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Journal articles on the topic 'Classroom delivery'

Author: Grafiati

Published: 4 June 2021

Last updated: 25 July 2025

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1

Yadav, Deo Narayan. "Perception of Virtual Class during the Covid-19 Pandemic: A Case Study of Tribhuvan University." Journal of Population and Development 2, no. 1 (2021): 12–24. http://dx.doi.org/10.3126/jpd.v2i1.43409.

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Assessing acceptance level of virtual classroom technology has become important at the Tribhuvan University after Covid-19 pandemic. This article has investigated the acceptance level of virtual classroom from teachers and students involved in BIT course delivery and previous experiences of virtual classroom from various research articles. The assessment framework is based on the setting of virtual classroom at Patan Multiple Campus (PMC) immediately after the COVID-19pandemic lockdown using “Office 365 A1 education free version of MS Teams” in pmc.edu.np domain and Moodle-Open-source learning

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Lushin, Victor, Steven Marcus, Daphney Gaston, et al. "The role of staffing and classroom characteristics on preschool teachers’ use of one-to-one intervention with children with autism." Autism 24, no. 8 (2020): 2035–45. http://dx.doi.org/10.1177/1362361320932726.

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For preschool children with autism, individual behavioral interventions are among the best-tested treatments. However, they are rarely implemented in special education preschools. We observed one-to-one behavioral interventions formally and informally delivered by staff ( N = 51) in 12 classrooms across three preschools for children with autism, aged 3–6 years, in a major US city. We estimated associations between the use of one-to-one intervention and classroom characteristics including staff-student ratio, professional role composition, and frequency of challenging child behaviors. A small n

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Villanueva, Liezle E., and Josephine B. Baguio. "Classroom Vulnerability and Delivery of Learning Activities of Teachers in Public Elementary Schools." Asian Journal of Education and Social Studies 50, no. 12 (2024): 301–11. https://doi.org/10.9734/ajess/2024/v50i121698.

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This study aimed to examine the classroom vulnerability and the delivery of learning activities by teachers in public elementary schools within the Carmen District, Division of Davao del Norte. The research employed a non-experimental quantitative design, utilizing a correlational method. A total of 138 public elementary school teachers were selected as respondents using universal sampling. Data analysis involved calculating the mean, Pearson r, and regression analysis. The findings revealed that the level of classroom vulnerability in terms of learning activities was high and was oftentimes m

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Brown, Kristin M., Kenneth J. Diplock, and Shannon E. Majowicz. "The environment in which behaviours are learned: a pilot assessment of high school teaching kitchens as food safety learning environments in Ontario." Environmental Health Review 59, no. 3 (2016): 88–95. http://dx.doi.org/10.5864/d2016-018.

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Youth represent a unique audience for consumer food safety education and incorporating such education into existing curricula could facilitate delivery. However, successful delivery may depend, in part, on the facilities in which said training occurs. Since little is known about school teaching kitchen set-ups as related to food safety education, we conducted a pilot assessment of the physical learning environment of four Ontario high school teaching kitchen classrooms. We visited each classroom three times and assessed its characteristics using a modified version of the provincial food premis

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García-Allén, Ana, and Shelley K. Taylor. "Seeing innovation from different prisms: university students’ and instructors’ perspectives on flipping the Spanish language classroom." Language Learning in Higher Education 13, no. 1 (2023): 105–25. http://dx.doi.org/10.1515/cercles-2023-2004.

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Abstract This article focuses on the implementation of a flipped classroom approach in two different levels of Spanish foreign By foreign language (FL), the authors mean modern language (ML), as strongly suggested by the European Commission. language university courses for beginner and intermediate learners. The flipped classroom approach delivers course content that prioritizes both digital technology and active learning. Despite its potential advantages in the language classroom, empirical research in this area remains limited. The present study addresses the gap by investigating the effects

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Popescu, I., A. Jonoski, and B. Bhattacharya. "Experiences from online and classroom education in hydroinformatics." Hydrology and Earth System Sciences 16, no. 11 (2012): 3935–44. http://dx.doi.org/10.5194/hess-16-3935-2012.

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Abstract. Universities and other higher education institutions involved in water-related engineering education are facing new challenges in offering lifelong learning services and online educational support. Both the curricula and the form of delivery are changing, as contemporary water problems require interdisciplinary approaches involving diverse and up to date expertise maintained via continuous professional development. Hydroinformatics education faces similar challenges in developing relevant curricula and finding appropriate combinations of course delivery to its target group. This arti

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Popescu, I., A. Jonoski, and B. Bhattacharya. "Experiences from online and classroom education in hydroinformatics." Hydrology and Earth System Sciences Discussions 9, no. 1 (2012): 1311–33. http://dx.doi.org/10.5194/hessd-9-1311-2012.

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Abstract. Universities and other higher education institutions involved in water-related engineering education are facing new challenges in offering life long learning services and online educational support. Both the curricula and the form of delivery are changing, as contemporary water problems require interdisciplinary approaches involving diverse and up to date expertise maintained via continuous professional development. Hydroinformatics education faces similar challenges in developing relevant curricula and finding appropriate combinations of course delivery to its target group. This art

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Dawson, Melanie Rees, and Benjamin Lignugaris/Kraft. "Meaningful Practice." Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children 40, no. 1 (2016): 26–50. http://dx.doi.org/10.1177/0888406416664184.

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Novice teachers need to develop foundation teaching skills to effectively address student behavior and academics in the classroom. The TLE TeachLivE™ simulation laboratory (TLE) is a virtual classroom used to supplement traditional didactic instruction and field experiences in teacher preparation programs. In this study, repeated practice and structured feedback were provided to preservice special educators in TLE to improve their delivery of specific praise, praise around, and error correction. Their weekly performance was observed in TLE during simplified teaching scenarios in intervention a

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Miller, Lynda. "Classroom-Based Language Intervention." Language, Speech, and Hearing Services in Schools 20, no. 2 (1989): 153–69. http://dx.doi.org/10.1044/0161-1461.2002.153.

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This set of Clinical Forum articles focuses on classroom-based service delivery: what it is, how it developed, types of classroom-based intervention, and three descriptions of classroom-based language programs. The purpose of this first article is to acquaint the reader with three aspects of classroom-based service delivery: how it developed within speech-language pathology, types of classroom-based models, and issues attending classroom-based intervention.

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Martin, Jeffrey S., Joan E. Kreiger, and Amy L. Apicerno. "Effectiveness of a Hybrid Classroom in the Delivery of Medical Terminology Course Content Relative to a Traditional Classroom Format." Journal of the Scholarship of Teaching and Learning 15, no. 5 (2015): 72–81. http://dx.doi.org/10.14434/josotl.v15i5.13994.

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Hybrid courses are emerging as a viable option for content delivery across college campuses. In an attempt to maximize learning outcomes while leveraging resources, one institution used several sections of a Medical Terminology course as a pilot. Traditional and hybrid course delivery were compared utilizing a quantitative research method to evaluate the effectiveness of a hybrid course design in meeting and/or exceeding course objectives, as determined by student satisfaction and perceptions. Both hybrid and traditional class groups agreed that Medical Terminology has potential to be delivere

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Jenkins, Joseph R., and Amy Heinen. "Students' Preferences for Service Delivery: Pull-Out, In-Class, or Integrated Models." Exceptional Children 55, no. 6 (1989): 516–23. http://dx.doi.org/10.1177/001440298905500605.

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This study assessed students' preferences about where and by whom they receive instruction for learning difficulties. Subjects were 686 special, remedial, and regular education students in grades 2, 4, and 5, from classrooms that used a pull-out, in-class, or integrated model for specialized instruction. Results of student interviews indicated that children's preferences for in-class and pull-out services were affected by the service delivery model used in their classroom and their grade level. The majority of children preferred to receive additional help from their classroom teacher rather th

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Lamichhane, Basu Dev, Padam Bahadur Lama, and Murari Karki. "Factors Associated with Teacher’s Professional Development for Classroom Delivery: An Evidence from Community School in Kathmandu, Nepal." International Journal of Religion 5, no. 5 (2024): 940–52. http://dx.doi.org/10.61707/dvthwr42.

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The main aim of this study is to examine the impact of teacher's professional development on classroom delivery. This study has adopted quantitative research design collecting primary data through the structured questionnaire based on cross sectional data. The findings show that the effectiveness of training beliefs on teachers’ professional development and non-financial benefits have a significant impact on better classroom delivery than the financial rewards and role of training. The study also reveals that the training and capacity development programs have a significant impact on classroom

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Ahmed, Azza E., Ayah A. Awadallah, Mawada Tagelsir, et al. "Delivering blended bioinformatics training in resource-limited settings: a case study on the University of Khartoum H3ABioNet node." Briefings in Bioinformatics 21, no. 2 (2019): 719–28. http://dx.doi.org/10.1093/bib/bbz004.

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Abstract Motivation Delivering high-quality distance-based courses in resource-limited settings is a challenging task. Besides the needed infrastructure and expertise, effective delivery of a bioinformatics course could benefit from hands-on sessions, interactivity and problem-based learning approaches. Results In this article, we discuss the challenges and best practices in delivering bioinformatics training in resource-limited settings taking the example of hosting and running a multiple-delivery online course, Introduction to Bioinformatics, that was developed by the H3ABioNet Education and

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Tandon, Ayushi, Sabra E. Brock, and Yogini Joglekar. "Getting in Synch: Understanding Student Perceptions of Synchronous Online Instruction." Interdisciplinary Journal of Information, Knowledge, and Management 17 (2022): 625–43. http://dx.doi.org/10.28945/5043.

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Aim/Purpose: This study examines the impact of transitioning from in-person classrooms to remote online business education and provides analysis of key factors impacting course and instructor ratings as well as strategies for higher education institutions to provide engaging instruction. Background: “Zoom”ing into teaching and moving out of traditional classrooms during the COVID-19 pandemic has been a path full of twists and has impacted student perceptions of courses as well as instructors. One challenge has been to make the quality of synchronous online instruction perceived by students as

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Griffin, Daniel, Silvia Gallagher, Vanessa Vigano, et al. "Best Practices for Sustainable Inter-Institutional Hybrid Learning at CHARM European University." Education Sciences 12, no. 11 (2022): 797. http://dx.doi.org/10.3390/educsci12110797.

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CHARM European University offers an inter-institutional Master’s (MSc) in Global Challenges for Sustainability across five European university campuses using innovative, challenge-based, transdisciplinary, and student-centered pedagogies. However, delivering modules across multiple locations at the same time poses a major challenge. Multiple hybrid classrooms solve this challenge by offering spaces for students and staff to teach and learn locally and remotely. This study describes the first Participatory Action Research (PAR) cycle iteration of the design, implementation, testing, and deliver

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Butera, Gretchen, Gia Deasy, Kevin Miller, Laura Reissner, Carl Stein, and Mary Ellen Zeppuhar. "Classroom Behaviors of Students with Disabilities in Rural Inclusive Classrooms: An Observational Study." Rural Special Education Quarterly 16, no. 1 (1997): 19–29. http://dx.doi.org/10.1177/875687059701600104.

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Observational data were collected to compare classroom academic and social behaviors of 71 students with mild-moderate disabilities to those of their normative peers in 48 elementary inclusive classrooms. Fifteen categories of observed behaviors were recorded in six-second intervals that alternated with the recording of observed behaviors of normative peers in each classroom using the Classroom Behavior Record (CBR). Analyses indicated students with disabilities did not differ from their normative peers on fourteen measures of social and academic classroom behaviors. Students with disabilities

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Bunga, Jaime B., Maria Luisa R. Olano, and Manuel R. Morga. "Differentiated Instruction in Multigrade Classrooms: Bridging Theory and Practice." International Journal of Educational Methodology 11, no. 3 (2025): 377–91. https://doi.org/10.12973/ijem.11.3.377.

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This qualitative study explored the implementation of Differentiated Instruction (DI) in Philippine multigrade classrooms with the aim of understanding teachers’ experiences, strategies, and challenges, as well as developing a performance appraisal tool. Guided by its specific objectives, the research examined how teachers plan, deliver, and manage differentiated lessons while addressing the diverse learning needs of students across multiple grade levels. Findings revealed that effective DI is rooted in intentional instructional planning, including learner profiling, curriculum mapping, and fl

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Akpeji, O., O. Akpeji, H. Abubakar, and S. Olusegun. "Guidance and Counselling: Panacea for Effective Classroom Delivery among Female Secondary School Students in Nigeria." Zamfara International Journal of Education 3, no. 5 (2023): 155–62. https://doi.org/10.5281/zenodo.10431526.

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This paper gives a qualitative analysis of guidance and counselling: panacea for effective classroom delivery among female secondary school students in Nigeria. The teaching profession is a profession in which the tutor needs to attain certain level of proficiency or expertise in order to deliver in the classroom effectively. This implies that the classroom holds a very important place in any system of education which needs to be properly managed. The low participation of girls in formal education is a pointer to the fact that a good number of Nigerian women live in a state of extreme deprivat

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Epstein, Laura, and Prutha Shah. "Classroom-Based Services in an Urban Middle School: Strategies for Becoming Part of the Solution." Perspectives of the ASHA Special Interest Groups 4, no. 2 (2019): 395–401. http://dx.doi.org/10.1044/2018_pers-sig16-2018-0009.

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Purpose Low-performing middle schools are often urban, culturally and linguistically diverse communities. Classroom-based speech-language service delivery is a best practice in these schools. This article provides strategies that have enhanced service delivery in a diverse and low-income urban middle school located in the San Francisco Bay Area, through a partnership between the San Francisco State University, Department of Speech, Language, and Hearing Sciences, Nicholas J. Certo Communicative Disorders Clinic, and a small local San Francisco Bay Area public school. Method Service delivery at

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Aminu, Abdullatif Abdulfatah, Yahaya Sa’id Aliyu, and Umar Abubakar. "Classroom Management: Challenges and Prospects in 21st Century Global Economy." UMYU Journal of Educational Research 13, no. 1 (2025): 36–40. https://doi.org/10.70886/ujer.25131.006.

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This paper discussed Concept of Classroom Management and identified certain causative agents, leading to emergence of challenges associated with the Classroom Management in the 21st Century Global Economy such as Administrative Lapses, Insufficient Educational Funds, Parental Irresponsibility as well as Flippantness by educational administrators/managers and classroom managers, as it briefly explained the essentially significance and techniques for effective Classroom Management and provided some prospects in relations to the Management of Classroom for effective and efficient educational qual

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Akos, Patrick, Caroline R. Cockman, and Cindy A. Strickland. "Differentiating Classroom Guidance." Professional School Counseling 10, no. 5 (2007): 2156759X0701000. http://dx.doi.org/10.1177/2156759x0701000502.

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To differentiate is to make different, distinct, or specialized (Costello, 1994). Differentiation has become popular in education as an instructional philosophy aimed at equitably meeting the learning needs of all students in the classroom. Differentiated planning and delivery of classroom guidance is also necessary for appropriate school counselor practice. This article reviews the literature on classroom guidance, describes the concept of differentiation, and provides applied examples of differentiated classroom guidance for school counselor practice.

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A.A.G. Ekayana, I.D.M.K. Muku, and I.N.B. Hartawan. "IMPLEMENTASI MODEL PEMBELAJARAN FLIPPED CLASSROOM PADA MATA KULIAH SENSOR TRANDUSER DALAM PEMBELAJARAN DARING." Jurnal Teknologi Pembelajaran Indonesia 11, no. 2 (2021): 106–19. http://dx.doi.org/10.23887/jurnal_tp.v11i2.636.

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The Covid-19 pandemic period has changed the learning process that was previously face-to-face in class, into online learning. In online learning, a strategy is needed in the delivery of learning material so that it can be optimally accepted by students. Flipped classrooms are an alternative learning model that can support the optimization of material delivery during the online learning process. The purpose of this study is to implement the flipped classroom learning model in online learning that is collaborated with the bloom taxonomy, to achieve learning objectives. The research method used

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Subramaniam, Nithya, and K. Ramamurthy. "Effect of mode of delivery and background noise on speech characteristics of talkers in a classroom environment." Building Acoustics 27, no. 2 (2019): 113–35. http://dx.doi.org/10.1177/1351010x19896346.

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Global and acoustic–phonetic correlates of speech intelligibility are important measures of talker intelligibility. Speech characteristics have been evaluated using speech samples that involve reading pre-administered passages under controlled environments. In classrooms, lecturing is the mode of speech delivery. The presence of noise from ceiling fans and other external noise hinder the speech communication process. This study evaluated the talkers’ speech characteristics utilizing recordings from graduate students under reading and lecturing modes and in the presence and absence of noise gen

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Adebakin, Azeez B., Olugbenga T. Ajadi, and Oluwarotimi I. Akinniranye. "Students’ Virtual Classroom Experiences in the Post-COVID-19 Era." Indonesian Journal of Teaching in Science 5, no. 1 (2024): 61–72. https://doi.org/10.17509/ijotis.v5i1.82906.

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This study examined students’ desirability for virtual classroom attendance, identified students’ perceived challenges in virtual classrooms, and established students’ preferred mode of instructional delivery in the post-COVID-19 era. These were to explore the experiences of Nigerian university students in receiving university education in the post-COVID-19 Era. Using the survey approach of quantitative design, the study covered 35,000 undergraduates and postgraduate students of the Obafemi Awolowo University, Ile-Ife, Nigeria. It drew 25 respondents randomly from the 13 faculties and two coll

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Weitzman, Charney, and Jan Perrin. "Into the Great Wide Open—From Classroom to Virtual Learning." Social Sciences 12, no. 11 (2023): 604. http://dx.doi.org/10.3390/socsci12110604.

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This paper charts the journey from classroom-based training delivery to hybrid and virtual learning opportunities used to overcome the challenges imposed by public health restrictions introduced in response to the COVID-19 pandemic. The public health measures introduced in March 2020 had a significant effect on the ability of the Children First Information and Advice Service (CFIAS), in Tusla, Ireland’s Child and Family Agency, to deliver services. One of the key tools used by the CFIAS to support understanding of responsibilities, and best practice, in child safeguarding by professionals, and

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Marey, Ahmed, Sherif Goubran, and Khaled Tarabieh. "Refurbishing Classrooms for Hybrid Learning: Balancing between Infrastructure and Technology Improvements." Buildings 12, no. 6 (2022): 738. http://dx.doi.org/10.3390/buildings12060738.

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The COVID-19 pandemic has posed significant challenges to all facets of education. As students are slowly repopulating university campuses after lockdowns and online learning, universities are looking into ways to ensure social distancing can be maintained in learning spaces and capitalize on the benefits of online-learning modalities without compromising educational quality. One option that has gained attention is hybrid or dual-delivery learning. In this model, some students are present in classrooms, while others join the class through online platforms. However, most university classrooms a

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Charisma G. Lumayag. "A Flipped Classroom Approach as an Educational Tool for Economics Instruction." Journal of Information Systems Engineering and Management 10, no. 6s (2025): 11–25. https://doi.org/10.52783/jisem.v10i6s.695.

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The traditional classroom strategy has evolved as a technological advancement that has been introduced into the academic learning environment nowadays. Through different improvement with the classroom arrangement and among other advances, the traditional classroom has shifted into flipped classrooms and geared its focus toward the students themselves in order to facilitate independent learning skills. To look into the effect of using flipped classroom model in teaching the Economics subject among undergraduate students, this paper sought to investigate this issue in a state university situated

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Koenig, Robert J. "A Study In Analyzing Effectiveness Of Undergraduate Course Delivery: Classroom, Online And Video Conference From A Student And Faculty Perspective." Contemporary Issues in Education Research (CIER) 3, no. 10 (2010): 13. http://dx.doi.org/10.19030/cier.v3i10.235.

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Higher education students can and do take courses delivered in a variety of ways. But, to date, little research has been done on the effectiveness of different delivery modes. This study sought to fill that void by comparing the effectiveness of three undergraduate course delivery modes: classroom, online, and video conference at a technical institute in a mid-Atlantic state. Students (N = 1,206) and faculty (N = 160) completed questionnaires on effectiveness, in terms of satisfaction, for each mode. The questionnaire response rates were 74% for students and 86% for faculty. In terms of studen

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Aljabr, Abdullah. "Flipped Classroom Experiences in Clinical Dentistry – A Strategic Mini-Review." Open Dentistry Journal 15, no. 1 (2021): 717–27. http://dx.doi.org/10.2174/1874210602115010717.

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Background: Pedagogy in dental education has evolved over the decades. Today, many alternative modes of content delivery are being used as an adjunct to the traditional classroom. A flipped classroom is one among those that are being explored for teaching clinical dentistry. Objective: This mini-review is aimed at evaluating the available evidence in the efficacy of flipped classrooms and its related aspects in the learning curve of clinical dentistry. Methods: A thorough literature search on electronic databases for all the studies focusing on the following evidence-based question: “Is Flippe

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Kulkarni, Vinayak N., Ashish G. Kulkarni, Anil Kundaragi, V. N. Gaitonde, Jangali Satish G, and B. B. Kotturshettar. "Managing the online classroom and academic activities through PLM platform in crisis context." Journal of Engineering Education Transformations 35, S1 (2022): 215–20. http://dx.doi.org/10.16920/jeet/2022/v35is1/22031.

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Online classes have become inevitable during the pandemic situation in the last couple of years. Educational institutes are struggling to adopt the new practices related to online class delivery. In the course of the online delivery process, the quality of the teaching is questionable. Many institutes have adapted themselves to this changing situation of the online classroom delivery process through different platforms. But a classroom delivery process is not just about delivering the content or syllabus through online mode. Before and after online class delivery, there are various pre and pos

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Omemu, Felix, and Ajuebon A. Veronic. "Classroom Instructional-Based Technology as Predictor of Quality Services Delivery for Academic Staff in Delta State University." Journal of e-learning Research 1, no. 1 (2021): 23–33. http://dx.doi.org/10.33422/jelr.v1i1.51.

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The study investigated the predictive powers of classroom instructional-based technology on quality services delivery of academic staff in Delta State University. Three research questions and three hypotheses guided the study. The study adopted a correlation research design. The population was 861 lecturers in the Delta state university with a sample size of 430 drawn through proportionate stratified method representing 50% of the population. A 30-item Classroom Instructional-Based Technology Scale (CIBTS) and 15-item Quality Services Delivery Scale (QSDS) were used for data collection. The sc

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Bunn, Esther, Mary Fischer, and Treba Marsh. "Does The Classroom Delivery Method Make A Difference?" American Journal of Business Education (AJBE) 7, no. 2 (2014): 143–50. http://dx.doi.org/10.19030/ajbe.v7i2.8473.

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Bipasha, Munmun. "Methods of Delivery of Lectures in the Classroom." IOSR Journal of Research & Method in Education (IOSRJRME) 1, no. 2 (2013): 52–58. http://dx.doi.org/10.9790/7388-0125258.

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Chye Sen, Lee, and Suliman Al‐Hawamdeh. "New mode of course delivery for Virtual Classroom." Aslib Proceedings 53, no. 6 (2001): 238–42. http://dx.doi.org/10.1108/eum0000000007057.

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Zimmerman, Cody, and Francis J. Vasko. "Bringing Pizza Delivery to the Operational Research Classroom." MSOR Connections 12, no. 2 (2012): 28–30. http://dx.doi.org/10.11120/msor.2012.12020028.

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Debrah, Ofori, Nasiru Inusah, and Joseph Yaw Dwommor. "Students’ Satisfaction with Accounting Teachers’ Lesson Delivery, the Role of Perceived Quality of Lesson Delivery in Ghanaian Senior High Schools." Business and Economic Research 11, no. 1 (2021): 109. http://dx.doi.org/10.5296/ber.v11i1.17946.

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To highlight the importance of the quality of lesson delivery for students’ satisfaction with the teaching and learning process in the classroom, this study examines the quality factors of accounting teachers lesson delivery that may influence students’ satisfaction with accounting teachers’ lesson delivery in Senior High Schools in Ghana. Survey questionnaire, a modified version of SERQUAL model, was used in collecting data for this study. In all, a sample of 504 students from 20 public Senior High Schools in Kumasi metropolis in the Ashanti region of Ghana participated in the survey. The fin

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Soto, Gloria, Eve Müller, Pam Hunt, and Lori Goetz. "Professional Skills for Serving Students Who Use AAC in General Education Classrooms." Language, Speech, and Hearing Services in Schools 32, no. 1 (2001): 51–56. http://dx.doi.org/10.1044/0161-1461(2001/005).

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The roles of school-based professionals serving students with augmentative and alternative communication (AAC) needs are changing in light of the inclusion movement. Focus group research methodology was used to investigate professional skills regarded by educational team members as necessary to support students who used AAC in general education classrooms. Educational teams consisted of speech-language pathologists, classroom teachers, inclusion support teachers, instructional assistants, and parents. All valued the ability to work collaboratively, provide access to the core curriculum, cultiv

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Notar, Charles E., and Stefanie R. Sorbet. "THE BRIDGE to LEARNING is you the TEACHER!" Advances in Social Sciences Research Journal 7, no. 4 (2020): 462–82. http://dx.doi.org/10.14738/assrj.74.8081.

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Teachers in today’s classrooms are called to “build a bridge” in order to best meet the needs of their students. Through organizing a classroom, building procedures and rules, fostering intrinsic motivation in students, providing engaging lessons that attain meaningful objectives all while self-reflecting and adjusting along the way are just some of the steps taken by classroom teachers each day in order to best “build a bridge” and meet their students’ needs. Teachers with well-planned and thoughtfully organized classrooms that are constructed with a foundation of support, lead students with

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Rai, Ashim, and Devi Prasad Pokharel. "The Dynamics of Teachers’ Instruction in Nepali Classrooms." International Journal of Language Instruction 4, no. 1 (2025): 20–32. https://doi.org/10.54855/ijli.25412.

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Regardless of the significant role of instruction-giving in EFL classrooms in achieving lesson goals, some research in Nepal explores its impact on classroom efficiency and student participation. This paper intends to bridge this research gap by assessing the instructional strategies of English teachers. Conducted in Nepal, the research observed 15 English teachers during their lessons to assess their instruction-giving techniques. Using a mixed-methods approach, data was collected through classroom observations and analyzed both qualitatively and quantitatively. Findings reveal that repetitio

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Khan, Ramzan N., and Rashmi Watson. "The flipped classroom with tutor support: an experience in a level one statistics unit." Journal of University Teaching and Learning Practice 15, no. 3 (2018): 27–46. http://dx.doi.org/10.53761/1.15.3.3.

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The flipped classroom aims to improve learning by engaging students in educational activities outside of traditional lessons. Flipped classrooms have steadily gained popularity in the last decade and are a topic of discussion in teaching and learning forums. However, its adoption in mathematics and statistics has been subdued. Most higher education mathematics and statistics are still delivered through traditional lectures where students are passive participants. In this study, experiences of flipping a large first-level statistics class are presented. The implementation included a combination

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qizi, Turopova Firuza Murodqobil. "Foreign Experience inTeaching Using theFlipped Classroom Method." International Journal of Pedagogics 5, no. 4 (2025): 13–16. https://doi.org/10.37547/ijp/volume05issue04-04.

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The flipped classroom method has been increasingly adopted across the globe for teaching English, with a variety of implementations based on regional contexts and educational systems. This approach involves shifting traditional content delivery outside of the classroom through pre-recorded lectures, videos, or online resources, while in-class time is devoted to interactive and student-centered activities.In countries like the United States and the United Kingdom, flipped classrooms have been particularly effective for ESL (English as a Second Language) students. Teachers use online videos to e

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Arter, Judith. "Learning Teams for Classroom Assessment Literacy." NASSP Bulletin 85, no. 621 (2001): 53–65. http://dx.doi.org/10.1177/019263650108562107.

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This article describes the preferred delivery method of effective professional development, called learning teams. The rationale for and logistics of setting up and conducting learning teams on classroom assessment are included.

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Hyellamada Simon, Ireti Hope Ajayi, and Wadzani A. Gadzama. "Analysis of google classroom utilization as a tool to enhance blended learning in federal polytechnic Mubi Amidst Intense Security and COVID-19 Challenges." World Journal of Advanced Research and Reviews 14, no. 2 (2022): 018–23. http://dx.doi.org/10.30574/wjarr.2022.14.2.0378.

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Teaching and learning have improved in the twenty-first century as numerous pedagogical technologies have been produced to support learning throughout the universe, where traditional classrooms have been turned into virtual classrooms to facilitate blended learning. The Nigerian education system has suffered a setback as a result of the COVID-19 pandemic and the country's strong insecurity concerns, both of which have had a significant impact on the country's education system, making it harder for students and teachers to collaborate in learning. This paper aimed to analyze the utilization of

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Hyellamada, Simon, Hope Ajayi Ireti, and A. Gadzama Wadzani. "Analysis of google classroom utilization as a tool to enhance blended learning in federal polytechnic Mubi Amidst Intense Security and COVID-19 Challenges." World Journal of Advanced Research and Reviews 14, no. 2 (2022): 018–23. https://doi.org/10.5281/zenodo.7045949.

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Teaching and learning have improved in the twenty-first century as numerous pedagogical technologies have been produced to support learning throughout the universe, where traditional classrooms have been turned into virtual classrooms to facilitate blended learning. The Nigerian education system has suffered a setback as a result of the COVID-19 pandemic and the country's strong insecurity concerns, both of which have had a significant impact on the country's education system, making it harder for students and teachers to collaborate in learning. This paper aimed to analyze the utiliza

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Roehling, Patricia V., Lindsey M. Root Luna, Fallon J. Richie, and John J. Shaughnessy. "The Benefits, Drawbacks, and Challenges of Using the Flipped Classroom in an Introduction to Psychology Course." Teaching of Psychology 44, no. 3 (2017): 183–92. http://dx.doi.org/10.1177/0098628317711282.

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Flipped pedagogy has become a popular approach in education. While preliminary research suggests that the flipped classroom has a positive effect on learning in Science, Technology, Engineering, and Mathematics and quantitative courses, the research on the flipped classroom in a content heavy social science course is minimal and contradictory. We flipped four class topics in an introduction to psychology course, evaluated resulting student attitudes, and compared students’ performance on the flipped units to their performance on traditionally delivered content. We found mixed results for the e

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Haque, Md Tozammel. "Understanding the relationship between teachers’ efficiency and content ‎delivery in secondary classrooms." SPC Journal of Education 6, no. 1 (2025): 1–4. https://doi.org/10.14419/rcs07p56.

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Classroom management is a very important term in academia because everything related to ‎education encompasses it. The teacher’s efficiency and proper content presentation makes ‎classroom management a success. Thus, the study aims to find out the correlations between a ‎teacher’s efficiency and content delivery in the secondary classrooms of Bangladesh. For collecting, this study reviews ‎the literature pertaining to ‎teacher’s efficiency and content delivery and collects some information thereon. The literature reviews ‎showed that the content of the subject matter is important but the more

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Cooke, Nicole A. "Leading with love and hospitality: applying a radical pedagogy to LIS." Information and Learning Sciences 120, no. 1/2 (2019): 119–32. http://dx.doi.org/10.1108/ils-06-2018-0054.

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Purpose This paper aims to suggest that classroom instructors should reflect and revise their pedagogy to lead a classroom designed to produce future information professionals who will be prepared to serve their communities in a radical way. Design/methodology/approach The paper reviews the literature related to radical and humanizing pedagogies and then features an auto ethnographic case study which details how the author implemented some of the strategies. Findings Formal study of pedagogy can improve the library and information science (LIS) teaching and learning process. Practical implicat

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Li, Meng. "An Interactive Mobile Technology-Based Flipped Classroom Model for Japanese Language Instruction in Higher Education." International Journal of Interactive Mobile Technologies (iJIM) 19, no. 11 (2025): 174–87. https://doi.org/10.3991/ijim.v19i11.56055.

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With the continuous advancement of information technology, the application of mobile technologies in education has expanded considerably, particularly in the domain of foreign language learning. As a key foreign language, Japanese instruction has been influenced by various factors, including learning time, instructional methods, and educational tools. Traditional classroom-based models have increasingly failed to meet the individualized and diversified learning needs of contemporary students. Consequently, the flipped classroom model, supported by interactive mobile technologies, has emerged a

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Hofer, Mark, and Kathleen Owings Swan. "Standards, Firewalls, and General Classroom Mayhem: Implementing Student-Centered Technology Projects in the Elementary Classroom." Social Studies Research and Practice 1, no. 1 (2006): 120–44. http://dx.doi.org/10.1108/ssrp-01-2006-b0013.

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If integrating technology means nothing more than enhancing the traditional delivery system of social studies content, where laptops replace notebooks, where PowerPoint slides replace handwritten overheads, where e-textbooks replace hard copy textbooks, then we will be no closer to the NCSS vision of transformative, powerful social studies instruction. (Doolittle & Hicks, 2003, p.75)

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Whillier, Stephney, and Reidar Petter Lystad. "No differences in grades or level of satisfaction in a flipped classroom for neuroanatomy." Journal of Chiropractic Education 29, no. 2 (2015): 127–33. http://dx.doi.org/10.7899/jce-14-28.

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Objective The intensive nature of a 5- or 6-week teaching block poses unique problems for adequate delivery of content. This study was designed to compare the delivery of a unit of undergraduate neuroanatomy in a short summer school period, as a traditionally taught unit, with a rendition given in the form of the “Flipped Classroom.” The aim was to evaluate the effectiveness of the flipped classroom in the intensive mode classroom. Methods The flipped classroom encompassed the same learning outcomes, but students were responsible for covering the content at home in preparation for tutorials th

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