Academic literature on the topic 'Collaborative Learning. New Learning Format - "Flipped Classroom"'

Higher education is facing disruptive changes in many fields. Students wants to have the option of learning anywhere, anytime and in any format. Universities need to develop and deliver to future students a complete learning ecosystem. At the same time universities are facing challenges such as growing costs and the pressure to give the students the knowledge, competence, skills and ability to continuously adapt to future job environments. As a consequence, many universities are investigating new ways of collaboration and sharing resources to cater to the demands of students, industry and society. An example of this collaboration is a new joint master between the two largest Universities in Norway: University of Oslo (UiO) and Norwegian University of Science and Technology (NTNU). In this paper, we present the lessons learned from almost two years of teaching and learning in the new joint master's programme, "Music, Communication and Technology" (MCT), between NTNU and UiO. This programme is a run in a two-campus learning space built as a two-way, audio-visual, high-quality, low-latency communication channel between the two campuses, called "The Portal". Moreover, MCT is the subject of research for the SALTO (Student Active Learning in a Two campus Organisation) project, where novel techniques in teaching and learning are explored, such as team-based learning (TBL), flipped classroom, and other forms of student active learning. Educational elements in this master, provides the student with 21st century skills and deliver knowledge within humanities, entrepreneurship and technology. We elaborate on the technical, pedagogical and learning space-related challenges toward delivering teaching and learning in these cross-university settings. The paper concludes with a set of strategies that can be used to improve student active learning in different scenarios.

The paper introduces the concept of Flipped Learning and the results of implementing the Flipped Classroom strategy in the collaborative process of teaching-learning-assessment of mathematics and other school subjects, between a group of teachers from our high school and their students. In recent years, Flipped Classroom strategy has been increasingly used in schools, colleges and universities in many countries. The concept of Flipped Learning - reverse learning and its practical implementation are the result of the experimental efforts and creative innovations of many educational theorists and practitioners who sought to identify the strategic teaching approaches which shift the focus of classroom activities from the teacher towards the student, as efficiently as possible. The novelty of Flipped Classroom strategy - reverse classroom is that the basic content of a curricular topic/key concept, which has to be taught and learnt, is structured by the teacher as a digital teaching scenario which contains explanatory online videos. The students can go over the content designed by the teacher in the privacy of their own home, at their own pace, whenever they feel it is necessary, until they fully reach its understanding. The strategy minimizes the time allocated to instruction and maximizes the time required by teacher-students interaction, in order to reach the proper level of understanding of the content and carry out a variety of practical activities aimed at assisting the students in acquiring and effectively using it, thus ensuring their progress and performance. The concept of "reversal" refers to the fact that the teaching process takes place at "home" and not in the traditional classroom. The "homework" consists of students taking charge of their own learning through creative efforts and the traditional home assignments, whose purpose is to implement and reinforce the content, are done in the classroom through collaborative work. The focus of this paper is on the practical use of the methodology promoted by the Flipped Classroom strategy in teaching mathematics, in symbiosis with the opportunities of Moodle platform and the formative benefits of GeoGebra software, complemented by those of the Wiris plugin. The development of on-demand learning content, one of the challenges of the Flipped Classroom strategy, supplement the arguments provided in the paper, in order to encourage teachers to integrate ICT resources in their teaching. The last section of the paper presents the benefits this new strategy has to offer to the way students learn and put into practice the new knowledge by consistently making use of the Flipped Classroom strategy or by alternating it with other traditional strategies. This teaching experiment proves the fact that: developing a teaching scenario for mathematics in an e-learning environment, personalized and enriched by various Web resources, depending on the characteristics and needs of the students, leads to a high level of student motivation and interest for individual study and academic progress and development of better learning outcomes.

This paper discussed an initiative implemented for on-campus first-year nursing and midwifery students studying Human Body, which covered core Anatomy and Physiology, at a South Australian university. The initiative implemented was flipping the classroom with the objective of facilitating active learning. Formal lectures were replaced by student-centred activities that encouraged studying the topics before coming to class, discussing their understanding and misconceptions, and determining the new learning that was achieved during class. A post-flip classroom survey was used to gauge the impact of the initiative on students. Of the 532 students enrolled in the science class, 188 students completed the questionnaire for a 35% response rate. The survey queried students’ views about the flipped classroom, their experience/s with the teaching format, the learning that transpired, engagement with content and study materials, what they liked about it, impact on their test scores, and areas to improve the initiative. Findings showed 60% preferred the flipped classroom approach,.Students were actively engaged with and challenged by the content. They actively participated and learned, and found the flipped classroom to be interactive,enjoyable and fun. In fact, 77% of respondents recommended flipped classroom to future students.

Most research data on online, blended, and flipped classroom come separately from students and teachers. In continuing teacher development programs, most courses are focused on the methodology of teaching a specific subject, and course participants are also subject experts. Training in general topics is often planned based on experiential learning and focuses on developing subject-related activities or using learning technology. This applied small-scale research uses the data from semi-structured interviews with nine university professors who were students in an English language training project. As the result of the COVID-19 pandemic, the same course was delivered in face-to-face, online, and blended modality, and a new format to teach English to adults was developed and piloted. Reflections of educators learning a subject outside their field of expertise add valuable information on different teaching modalities. Moreover, accidental experiential learning related to the use of flipped, online, and blended classroom took place for some participants. Thus, a professional development program based on a subject universally interesting to teachers may be feasible. Results also support the claim that blended learning is “the best of all worlds” and incorporating flipped classroom adds value to adult students’ experience.

Engineering students spend the majority of their academic careers learning tools to enable tasks related to detailed design. For example, a mechanical engineer may learn to size a heat exchanger so that an engine would not overheat, an electrical engineer may learn to specify gains in a control system to provide desired performance, and a civil engineer may learn to size columns to avoid buckling. While these analytical capabilities are essential to the execution of engineered systems, there are tools and perspectives related to systems and their design that are historically absent in an undergraduate engineering education. Through the Kern Entrepreneurship Education Network (KEEN) and the University of New Haven, the authors have developed a flipped classroom module that provides a basis in systems thinking as related to the conception and execution of complex engineered systems. The module could be useful in several areas of the curriculum, but is primarily intended to develop perspectives and skills necessary to ensure a successful capstone design experience. The module is broken into five lessons: (1) Foundational Concepts, (2) Key Systems Principles, (3) Architecture Development, (4) Multiple Views of a System, and (5) System Verification and Validation. Lesson 1 begins with the importance of the problem statement, and then proceeds to introduce form and function, function mapping, and many key definitions (system, interface, architecture, systems engineering, and complexity). Lesson 2 introduces key systems principles, including systems thinking, systems of systems, and system decomposition. Lesson 3 overviews the systems architecting process and summarizes the four most typical methods used to develop a system architecture. Lesson 4 discusses viewing a system from six different perspectives. Lesson 5 presents the systems engineering V model, requirements cascading, and verification and validation. The module includes several interactive activities and built in knowledge checkpoints. There is also a final challenge wherein the students must apply what they’ve learned about systems thinking and systems engineering to a hypothetical problem. This paper will further describe the module content and format. The paper will also make the case that the content included in the module is essential to an efficient, effective, and rewarding capstone design experience. This is achieved by summarizing common pitfalls that occur in a capstone design project and how good systems thinking can avert them. The pitfalls covered include failure to fully understand all key stakeholders’ most important needs, failure to understand desired system function in a solution-neutral way and failure to follow a robust process to map function to form, poor choice of how to decompose the system into subsystems, errors/inefficiencies in interface definition and management, and poor (if any) planning for design verification and validation.

This article discusses the Romanian investigation on lesson planning by design e-learning. Because of the various researches in education are different mental images of the lesson: lesson as construct, lesson as process, lesson as construct, lesson as product, lesson as construct, lesson as a whole, lesson based on learning theories, etc. The written plan of the lesson is a quite difficult issue, literature in the fieldwork suggesting various working scheme. The objectives of the paper are as follows: 1) to review the theories and the practices in the field and 2) to examine the narratives collected in the exploratory stage of the research in terms of design e-learning. In this approach on lesson planning, e-learning is the use of electronic technologies to create in lesson different learning experiences. Meta-analysis of the data collected highlight locus control, styles of learning, the needs of those who learn and those who teach, communications skills, motivation for learning, social abilities, media preferences, experiences, learning conditions, and so on. Several key factors in lesson planning by design e-learning are important: individual lesson or units of work, aims and multi-dimensional objectives, curricular links and resources, differentiation of learning. To conclude, lesson design in terms of e-learning might be adopted taking into account the reactions of the learning communities, contemporary learning cultures, behavior changes (the learners have changed the way of doing things in the classroom), psychological issues, results. In fact, the teacher establish the format of the lesson observing, practicing, taking small group, rotating groups, providing diagnostic feedback, discussing the phases of the lesson, promoting collaborative teaching, activating new structures of learning, identifying the strengths and weaknesses, proposing tasks, and so on.

After Bologna declaration, the change of roles between student and instructor in Spanish Higher Education has meant the search of new strategies to improve student engagement. In fact, they are trying to transform the previous extremely instructor-centred model to a learner-centred model. In this line, many courses of Higher Education have used new learning methods, such as problem-based learning, project-based learning or flipped classroom, during the last decade. Faculty also is able to count on new tools, for example, virtual classrooms. In this paper, we analyse the use of a virtual classroom in an elective course of the Degree in Mathematics at the University of the Basque Country to detect the assignments to improve student engagement and the impact on achievement of competences. We conclude that the inclusion of collaborative assignments in virtual classrooms increases their use and, hence, student engagement. Moreover, the acquisition of competences is also getting stronger, as the percentage of students that pass the course increases.

Project-based learning and flipped classroom approaches are often used for developing team working skills in graduates. However, many engineering schools face efficiency and effectiveness challenges when it comes to facilitating students in these settings. For neuro-atypical (NAT) students, such as those with Attention Deficit Hyperactivity Disorder (ADHD) or Autism, support for developing teamworking skills can be limited. Even neuro-typical (NT) students find teamwork challenging and can benefit from an intervention that supports development of such skills. Self, Co and Shared regulation skills are considered important for effective team working. Regulation is a multi-staged process, which includes goal setting, planning, doing, monitoring and evaluating own and a team's work. Research on use of computer scripts to successfully orchestrate the multiple stages at a shared level shows only partial success. Many Computer Supported and Collaborative Learning studies cite over-scripting as a common criticism related to orchestration of shared regulation and team work. This work investigates "How computer orchestration scripts affect the triggering and internalisation of Self, Co and Social regulation skills in NT and NAT students when using a Computer Orchestrated Group Learning Environment (COGLE)?". COGLE was used with first year neurotypical and neuro-atypical engineering students to study its impact on triggering existing and/or internalising new regulation scripts in team working. Qualitative data from two literal replication cases were analysed. This work shows how different types of scripts in COGLE helped trigger, develop and internalise regulation skills and highlights areas where more work is needed.