and 0.24, respectively). Compared with the control group (n = 476), the improvements in family communication time and perceived communication adequacy (Cohen effect d: 0.13 and 0.14, respectively), and perceived family harmony and happiness (Cohen effect d: 0.12 and 0.12, respectively) were significantly greater in the intervention group, adjusting for age and education, suggesting the intervention was effective in improving family communication and family well-being. Mediation analysis showed that perceived communication adequacy mediated the effects of the intervention on family harmony [β = 0.10, 95% confidence interval (CI) 0.03, 0.18], happiness (β = 0.12, 95% CI 0.04, 0.20), and health (β = 0.10, 95% CI 0.02, 0.17), adjusting for age and education. This community intervention based on the social ecological model improved family well-being through improving family communication, which could be an effective target to promote family well-being in other communities. This study was registered under ClinicalTrials.gov, identifier NCT02851667. URL: https://clinicaltrials.gov/ct2/show/NCT02851667?term=02851667&rank=1.