Relevant bibliographies by topics / Conventional classroom

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Conventional classroom'

Author: Grafiati
Published: 5 June 2025
Last updated: 2 August 2025

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Journal articles on the topic "Conventional classroom"

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Li, Yap Wei. "Transforming Conventional Teaching Classroom to Learner-Centred Teaching Classroom Using Multimedia-Mediated Learning Module." International Journal of Information and Education Technology 6, no. 2 (2016): 105–12. http://dx.doi.org/10.7763/ijiet.2016.v6.667.

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Hartikainen, Jani, Eero A. Haapala, Arja Sääkslahti, Anna-Maija Poikkeus, and Taija Finni. "Sedentary Patterns and Sit-to-Stand Transitions in Open Learning Spaces and Conventional Classrooms among Primary School Students." International Journal of Environmental Research and Public Health 19, no. 13 (2022): 8185. http://dx.doi.org/10.3390/ijerph19138185.

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Educational reforms worldwide have resulted in schools increasingly incorporating open and flexible classroom designs that may provide possibilities to reduce sedentary behavior among students during lessons. Cross-sectional associations of classroom type on accelerometry assessed sedentary bout durations and sit-to-stand transitions were investigated in 191 third and fifth grade students recruited from one school with open learning spaces and two schools with conventional classrooms. A three-way ANOVA for classroom type, gender and grade level indicated that students in open learning spaces h
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Wright, Marie A. "Conventional Cryptography." Mathematics Teacher 86, no. 3 (1993): 249–51. http://dx.doi.org/10.5951/mt.86.3.0249.

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Too many students find matrices to be abstract and without practical significance. The frustration expressed by these students is due, at least in part, to the insufficient number of practical examples used in the classroom. This article demonstrates a practical application of a linear transformation by means of conventional cryptography.
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Ramadoni, Ramadoni. "Conventional versus Peer Teaching in Flipped Classroom: Which is Better at Increasing Students’ Conceptual Understanding and Self-Efficacy?" Jurnal Riset Pendidikan dan Inovasi Pembelajaran Matematika (JRPIPM) 6, no. 2 (2022): 111–30. http://dx.doi.org/10.26740/jrpipm.v6n2.p111-130.

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Calculus is one of the branches of mathematics which is often deemed difficult by students, indicated by students' weak conceptual understanding and low self-efficacy in calculus-related courses. Thus, innovative learning needs to be encouraged to overcome this problem. This study compares the effectiveness of whether a conventional or peer-teaching method is better at increasing students' conceptual understanding and self-efficacy in flipped classroom teaching practices. A descriptive quantitative method was used in this study. This research was conducted in two classes in the calculus course
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Pratiwi, Gusti Ayu Nyoman Ratih Arik, I. Wayan Widiana, and Basilius Redan Werang. "Pengaruh Implementasi Manajemen Kelas Berbasis Flipped Classroom Terhadap Kemampuan Berpikir Kritis dan Hasil Belajar Matematika Siswa Kelas XI di SMAN 4 Denpasar." EDUKASIA: Jurnal Pendidikan dan Pembelajaran 4, no. 2 (2023): 2911–20. http://dx.doi.org/10.62775/edukasia.v4i2.696.

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This study aims to find out: (1) whether the critical thinking skills of students who follow flipped classroom-based classroom management are better than students who follow conventional classroom management, (2) whether the learning outcomes of students who follow flipped classroom-based classroom management are better than students who follow conventional classroom management, (3) whether critical thinking skills and learning outcomes simultaneously between students who Following Flipped Classroom-based classroom management is better than students following conventional classroom management.
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Nordin, Noradila, and Nurul Husna Mohd Fauzi. "A Web-Based Mobile Attendance System with Facial Recognition Feature." International Journal of Interactive Mobile Technologies (iJIM) 14, no. 05 (2020): 193. http://dx.doi.org/10.3991/ijim.v14i05.13311.

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Attendance marking in a classroom is one of the methods used to track the student’s presence in the lecture. The conventional method that is being enforced has shown to be vulnerable, inaccurate and time-consuming especially in a large classroom. It is difficult to identify absentees and proxy attendees based on the conventional attendance marking method. In order to overcome the challenges faced in the conventional method, a web-based mobile attendance system with facial recognition feature is proposed. It incorporated the existing mobile devices with a camera and the face recognition system
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Islam, Muhammmad Reazul. "Literature in EFL/ESL Classroom: Integrating Conventional Poetry as Authentic Material." International Journal of Language and Literary Studies 4, no. 3 (2022): 312–28. http://dx.doi.org/10.36892/ijlls.v4i3.1052.

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The paper aims to explore how poetry and poetic devices function as authentic sources and as required materials for teaching and learning English as a second language or a foreign language. It affirms that different modes of poetry, for example, tongue twisters, children's rhymes, sonnets, short and long poems, etc., can be stimulating, appealing, and above all, the natural material to the EFL/ESL classrooms. Through an interactive and integrated teaching approach, the paper intends to promote and motivate learners and teachers to use poetry as a functional source of literature for teaching En
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Kumar, Aman. "Virtual Classroom." INTERNATIONAL JOURNAL OF SCIENTIFIC RESEARCH IN ENGINEERING AND MANAGEMENT 09, no. 04 (2025): 1–9. https://doi.org/10.55041/ijsrem45166.

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The goal of the virtual classroom project is to develop a feature-rich online learning environment that can meet the requirements of instructors and students. In order to construct a system that includes features like live video conferencing, screen sharing, chat, file sharing, virtual whiteboards, and interactive quizzes to improve the virtual classroom experience, the project makes use of jQuery, HTML, CSS, API, JavaScript, C#, React, and OOPs. While classroom construction and management give teachers the freedom to set up and run virtual classrooms as needed, user identification and authori
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Bäcklund, Johan, and Martin Hugo. "THE PARADOX OF THE FLIPPED CLASSROOM: ONE METHOD, MANY INTENTIONS." Problems of Education in the 21st Century 76, no. 4 (2018): 451–64. http://dx.doi.org/10.33225/pec/18.76.451.

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The Flipped Classroom is a teaching model where content attainment is shifted forward to outside of class, to be followed up by the teacher in class. In Sweden this way of teaching has become very popular during recent years. But what is gained by this way of teaching? Research on the Flipped Classroom in the context of the Swedish High School system is close to non-existent; why studies within this field are of great importance. In order to find appropriate informants, an electronic survey was constructed. Informants matching the selection criteria were then selected for qualitative interview
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Ibrahim, Zainuddin, Suriyani Arifin, Sharifah Aliman, Mohd Idzwan Mohd Salleh, and Ahmad Razi Ramli. "Enhancing student performance through smart classrooms." International Journal on e-Learning and Higher Education 19, no. 2 (2024): 109–24. http://dx.doi.org/10.24191/ijelhe.v19n2.1927.

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This study aims to assess the efficacy of Smart Classrooms in enhancing teaching and learning at UiTM. A comparative analysis was conducted between students utilizing Smart Classrooms and those engaged in conventional learning settings across UiTM campusses. The study encompasses a total of 5046 students from various campuses. The results reveal a noteworthy disparity in the first semester, with students in Smart Classrooms achieving an average CGPA of 3.358, compared to 3.222 for conventional classrooms. Similarly, in the second semester, Smart Classroom students attained an average CGPA of 3
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Dissertations / Theses on the topic "Conventional classroom"

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Spotts, David Stanley. "A Comparison of Computer-Based Training and Conventional Classroom Training for Technical Instruction." The Ohio State University, 1992. http://rave.ohiolink.edu/etdc/view?acc_num=osu1393196549.

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May, Gwendolyn Kennedy Larry DeWitt. "The use of computer-assisted instruction in non-conventional classroom environments in higher education." Normal, Ill. Illinois State University, 1995. http://wwwlib.umi.com/cr/ilstu/fullcit?p9604376.

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Thesis (Ed. D.)--Illinois State University, 1995.<br>Title from title page screen, viewed April 24, 2006. Dissertation Committee: Larry Kennedy, Michael Lorber (co-chairs), Frank Lewis. Includes bibliographical references (leaves 38-41) and abstract. Also available in print.
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Wu, Hsin-Fei. "Effects of Process Drama-Assisted Intervention on Oral Communication Strategies." Thesis, Griffith University, 2014. http://hdl.handle.net/10072/367224.

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My aim in this study was to examine suggestions inherent in the literature on process drama that it has viability for enhancing ESL/EFL learners’ language proficiency .This intention was enacted by exploring effects of a process drama intervention in training English learners’ use of oral communication strategies (OCSs) in a comparison context with a more conventional drama technique, role-playing. Dependent variables used as measures of effect were the variety of OCSs that learners used and with what frequency. The respective approaches used a series of planned lessons incorporating technique
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Gerber, Paula. "From convention to classroom : the long road to human rights education /." Connect to thesis, 2008. http://eprints.unimelb.edu.au/archive/00003989.

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Roberts, Jeffrey Michael. "A comparative study of student performance in elementary looping and conventional classrooms in selected northern California schools /." La Verne, Calif. : University of La Verne, 2003. http://0-wwwlib.umi.com.garfield.ulv.edu/dissertations/fullcit/3100052.

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Pizarchik, Mary. "The effects of experiential learning: An examination of three styles of experiential education programs and their implications for conventional classrooms." CSUSB ScholarWorks, 2007. https://scholarworks.lib.csusb.edu/etd-project/3305.

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Using methodologies of interviews and observation, this study focuses on three distinctive and successful kinds of experiential education: a summer arts program, an outdoor science program and a wilderness education program. The project applies insights from the programs to the central question of this thesis: How can experiential learning be utilized within the traditional classroom given the constraints of the No Child Left Behind Law and standardized teaching?
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Greenfield, Richard. "'Once a tortoise always a tortoise' : teachers' awareness of, and responses to, age differences in conventionally grouped classrooms." Thesis, University College London (University of London), 2009. http://discovery.ucl.ac.uk/10019883/.

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Kooijman, Rebecca. "Sharing of Narratives : Analyzing how Tara Westover’s Educated Subverts the Genre Conventions and the Value of Autobiography in the EFL Classroom." Thesis, Linnéuniversitetet, Institutionen för språk (SPR), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-100547.

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This essay presents a literary analysis of the autobiography Educated (2018) by Tara Westover. The analysis examines to what extent Westover’s story conforms and subverts the genre conventions of the Bildungsroman and the autobiography. An overview of the genre constitutions is therefore provided. In addition, the essay focuses on the use of the autobiography in the English as a Foreign Language (EFL) classroom. Besides creating an arena for critical discussion and reflection in the Swedish upper secondary school, the autobiography may also encourage students to share their own stories. The fi
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Harcourt, Deborah Sue. "Young children's accounts of quality in early childhood classrooms in Singapore." Queensland University of Technology, 2008. http://eprints.qut.edu.au/16658/.

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Early childhood research and policy are focusing increasingly on issues of 'quality' in early childhood education. Much of the focus, however, has been on adult-generated notions of quality, with little attention being devoted to children's own views of their experience in early childhood settings. Conducted in the context of early childhood education in Singapore, this research breaks new ground by contributing children's own insights into their experience in two early childhood classrooms in Singapore. Informed by the sociology of childhood conceptualisation of child competence (James & Jame
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Harcourt, Deborah Sue. "Constructing ideas and theories about quality : the accounts of young children in two early childhood classrooms in Singapore." Thesis, Queensland University of Technology, 2008. https://eprints.qut.edu.au/16658/1/Deborah_Sue_Harcourt_Thesis.pdf.

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Early childhood research and policy are focusing increasingly on issues of 'quality' in early childhood education. Much of the focus, however, has been on adult-generated notions of quality, with little attention being devoted to children's own views of their experience in early childhood settings. Conducted in the context of early childhood education in Singapore, this research breaks new ground by contributing children's own insights into their experience in two early childhood classrooms in Singapore. Informed by the sociology of childhood conceptualisation of child competence (James & Jame
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Books on the topic "Conventional classroom"

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Ellen, McIntyre, and Educational Resources Information Center (U.S.), eds. From emergent to conventional reading: Similarities and differences in children's learning in skills-based and whole language classrooms. U.S. Dept. of Education, Office of Educational Research and Improvement, Educational Resources Information Center, 1997.

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Achieving Gender Equity in the Classroom and on the Campus : the Next Steps (1995 Orlando, Fla.). Achieving gender equity in the classroom and on the campus: The next steps : AAUW pre-convention symposium, Disney's Contemporary Resort, Orlando, Florida, June 22-24, 1995. American Association of University Women, 1995.

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National, Modern Languages Convention (2nd 1986 Trinity College Dublin Ireland). New approaches in the language classroom, coping with change: Proceedings of the second National Modern Languages Convention held at Trinity College Dublin, 31 January and 1 February 1986. Centre for Language and Communication Studies, Trinity College, 1986.

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Blessinger, Patrick, and Enakshi Sengupta. Changing the Conventional University Classroom. Emerald Publishing Limited, 2022.

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Sengupta, Enakshi, and Patrick Blessinger, eds. Changing the Conventional University Classroom. Emerald Publishing Limited, 2022. http://dx.doi.org/10.1108/s2055-3641202244.

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Blessinger, Patrick, and Enakshi Sengupta. Changing the Conventional University Classroom. Emerald Publishing Limited, 2022.

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Blessinger, Patrick, and Enakshi Sengupta. Changing the Conventional University Classroom. Emerald Publishing Limited, 2022.

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Lockford, Lesa, Peter Grey, and Kerry Mcdonald. Unschooled: Raising Curious, Well-Educated Children Outside the Conventional Classroom. Dreamscape Media, 2019.

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Peter, Gray, and Kerry McDonald. Unschooled: Raising Curious, Well-Educated Children Outside the Conventional Classroom. Chicago Review Press, Incorporated, 2019.

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Lockford, Lesa, Peter Grey, and Kerry Mcdonald. Unschooled: Raising Curious, Well-Educated Children Outside the Conventional Classroom. Dreamscape Media, 2019.

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Book chapters on the topic "Conventional classroom"

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Nichols, Mark. "Transforming Conventional Education through ODDE." In Handbook of Open, Distance and Digital Education. Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-19-2080-6_35.

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AbstractOpen and distance education has a long history and rich heritage, its literature affirming that a systems approach based on industrial production is an optimal means of providing education that is accessible, cost-effective, flexible, open, and scalable. This approach to education, based on an asynchronous separation of participants, continues to find its expression in the Internet age. The recent COVID-19 global pandemic necessitated a rapid shift to emergency remote teaching (ERT). This sudden adoption of online education took place more in response to need than careful strategizing.
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Nichols, Mark. "Transforming Conventional Education through ODDE." In Handbook of Open, Distance and Digital Education. Springer Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-0351-9_35-1.

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AbstractOpen and distance education has a long history and rich heritage, its literature affirming that a systems approach based on industrial production is an optimal means of providing education that is accessible, cost-effective, flexible, open, and scalable. This approach to education, based on an asynchronous separation of participants, continues to find its expression in the Internet age. The recent COVID-19 global pandemic necessitated a rapid shift to emergency remote teaching (ERT). This sudden adoption of online education took place more in response to need than careful strategizing.
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Nundy, Samiran, Atul Kakar, and Zulfiqar A. Bhutta. "E-Learning in the Developing World." In How to Practice Academic Medicine and Publish from Developing Countries? Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-16-5248-6_40.

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AbstractMedicine is a changing field and so is the art of teaching medicine. To cope up with technology and science is a major challenge. We all have been trained by conventional classroom teaching, which includes seminars, demonstrations, and bedside clinics but should now be aware of e-learning, blended learning, use of smartphones and tablets, webinars, telemedicine, and tele-education. There is lots of medical content in social media (Facebook, Twitter, and LinkedIn), which is very easy to access. This chapter gives an overview of how electronics have changed the way we practice, keep our
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Byers, Terry. "What Does Teaching and Learning Look like in a Variety of Classroom Spatial Environments?" In Teacher Transition into Innovative Learning Environments. Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-7497-9_16.

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AbstractThe very nature of what constitutes an effective learning environment is undergoing substantial re-imagination. Authors have suggested that the affordances of existing learning spaces, often termed conventional or traditional classrooms, is limited and constrains the possible pedagogies available to teachers. Architects, authors and governments have put forward innovative learning environments (ILEs) as a better alternative. ILEs provide affordances thought to be somewhat better at providing to students learning needs than traditional classrooms, particularly in terms of creative and c
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Thompson-Bell, Jacob. "6. Working Together Well." In Teaching Music Performance in Higher Education. Open Book Publishers, 2024. http://dx.doi.org/10.11647/obp.0398.08.

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This chapter interrogates some of the foundational assumptions of student-centred learning environments (SCLEs), with a view to expanding conventional pedagogical models to account for the “distributive” agency of groups of learners assembled in a classroom. In the first part, the author proposes that learner groups be treated as distributive agential networks, braiding together intrinsic, extrinsic and intratrinsic (i.e. motivation distributed between multiple learners) forms of motivation, thereby to sustain both individual and collective forms of agency. It is argued that greater awareness
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Mondaini, Gianluigi, and Marco Rosciani. "Adaptive Environments. New Spaces for Learning." In Makers at School, Educational Robotics and Innovative Learning Environments. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-77040-2_49.

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AbstractThe architecture of schools can no longer be as rigid as it has been in the past. It needs to be spatially open, stimulating and, through its physical qualities, able to react and adapt to those who live and work there to use it as an active educational tool. However, architecture by itself is not enough to define new spatial models for education or for our society and its ever more complex problems. Thus, a plurality of forms of disciplinary participation is necessary. Pedagogy, with its close relationship with architecture, and technology, with the innovations it brings to teaching m
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Schultze-Kraft, Markus. "Historical Memory-Oriented Peace Education and the Sustaining Peace Agenda." In Memory Politics and Transitional Justice. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-93654-9_4.

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AbstractThe sustaining peace agenda, fielded by the UN in the mid-2010s, offers an opportunity to take a fresh look at the ways in which we approach our applied, everyday work on and/or for peace in the classroom and beyond. Regarding the field of peace education, there is merit in adopting the less prescriptive, value-laden and universalising and, at the same time, more indeterminate, normatively restrained and humble elements that set the discourse on sustaining peace apart from that of conventional international peacebuilding as we have known it. In this respect, incorporating a focus on hi
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Szukala, Andrea, and Reinhold Hedtke. "Social Science Education in Schools: Neopragmatist Perspectives on Values and Actions in Classrooms." In Handbook of Economics and Sociology of Conventions. Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-030-52130-1_64-1.

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Szukala, Andrea, and Reinhold Hedtke. "Social Science Education in Schools: Neopragmatist Perspectives on Values and Actions in Classrooms." In Handbook of Economics and Sociology of Conventions. Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-030-52130-1_64-2.

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Sengupta, Enakshi, and Patrick Blessinger. "Introduction to Changing the Conventional Classroom." In Innovations in Higher Education Teaching and Learning. Emerald Publishing Limited, 2022. http://dx.doi.org/10.1108/s2055-364120220000044001.

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Conference papers on the topic "Conventional classroom"

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Hatwalne, P. A., S. S. Chaudhary, S. V. Prayagi, R. V. Adkane, and Sonali Vairagade. "Comparative Investigation of BOPPPS–AI Integrated Flipped Classroom Method and Conventional Teaching Method in Mechanical Engineering Education." In 2024 2nd DMIHER International Conference on Artificial Intelligence in Healthcare, Education and Industry (IDICAIEI). IEEE, 2024. https://doi.org/10.1109/idicaiei61867.2024.10842710.

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Fallanza, Marcos, Antonio Dominguez-Ramos, and Seyed Soheil Mansouri. "An integrated VR/MR and flipped classroom concept for enhanced chemical and biochemical engineering education." In The 35th European Symposium on Computer Aided Process Engineering. PSE Press, 2025. https://doi.org/10.69997/sct.163346.

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The integration of mixed reality (MR) and virtual reality (VR) into Chemical, Biochemical, and Biomolecular Engineering (CBB) education presents an opportunity to address one of today�s most pressing pedagogical challenges: sustaining student attention and engagement. Traditional �magistral� approaches often tend to limit the adoption of interactive methodologies. By contrast, MR/VR technologies can heighten immersion and practical intuition, capturing learner focus more effectively than conventional lectures. Yet, if deployed as superficial, isolated demonstrations, these tools may fail to su
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Kissova, Olga, and Tomas Lengyelfalusy. "FOSTERING ENGLISH COMMUNICATION PROFICIENCY: A STUDY ON THE IMPACT OF PROJECT-BASED LEARNING IN JOBLAB FOR GRADUATES." In 11th SWS International Scientific Conferences on SOCIAL SCIENCES - ISCSS 2024. SGEM WORLD SCIENCE, 2024. https://doi.org/10.35603/sws.iscss.2024/s08/57.

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The study examines the impact of innovative Project-based learning (PBL) on enhancing the graduate English language learning approach called �JobLab� at the University of Zilina, Slovakia. The paper explores the efficacy of integrating JobLab�s project-based approach into the learning framework to enhance graduate students� verbal creativity and presentation proficiency. Forty-four graduates were divided into an experimental group (N=22) with project-based training and a control group (N=22) with conventional teaching (T-test). The classroom observations, pre-and-post-knowledge online testing
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Nguyen, Duy Hoang, Soon Bing Gan, and Danny Chiang Choon Poo. "SmartLearn.MOBI moving beyond conventional classroom learning." In 2013 International Conference on Current Trends in Information Technology (CTIT). IEEE, 2013. http://dx.doi.org/10.1109/ctit.2013.6749478.

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Li, Yi-Fen, Ching-Mei Tseng, and Shih-Chung Kang. "A New Learning Model, Guided Soft Classroom, Integrating MOOCs into Conventional Classrooms for University Students." In ASCE International Workshop on Computing in Civil Engineering 2017. American Society of Civil Engineers, 2017. http://dx.doi.org/10.1061/9780784480830.008.

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Dalipi, Fisnik, Arianit Kurti, Katerina Zdravkova, and Lule Ahmedi. "Rethinking the conventional learning paradigm towards MOOC based flipped classroom learning." In 2017 16th International Conference on Information Technology Based Higher Education and Training (ITHET). IEEE, 2017. http://dx.doi.org/10.1109/ithet.2017.8067791.

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Stoica, Diana. "SUPPORTING LEARNING ROMANIAN BEYOND THE CLASSROOM � ROMANIAN AS A FOREIGN LANGUAGE, A CASE STUDY." In 9th SWS International Scientific Conferences on SOCIAL SCIENCES - ISCSS 2022. SGEM WORLD SCIENCE, 2022. http://dx.doi.org/10.35603/sws.iscss.2022/s08.088.

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Before the pandemic that burst out in 2019, most language teachers noticed that students learn more efficiently when they combine classroom learning with learning outside the classroom. In Romania, this concept is quite new when we think of higher education, where students have been accustomed to learning in more formal environments, such as labs or classrooms. As for learning a foreign language outside the classroom, there are no studies that report on the effectiveness of learning outside this so-called safe environment. This idea occurred due to the restrictions imposed during Covid-19 when
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Hidayah, Indriana, Adhistya Erna Permanasari, and Ning Ratwastuti. "Student classification for academic performance prediction using neuro fuzzy in a conventional classroom." In 2013 International Conference on Information Technology and Electrical Engineering (ICITEE). IEEE, 2013. http://dx.doi.org/10.1109/iciteed.2013.6676242.

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Jiang, Peixing. "Unleashing the Potential of ChatGPT: Empowering Enhanced Active Learning in the Classroom Compared to Conventional Passive Learning." In 5th World Conference on Arts, Humanities, Social Sciences and Education. Eurasia Conferences, 2024. http://dx.doi.org/10.62422/978-81-968539-1-4-006.

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The importance of active learning in the classroom is supported by numerous educational research studies. Incorporating ChatGPT into classroom learning will encourage students' self-directed learning and empower them to explore topics of interest, seek answers to their questions, and be considered as an active learning style. The objective of this project is to utilize ChatGPT as an interactive interface to enhance active learning among students in the classroom. This study compares two separate instances of the course "Exercise Physiology" conducted in different semesters to evaluate the effe
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A Al Ghawail, Entisar, and Sadok Ben Yahia. "The Flipped Classroom Model in Libyan Higher Education: Experiences with Students of Computer Principles." In InSITE 2021: Informing Science + IT Education Conferences. Informing Science Institute, 2021. http://dx.doi.org/10.28945/4778.

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Aim/Purpose: This study aims to examine the effectiveness of the flipped learning approach in a computer principles course at Alasmarya Islamic University, Libya. Background: The reason for this consideration was to evaluate the viability of conventional lecture-based educational programmes versus the active learning of computer concepts in flipped classrooms for college economics students at the Alasmarya Islamic University. Methodology: The experiment was applied to two groups: one, class A, undertook the course through the traditional method, while the other, class B, undertook the course a
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Reports on the topic "Conventional classroom"

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Hayes, Anne M. Assessment as a Service Not a Place: Transitioning Assessment Centers to School-Based Identification Systems. RTI Press, 2020. http://dx.doi.org/10.3768/rtipress.2020.op.0064.2004.

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The World Health Organization and World Bank (2011) estimate that there are more than 1 billion people with disabilities in the world. To address this population’s diverse needs, the United Nations drafted their Convention on the Rights of Persons with Disabilities (CRPD) in 2006. Article 24 (Education) of the CRPD requires ratifying countries to develop an inclusive education system to address the educational needs of students with disabilities alongside their peers without disabilities. Despite substantive improvements and movement toward inclusive education, many low- and middle-income coun
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