Dissertations / Theses: 'Flippers'

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Yavar, Alexander, and Victor Öfverberg. "Flippers on the real estate market." Thesis, KTH, Fastigheter och byggande, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-189265.

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En flippers roll på marknaden avser individer som köper bostäder- och fastigheter, antingen på den nya marknaden eller på eftermarknaden, i syfte att tjäna på bostäderna och därmed aldrig flytta in i dem. Deras investeringar kallas för spekulantköp och har blivit vanligare de fem senaste åren. En flippers effekt på bostads- och fastighetsmarknaden är att dem skapar och påverkar marknadens prissättning. Denna studie har använt en induktiv forskningsmetod som kombinerar litteraturstudier och en empirisk ansats i form av intervjuer. Det har gjorts tre intervjuer med Boklok, Abacus och Järntorget bostad. Även intervjuer med FMF och teoretiker Hans Lind. Flippers investerar som mest i centrala Stockholm enligt antydning från FMF och är aktuella på båda marknaderna: den nya marknaden och eftermarknaden. Generellt finns ingen negativ syn på flipping, men farhågor existerar kring hur affären görs och i vilken utsträckning den kan påverka andrahands köpare och vad som skulle hända om marknaden vänder – och då hur konsekvenserna av flipping lägger sig hos byggherrarna. Resultatet visar att flipping kan medföra negativa konsekvenser i köpprocessen vid nyproduktion som medför störst risk om marknaden svänger, samt hos andrahandsköpare som kan få problem efter tillträde då flipping gjorts under felaktiga premisser.
A flippers role in the market refers to individuals who purchase real estate, either in the new market or on the after market in order to serve the housing and thus never move into them. Their investment is called speculator investments and has become more common the last five years. A flippers effect on housing and real estate market is that they create and affect market pricing. This study has used an inductive research method that combines literature and an empirical approach representing interviews. There have been three interviews with real estate companies: BoKlok, Abacus and Järntorget Bostad combined with interviews with FMF and theorist Hans Lind. In Sweden, Flippers are investing most in central Stockholm, according to hints from the FMF but are current in both markets. Generally there are no negative view of flipping, but concerns about how business is done and to what extent it can affect other hand the buyers and what would happen if the market turns - and the consequences of flipping folds of the developers. The result shows that flipping can have negative consequences in the buying process of new construction when it is it brings the greatest risk of market swings, and of second-hand buyers who might have problems after admission if flipping was done under false pretenses.

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Fernando, Waduge Pradeep Lasantha. "Lack of Molecular Chaos and Role of Stochasticity in KAC's Ring Model." University of Akron / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=akron1259607415.

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Flippin, Stefanie Lee. "Synthesis of phospholipid analogs /." Electronic version (PDF), 2003. http://dl.uncw.edu/etd/2003/flippins/stefanieflippin.pdf.

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Jantos, Anne, Matthias Heinz, Eric Schoop, and Ralph Sonntag. "Migration to the Flipped Classroom – Applying a Scalable Flipped Classroom Arrangement." TUDpress, 2016. https://tud.qucosa.de/id/qucosa%3A33955.

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Purpose – This paper is part of an extensive project1 which focusses on creating and implementing a scalable flipped classroom framework to broaden information and media competencies in university staff in Saxony. A flipped classroom arrangement with a sensible mix of multimedia tools promotes meaningful learning and lowers travel costs by avoiding content consumption in face-to-face time and instead offers content beforehand using various sources. This paper will in particular focus on the approach to gradually apply a flipped classroom arrangement to a B2B-Marketing course specifically designed for part-time students and use the implications to promote this method and further the step-by-step migration to the flipped classroom at universities in Saxony. Design/methodology/approach – Gathering information by reviewing previous experiences in E-Learning over the past decade, we were able to create an overview of how to approach part-time students and identified various concepts to create a more flexible and meaningful learning environment. We decided on a flipped classroom arrangement which offers time sensible teaching and promotes meaningful learning. A flipped classroom framework has been created which can be adjusted freely. Finally, we implemented the framework to a B2B-Marketing course by adapting it to the course content, time frame and attendance number. This procedure is designed to gradually increase usage of multi media tools and self efficacy and thereby steadily migrates the course to the flipped classroom. Originality/value – Focussing on part-time students’ needs and satisfying them with a flipped classroom arrangement is an entirely new approach. This project connects parttime- learning with online learning in a yet unprecedented manner. Practical implications – This paper describes the project’s two main outcomes. Firstly, an independent scalable framework which can be adapted to different learners’ and teachers’ needs. Secondly, the application strategy is described in detail and offers explicit indications and methods to implement the flipped classroom gradually. Also, there will be an evaluation which will be interpreted and summarized in a guideline as well as patterns and lessons learned. In general, this project aims to broaden media and information competencies and encourage and strengthen collaboration in higher education in Saxony.

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Norgren, Marcus. "Flipped Classroom på högstadiet." Thesis, Högskolan i Gävle, Avdelningen för elektronik, matematik och naturvetenskap, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-17014.

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Eriksson, David. "Flipped Classroom i gymnasieskolan." Thesis, Luleå tekniska universitet, Pedagogik, språk och Ämnesdidaktik, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:ltu:diva-64073.

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I denna undersökning studeras verksamma lärares syn på hur undervisning kan förändras genom att använda Flipped Classroom i undervisningen. Till detta används även tidigare forskningslitteratur där lärarnas erfarenheter jämförs för att verifiera resultatet med den tidigare forskningen. Resultatet av studien har visat att undervisning bör varieras och att undervisning som blandar Flipped Classroom med traditionell undervisning är att föredra. Arbetet med texten har visat att denna metod kan leda till att eleverna blir aktivare under lektionstid. Vidare blir eleverna bättre förberedda då de inför varje lektion ska ta del av inspelad teori.

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Bergman, Jennifer. "Flipped eller bara flippat? En fenomenografisk studie av elevers upplevelse av Flipped Classroom." Thesis, Högskolan Dalarna, Akademin Utbildning, hälsa och samhälle, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:du-15424.

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Mazouchova, Nicole. "Principles of fin and flipper locomotion on granular media." Thesis, Georgia Institute of Technology, 2012. http://hdl.handle.net/1853/47645.

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Locomotion of animals, whether by running, flying, swimming or crawling, is crucial to their survival. The natural environments they encounter are complex containing fluid, solid or yielding substrates. These environments are often uneven and inclined, which can lead to slipping during footsteps presenting great locomotor challenges. Many animals have specialized appendages for locomotion allowing them to adapt to their environmental conditions. Aquatically adapted animals have fins and flippers to swim through the water, however, some species use their paddle-like appendages to walk on yielding terrestrial substrates like the beach. Beach sand, a granular medium, behaves like a solid or a fluid when stress is applied. Principles of legged locomotion on yielding substrates remain poorly understood, largely due to the lack of fundamental understanding of the complex interactions of body/limbs with these substrates on the level of the Navier-Stokes Equations for fluids. Understanding of the limb-ground interactions of aquatic animals that utilize terrestrial environments can be applied to the ecology and conservation of these species, as well as enhance construction of man-made devices. In this dissertation, we studied the locomotion of hatchling loggerhead sea turtles on granular media integrating biological, robotic, and physics studies to discover principles that govern fin and flipper locomotion on flowing/yielding media. Hatchlings in the field modified their limb use depending on substrate compaction. On soft sand they bent their wrist to utilize the solid features of sand, whereas on hard ground they used a rigid flipper and claw to clasp asperities during forward motion. A sea turtle inspired physical model in the laboratory was used to test detailed kinematics of fin and flipper locomotion on granular media. Coupling of adequate step distance, body lift and thrust generation allowed the robot to move successfully forward avoiding previously disturbed ground. A flat paddle intruder was used to imitate the animal's flipper in physics drag experiments to measure the forces during intrusion and thrust generation.

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Kaiser, Andre, Anja Lorenz, Barbara Dinter, Tom Hänel, and Carsten Felden. "Flipped Classroom in der Wirtschaftsinformatik." Universitätsbibliothek Leipzig, 2015. http://nbn-resolving.de/urn:nbn:de:bsz:15-qucosa-183503.

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Die Technische Universität Chemnitz und Technische Universität Bergakademie Freiberg führten im Rahmen des LiT-Projekts „FC WInf – Flipped Classroom in der Wirtschaftsinformatik“ ein kooperatives Lernprojekt im Sommersemester 2014 und Wintersemester 2014/2015 durch. Ziel war es, durch die Implementierung von Online-Lerneinheiten die individuelle Selbstlernphase der Studierenden zu stärken. Der Beitrag fasst die Konzeption und Durchführung zusammen und präsentiert wesentliche Ergebnisse der Evaluation.

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Larsson, Jonas. "Bättre undervisning med Flipped Classroom?" Thesis, Malmö högskola, Fakulteten för lärande och samhälle (LS), 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-33637.

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Denna uppsats syftar till att undersöka vad som har föranlett några lärare i grund- och gymnasieskolan att tillämpa Flipped Classroom i undervisningen och vilka möjligheter, utmaningar och nackdelar de anser detta sätt att utnyttja IKT i undervisningen innebär.

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Nordenbris, A. Victor V., and Jens D. E. Höglund. "Inlärning i ett flipped classroom." Thesis, Malmö högskola, Fakulteten för lärande och samhälle (LS), 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-29770.

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Detta arbete undersöker hur undervisningsmodellen flipped classroom påverkar elevers inlärning inom matematik. Intervjuer med fem matematiklärare och fyra elever ligger till grund för att undersöka detta. Vi har antagit en socialkonstruktivistisk syn på inlärning och har därefter tematiskt analyserat empirin som genererades från semistrukturella, kvalitativa intervjuer. Av resultatet framgår att modellen möjliggör varierad undervisning, alltså flera olika inlärningsmoment kan täckas in på lektionstid. Detta kan vara i form av exempelvis grupparbete eller laborativa aktiviteter. Flipped classroom bidrar även med ytterligare repetitionsmaterial som är lättillgängligt. Arbetet kopplas även till tidigare forskning som främst bedrivits i USA. En utav slutsatserna är att undervisningsmodellen kan gynna elever som generellt ligger på en låg kunskapsnivå. En annan slutsats är att de videobaserade genomgångarna som kan infinna sig i undervisningen, kan ha ett mer koncentrerat innehåll och en tydligare struktur än genomgångar i klassrummet, vilket påverkar inlärningen.

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Kitts, Mallory. "Practicality of the Flipped Classroom." Ohio Dominican University Honors Theses / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=oduhonors1398457608.

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Salfen, Kevin McGregor. "Paintings and Palaces, or the Lament of the Burger Flipper." Thesis, University of North Texas, 1999. https://digital.library.unt.edu/ark:/67531/metadc2186/.

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The opera is scored for chamber orchestra consisting of one oboe, two Bb clarinets, two horns in F, one trumpet in C, one tenor trombone, two percussionists (playing snare drum, bass drum, tambourine, wood block, triangle, suspended cymbal, crash cymbal, agogo bells, cow bell, brake drum, metal whistle, whip, large gong, Glockenspiel, chimes, timpani in F (low) and C), eight or more violins in two parts, six or more violas in two parts, and eight or more cellos in two parts. The characters are Alejandro Jiminez, a dramatic tenor; the Manager of Burger Palace, a baritone; the Suits 1/Fast Food Workers, a choir (SATB) and the Suits 2/Customers, a second choir (SATB), each ideally consisting of eight vocalists for a total of sixteen; the Daydream Figures, which are mimed parts; the Man with Gun, which is a spoken part. The opera, in one act consisting of six scenes and an interlude, is based on a libretto by the composer. There is only one scene change: from an essentially empty stage to a fast food restaurant in Scene 4. The length of the work is approximately sixty to sixty-five minutes.

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Johnson, Graham Brent. "Student perceptions of the Flipped Classroom." Thesis, University of British Columbia, 2013. http://hdl.handle.net/2429/44070.

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The Flipped Classroom is an instructional strategy that can provide educators with a way of minimizing the amount of direct-instruction in their teaching practice while maximizing one-to-one interaction. This strategy leverages technology providing additional supporting instructional material for students that can be accessed online. This frees up classroom time that had previously been used for lecturing. Students in three high school math classrooms where instruction was “flipped” were surveyed to examine their perceptions of the Flipped Classroom and to assess the role social media, educational technology, mastery learning, and self-pacing played in Flipped Classroom environments. The survey also addressed how the Flipped Classroom could support student learning and what could be done to improve Flipped Classroom implementations. The survey utilized both qualitative and quantitative research measures which provided a broader understanding of how students responded as a group and as individuals. The results revealed three major findings: students are doing less homework in a Flipped Classroom than in a traditional lecture-based classroom, students enjoyed learning in a Flipped Classroom environment, and students benefited from watching their lectures in condensed lesson videos. This research has implications for instructional delivery in 21st century classrooms. The findings of this study illustrate that technology can provide a self-paced instructional setting that can effectively support mastery learning for students. Additionally, educators who use the Flipped Classroom can add additional supporting elements like assessment for learning, problem-based inquiry, strategies for differentiation, and can create, overall, an environment for instruction that is more flexible than traditional classroom settings. Recommendations that emerged from the findings for improving Flipped Classroom implementation included: interactive instructional videos, increased in-class learning activities, and alterations to assessment.

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Abel, S. A. "The phenomenology of flipped SU(5)." Thesis, University of Bristol, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.279687.

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Dafoe, Kendra. "Caring in a Flipped Mathematics Classroom." University of Toledo / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1479068152120649.

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Halgasch, Jana, and Tanja Sonntag. "Additive Vermittlung von Schlüsselkompetenzen mit der Flipped Classroom-Methode am Career Service der HTW Dresden – Flipped Consulting." TU Bergakademie Freiberg, 2018. https://tubaf.qucosa.de/id/qucosa%3A31208.

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Das Thema E-Learning und damit einhergehende Konzepte werden an der HTW Dresden nicht nur in Lehr-/Lernprozessen der studienfachbezogenen Ausbildung eingesetzt, sondern finden auch bei der Vermittlung über- und außerfachlicher Fähigkeiten und Fertigkeiten, dem Aufbau sogenannter Schlüsselkompetenzen, Anwendung. Neben der Förderung von Informations- und Medienkompetenz bei Studierenden durch entsprechend digital unterstützte Beratungs- und Qualifizierungsangebote des Career Service kommen immer häufiger auch digitale Lerninhalte zur methodischen/ didaktischen Ausgestaltung dieser Beratungs- und Qualifizierungsangebote zum Einsatz. E-Learning (Blended Learning) und die Nutzung digitaler Medien (bspw. Videoaufzeichnungen als Feedbackinstrument) sind zentrale Themen für den Career Service und dessen Beratungs- und Qualifizierungsangebot. Im vorliegenden Artikel werden Ansätze der Digitalisierung der Angebote des Career Service der HTW Dresden dargestellt. Das Vorhaben Flipped Consulting lieferte wichtige Erkenntnisse zu möglichen Nutzungsszenarien videobasierter Lerninhalte jenseits der studienfachbezogenen Ausund Weiterbildung an den sächsischen Hochschulen und wurde im Rahmen des Verbundvorhabens Videocampus Sachsen (VCS) 1 einer näheren Betrachtung unterzogen. Weitere Informationen finden Sie unter: https://video.tu-freiberg.de/media/embed?key=a4cfd1921cc94caa05326c8bb5951cea

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Lorenz, Anja, Annett Einert, and Barbara Dinter. "FC WInf: Flipped Classroom in der Wirtschaftsinformatik." Universitätsbibliothek Chemnitz, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:ch1-qucosa-96870.

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Szenarien mit Blended-Learning-Charakter sind Alltag an deutschen Hochschulen: Insbesondere durch die Verbreitung von Learning-Management- Systemen, in Sachsen namentlich „OPAL“, können Lehrveranstaltungen über die Präsenzveranstaltungen hinaus in nahezu allen Fachbereichen um computergestützte Lerneinheiten ergänzt werden. Nach der Etablierung von Web Based Trainings als typische digitale Ergänzungsmodule streben einige didaktische Konzepte die verstärkte Abstimmung von Präsenz- und Onlinephase an. In der jüngeren Zeit wurde vor allem die Idee des Flipped Classroom (auch Inverted Classroom genannt) diskutiert. Hierbei wird die traditionelle Aufteilung der Lehr-Lern-Aktivitäten, bei der die Wissensvermittlung in den Präsenzveranstaltungen und die Vertiefung des Gelernten in Übungen zu Hause stattfinden, vertauscht. Stattdessen erwerben die Studierenden das nötige Wissen online und im Vorfeld der Präsenzphase, in der dann mithilfe komplexer Beispiele und unter aktiver Einbeziehung der Studierenden das Verständnis gefestigt und durch den Lehrenden unterstützt angewendet werden kann. Auch die Großveranstaltung „Grundlagen der Wirtschaftsinformatik“ (GWI) an der TU Chemnitz soll im Übungsbetrieb durch ein Flipped-Classroom-Konzept verbessert werden. Hierfür werden bestehende Aufgaben mithilfe einer Fachlandkarte und der Bewertung der jeweiligen Lehrziele zu einem Online-Materialien-Pool aufgebaut. Die Präsenzphase soll zur stärkeren Einbeziehung der Studierenden in Form eines aktiven Plenums abgehalten werden.

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Perselli, Viktor. "Flipped Classroom im Fremdsprachenunterricht - Möglichkeiten und Herausforderungen." Thesis, Linköpings universitet, Institutionen för kultur och kommunikation, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-136534.

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Det här arbetet ger en inblick i forskningsläget gällande Flipped Classroom i främmandespråk-undervisning. Flipped Classroom är ett modernt begrepp och många lärare använder metoden även i Sverige.Flipped Classroom är, något förenklat, när elever/studenter tittar på undervisningsvideoklipp hemma och de typiska läxorna istället görs på lektionen. Målet med det här arbetet är att ta reda på om Flipped Classroom är ett koncept som passar i främmandespråkundervisningen.För att ävenvisa vilka förutsättningar som behövs vid språkinlärning,finns därför också viss språkinlärningsforskning med i arbetetsom bakgrund. Arbetet är upplagt som en systematisk litteraturstudie föratttydligt redovisa använda metoder och vara öppen för granskning. I arbetet ingår en sammanfattning av 9 funna artiklar om Flipped Classroom i främmandespråkundervisning, som har hittats genom sökningar via Unisearch, Eric och Fachportal Pädagogik. Möjligheter och utmaningar som forskarna lyfter fram i sina artiklar har kategoriserats och lyfts fram och jämförts med avsnittet med språkinlärningsforskning. Dessutom sammanställs de råd som Flipped-Classroom-forskarna lyfter fram i sina artiklar för ett eventuellt införande av konceptet i läsarens undervisning. Resultaten visar att Flipped-Classroom-konceptet erbjuder alla nödvändiga förutsättningar för språkinlärning, om både aktiviteter för lektionstid som videomaterial för användning utanför undervisningen är välgjorda. Det har också framkommit att eleverna/studenterna har visat på högre akademiska prestationer, höjd motivation och ett mer individualiserat lärande.Utmaningarna beståri en initialt höjd arbetsbelastning för lärarna, då konceptet för bästa resultat kräver egenproducerat videomaterial, samt kan innebära tekniska svårigheter vid framställningen och publiceringen av materialet. Flipped Classroom är ett omtyckt koncept för de inblandade i studierna, men både lärare och studenter/elever kan behöva en invänjningsperiod. Därförrekommenderas att införandet av Flipped Classroom görs steg för steg, inte minst för att minska på lärarens arbetsbörda.

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Öström, Mathias. "Flipped Classroom – hur ser kemielever på metoden?" Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-35637.

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Sedan amerikanerna Bergmann och Sams introducerade Flipped Classroom i sin undervisning 2006 så har metoden blivit mer och mer populär och används av fler och fler lärare över hela världen. Antalet videogenomgångar på Youtube blir mer och mer täckande och finns i de allra flesta ämnen oavsett om man vill ha det på svenska eller på engelska. Videobiblioteket blir bara större och större för varje år som går.Metoden går ut på att eleverna innan lektionen tittar på en videogenomgång innehållande det stoff som läraren annars tänkt att ta upp. Eleverna tittar aktivt på videogenomgången och för anteckningar precis som om de hade varit på en vanlig lektion och sedan kan hela lektionen användas till annat än själva teori-inhämtningen. Lektionen används istället för att konkretisera kunskaperna och reda ut frågetecken. Detta kan göras på många olika sätt bland annat via par- och gruppdiskussioner, fler laborationer eller att jobba med övningsuppgifter, ensamma eller i helklass med mera.Syftet med det här arbetet var att få reda på vad elever som använder flipped classroom i sin kemiundervisning ser för nackdelar och fördelar med metoden. Dessutom undersökte arbetet vad som krävs för att eleverna ska förbereda sig inför lektionerna.Undersökningen gjordes som en enkätstudie i tre gymnasieklasser på naturprogrammet på en kommunal gymnasieskola i Lund. Alla tre klasserna använde flipped classroom och de hade alla samma lärare, som även själv gjort alla videogenomgångar klasserna använde och lagt upp dessa på Youtube.Resultaten visar att eleverna ser många fördelar med flipped classroom, framförallt möjligheten att kunna pausa och spela om videon för att kunna bearbeta informationen i sin egen takt. Största nackdelarna är ökad läxmängd och att det är mer tidskrävande än vanligt. Eleverna uttrycker dock att de lär sig kemin bättre och på en djupare nivå och en majoritet av dem skulle inte vilja byta tillbaka till vanlig traditionell undervisning.

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Hampton, Shannon. "A preliminary investigation into effects of flipper banding on African penguins spheniscus demersus." Master's thesis, University of Cape Town, 2007. http://hdl.handle.net/11427/6265.

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Much of what is known about penguin movements and life history traits, including their population dynamics, and particularly the rehabilitation success after oil spills results from information derived from marking birds with flipper bands. However, flipper bands may negatively impact the welfare of penguins. While studies on the impact of banding have been undertaken for several penguin species, no such study has investigated the exclusive effect of banding on African Penguins Spheniscus demersus. I do so by comparing the difference in yearly return rates as well as foraging trip durations of 100 individuals injected with a subcutaneous transponder only, and 100 that have both transponders and a stainless steel flipper band.

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Fuchs, Kevin. "Merits of the Flipped Classroom : Distance-students’ perception of usefulness and challenges regarding the flipped classroom concept in higher education." Thesis, Linnéuniversitetet, Institutionen för informatik (IK), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-97167.

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The educational sector was transforming, wherein distance learning was considered a contemporary alternative to the campus-based learning approach. The flipped classroom concept was a well-researched method that could be applied within the distance-learning paradigm. There were claims that suggest a variety of advantages, however, available publications were lacking the perspective of the primary beneficiary: the students. On this basis, the research question was formulated how distance-students in higher education perceive the benefits and challenges with the technology-enhanced flipped classroom concept. The research was purposefully designed to build on existing contemporary knowledge claims. The review originated from a holistic review of the flipped classroom concept down to well-established educational theories that were connected to contemporary learning methods within the field of Informatics. The empirical data for this qualitative research was collected through seven semi-structured interviews that were preceded by a preliminary observational study. By the means of a thematic analysis, three major themes were identified that offered a broader insight into the students' perspective with regards to the benefits and challenges of the flipped classroom concept. Namely, these themes were (1) sentimental involvement, (2) flipped classroom design, and (3) participants’ perception. The findings revealed that the discussion-based sessions assisted them to foster the knowledge transfer. Furthermore, the ability to contribute and influence the discussion had been perceived as positive. The results of this research confirmed earlier claims concerning a positive perception of the flipped classroom concept. Current scientific publications already argued the importance of student-centered education as a method to develop competencies of students and improve the knowledge transfer of the course participants. This research discovered that the flipped classroom concept was a viable tool to further empower students and facilitate constructivism through communication and enhancement of cognitivism.

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Ståhl, Mikael, and Henrik Wiberg. "Flippad kompetensutveckling : Flipped Classroom, en framtid för arbetsplatslärande." Thesis, KTH, Skolan för teknikvetenskaplig kommunikation och lärande (ECE), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-188912.

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1990 började Eric Mazur, professor vid Harvard University, att använda sig av vad som idag blivit känt som flipped classroom. Han ville testa ett nytt sätt att undervisa. Det han provade var att få studenterna att läsa kursboken innan de kom till klassrummet. Väl i klassrummet fick studenterna utnyttja den inlästa kunskapen för att befästa kunskaperna. I denna rapport undersöks hur företag jobbar med att öka den interna kompetensen genom utbildning. Syftet är att undersöka huruvida flipped classroom är en utbildningsmetod som kan höja nivån på den kompetensutveckling som företag bedriver. De teorier som arbetet grundar sig på är främst Jack Mezirows arbete om hur vuxna lär sig och vad som krävs av en kursledare för att lärandet ska bli lyckat, samt Knud Illeris arbete om hur kunskap förvärvas av individen. Kompetens är ett begrepp som grundar sig i Aristoteles fronesis, som ungefär betyder praktisk klokhet. Idag finns ingen exakt definition av begrepp utan olika instanser tillskriver begreppet olika innebörd. Insamlingen av data har skett genom att göra deltagande observationer av utbildningar som gavs av det undersökta företaget; genom att studera interaktionsmönster på de observerade utbildningarna; genom enkätstudier i samband med de observerade utbildningarna; genom fokusgruppssamtal; genom intervjuer samt studie av tidigare kursutvärderingar. Resultatet av detta visar på att kursdeltagarna upplever att det behöver ges mer utrymme för diskussioner och övningar. Deltagarna upplever att tiden behöver användas bättre för att täcka in det som är menat att gås igenom. Kursdeltagarna anser också att det behövs mer erfarenhetsutbyten samt att utbildningens ämne på ett tydligare sätt behöver förankras och relateras till deltagarnas arbete och verklighetssituation. Denna studie visar att flipped classroom är en metod som skulle kunna användas för att få kursdeltagarna mer aktiva och därigenom facilitera ett bättre och effektivare lärande. Detta skulle kunna gynna företaget ekonomiskt. Under studien har det framkommit att ett framtida forskningsområde är hur företag validerar kunskap hos anställda som genomgått en utbildning.
Eric Mazur, professor at Harvard University, began in 1990 using what would later become flipped classroom. He wanted to try a new method in teaching. He let the students read from the textbook in advance of a lecture so that when they came to class they were all prepared. The students would then work with practical exercises in the classroom where they got to apply the beforehand studied material. This report seeks to investigate how companies work with increasing the internal competence through education. The main purpose of the report is to evaluate the potential of flipped classroom as a method for competence development in company environments. The theoretical framework upon which this thesis is build consist mainly of Jack Mezirow and his work about adult learning and how to successfully educate adults, and Knud Illeris’s work on how knowledge is acquired by the individual. Competence as a concept can be traced back to Aristoteles fronesis, which translates approximately to practical knowledge. Today there is no universal definition of competence and different institutions ascribe different meaning to the word. The data was collected by using participating observations on courses given by the evaluated company along with questionnaires that were handed out at the observed courses. This along with interviews and interaction pattern observations at the given courses constituted the result of this thesis. The result of this indicates that the course participants experience a need for more discussions and exercises. The participants experience that time could be used more efficiently to cover the intended material. The result also indicates that there is a desire for more exchange of experience among the participants and the course subject needs to be better anchored and related to each participant’s work and life situation. This study shows that flipped classroom is a method which could be used to make course participant more activated and through that facilitate a better and more effective learning. This would benefit the economy of the company more. It has surfaced during this study that a future area in which there is a need for research is in how company work with validating the acquired knowledge during a course.

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Gross, Anna Lynn. "The Flipped Classroom: Shakespeare in the English Classroom." Thesis, North Dakota State University, 2014. https://hdl.handle.net/10365/27512.

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Bergmann and Sams? twenty-first century flipped classroom method was reviewed in depth to determine its effectiveness in improving student achievement and enjoyment of studying Hamlet by William Shakespeare, a text that is difficult to both read and comprehend. The flipped method was implemented into one of two 12th grade general English classes in rural Minnesota. The first section of 12th grade general English read the play aloud using the traditional read-aloud method and completed an in-depth passage analysis chart for homework. The second section, the intervention group, used the flipped method and read the play on their own with accompanying video podcasts and then worked together in class with both peer and teacher help to complete the passage analysis chart. After finding similar final assessment scores, the flipped classroom may prove to be successful in an English class studying difficult literature.

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Skarenstedt, Jeff. "Students´ perception about flipped classroom in learning mathematics." Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-29564.

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Romaker, Dana Elizabeth. "Benefits of Flipped Learning for Developmental Math Students." University of Findlay / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=findlay1595596549929419.

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Arner, Tracy. "Investigating the Flipped Classroom in Undergraduate Educational Psychology." Kent State University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=kent1604926621821785.

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Lerche, Jenny. "Flipped Classroom in der Hochschullehre der TU Dresden – Ein Work in Progress-Bericht." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2015. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-181469.

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Im Flipped Classroom werden die traditionell im Klassenraum durchgeführten Aktivitäten, i. d. R. die Inhaltsvermittlung, zuhause durch Videoaufzeichnungen des Vortrages durch den Lehrenden vollzogen (Vorbereitungsphase). Dem gegenüber werden die Aktivitäten der traditionellen Hausarbeit, i. d. R. die Vertiefung der Inhalte, in den Klassenraum verlagert (Präsenzphase) ([La00]). Während die Lernenden dabei Inhalte in Diskussionen, Experimenten, Fallstudien etc. vertiefen, agiert der Lehrende als Moderator oder Lernbegleiter. Das Flipped Classroom Model, im deutschen Raum insb. unter dem Synonym des Inverted Classroom Models bekannt, findet zunehmend Anwendung in der US-amerikanischen (siehe dazu z. B. [Ber12]) und britischen Sekundärbildung sowie in der deutschen Tertiärbildung (siehe dazu z. B. [Ha12], [Ha13], [Gro14]). Darüber hinaus gibt es derzeit vielfach Forschungsbestrebungen, welche z. B. die Evaluation des Modells ggü. traditionellen Lehrformen untersuchen, die pädagogische sowie technische Aufbereitung der Videos vorantreiben, den Einsatz in verschiedenen Fachdisziplinen beleuchten oder Erfahrungsberichte und Best Practices kommunizieren (z. B. [Sch12], [Lo12], [Ta13], [Sah14], [Ko14]). Es gibt mehrere Gründe, warum das Model diese Popularität in der Forschung erlangt hat und vielfach Anwendung in der Lehre findet. Studierende werden angesprochen, indem Medien genutzt werden, die sie gewöhnt sind. Dazu gehören Mobile Endgeräte und Plattformen wie Youtube ([Ber12]). Hinzu kommt, dass Videos in der Vorbereitungsphase auf die individuelle Lerngeschwindigkeit angepasst werden können: Schwierige Stellen können wiederholt angeschaut und Einfache übersprungen werden ([Ber12]). Darüber hinaus sind Studierende flexibler in der Entscheidung, wann sie sich der Vorbereitungsphase widmen, was einen nachweislich wichtigen Faktor für Studierende darstellt ([All11], [Cal12], [Mui02], [Oca12]). Aus Sicht der Hochschulen macht das Flipped Classroom Model ein überregionales bis nationales Angebot von Kursen möglich ([All11], [Bet09]). Weiterhin können operative Kosten sowie solche für Räumlichkeiten gespart werden ([Hus14]). 39 Der Lehrstuhl Informationsmanagement der TU Dresden folgt dem innovativen Trend und arbeitet seit 2013 an den Vorbereitungen eines Kurses im Flipped Classroom Format. Ziel ist die Durchführung des Flipped Classrooms im Wintersemester 2015/16. Als ein noch andauerndes Lehrprojekt, werden nachfolgend bereits erreichte und noch ausstehende Meilensteine beschrieben. Dadurch sollen Erfahrungen weitergegeben und Anknüpfungspunkte für einen Austausch gegeben werden.

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Strohmyer, Daniel. "Student Perceptions of Flipped Learning in a High School Math Classroom." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2178.

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Flipped classrooms are implemented in more schools each year, particularly in courses requiring increased teacher guidance for mastery. While a foundation of research related to pedagogy and academic outcomes exists, research is limited surrounding student perceptions of the social and learning culture during flipped learning. The purpose of this study was to explore high school math students' lived experiences of flipped learning related to content and instruction, critical thinking, and collaboration and interactions. A phenomenological design was employed using a conceptual framework combining cognitive load theory, sociocultural learning theory, and schema theory. Students from two public high schools in the Midwest participated. Seven students participated in interviews, and nine students participated in two focus group discussions. Data analysis involved in vivo coding of transcribed interviews and focus groups. Key results included students' perceptions of increased engagement and interactions, as well as more in-depth learning in flipped environments. Increased critical thinking was related to both instructional strategies employed and students' ability to self-regulate learning. Concepts of peer collaboration shifted as students viewed learning environments and sources of expertise as more extensive in the flipped environment. This study contributes to positive social change by providing educators and researchers with a deeper understanding of the importance of ensuring students are competent in using social technology tools that encourage students to interact both socially and academically in order to help them become more self-directed learners.

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Ölmefors, Oscar. "Student Attitudes towards Flipped Classroom : A Focus Group Study on Attitude Change in Swedish Upper Secondary School, within Mathematics towards Flipped Classroom." Thesis, KTH, Skolan för teknikvetenskaplig kommunikation och lärande (ECE), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-189170.

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In traditional schooling, one-way monologue from teacher to student is the established way of communication in the classroom. Modern pedagogues are presently breaking free of this status quo. This master thesis explores whether there is a change in the student’s attitudes towards their schooling and whether there is an academic benefit for the student when applying a flipped classroom model. This study was performed in Swedish upper secondary school during the students’ last course in mathematics. The study was carried out using focus group interviews and direct participating observation. During the six-week period of interviews and participating in the classroom written tasks were collected and analysed, and the classroom was filmed to help analysing behaviour of the students, both with flipped classroom and without. The outcome shows positive reactions from the students concerning this change in pedagogics, but also some inertia in some individuals. The result shows a positive attitude change concerning communication and collaboration in the classroom, although no difference in academic achievement were visible. More studies are needed, but a theoretical base needs to be built before future studies can be conducted. Today flipped classroom is undertheorized in ways of an academic model. Future research could be theorizing flipped classroom and exploring whether implementing this pedagogic model also brings forth a change in academic achievement apart from changing the attitudes of the students.

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Emanuelsson, Tobias. "Matematikundervisning i det virtuella klassrummet : Flipped Classroom i praktiken." Thesis, Högskolan i Halmstad, Sektionen för lärarutbildning (LUT), 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-26107.

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Syftet var att undersöka en grupp elevers upplevelser efter att ha undervisats enligt undervisningsmetoden Flipped Classroom. Flipped Classroom skiljer sig från vanlig traditionellundervisning då läraren inte längre föreläser framför eleverna, utan låter sina elever ta åt sig materialet utanför lektionstimmen. Lektionstimmen spenderas istället till gruppuppgifter och diskussioner angående materialet samt också en stor del till eget arbete. Undervisningsmetoden har tidigare visat sig ha tagits emot väl av studenter på universitetsnivå, då de känt en högre delaktigheti sitt lärande och kunnat reflektera över andras tankemönster. En gymnasiegrupp med 13 elever undervisades av mig enligt Flipped Classroom. Elevernasupplevelser av denna undervisningsform har undersökts med en kvalitativ metod därdatainsamlingen genomförts med semi-strukturerade intervjuer. Resultatet visar att en stor majoritet av eleverna var nöjda och positiva till undervisningen. Dekände en större delaktighet i sitt lärande, kände ett större stöd från läraren och ett ansvar som i stor grad sågs som positivt, då de fick större kontroll över sin utbildning. Eleverna uttryckte att de fann det mycket positivt att de fick en större del av lektionen till aktivt arbete och att de kunde skapa sigen större framförhållning till lektionen, istället för att de passivt intog materialet genom föreläsningar på tavlan.

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Sarli, Mustafa Alper. "Perceptions of International Students in Poland Regarding Flipped Classrooms." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7075.

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Many international higher education students do not study in their native languages. Unlike their peers who would only worry about the content of the course, they also struggle with the difficulties of the language of instruction. Flipped classrooms, providing students with the learning materials prior to the class, may assist in alleviating the academic burden and the language challenge the international students are experiencing. The purpose of this study was to gain insight into how flipped classrooms may help international students with course engagement and their adaptation processes. The conceptual framework was Keller's personalized system of instruction. The research questions in this basic qualitative study focused on understanding the experiences of international students with the flipped classroom. Semi-structured interviews were conducted with 12 international higher education students currently studying at a Polish university in a flipped classroom format. Data from the interviews were coded, and the following themes emerged during the analysis: international experience, flipped versus traditional, flipped classroom experience, and engagement in flipped classes. Results indicated a high approval rate of flipped classrooms among international students, and the PowerPoint presentations were the most preferred learning material during self-study. Hence, faculty members at Polish universities should consider the flipped classroom model to improve the learning experience for international students. Polish universities would benefit from an international student population and allowing them to overcome the initial language barriers and being successful will allow Poland access to potential employees with a global perspective.

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Speller, Sandra. "Mathematics Teacher’s Experience with Flipped Learning: A Phenomenographic Approach." University of Toledo / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1449855833.

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Andersson, Hanna. "Den flippade läxan : En systematisk litteraturstudie av läxor i det flippade matematikklassrummet." Thesis, Linköpings universitet, Matematik och tillämpad matematik, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-153116.

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Syftet med denna litteraturstudie är att redogöra för läxans roll i det flippade matematiklassrummet. Arbetsmetoden ”Flippat klassrum” karaktäriseras av en förflyttning av traditionella föreläsningar ut ur klassrummet. Direkta instruktioner ges istället som läxa, ”flippad läxa”, ofta i form av videoföreläsningar. Litteraturstudien baserar sig på nio artiklar och behandlar den flippade matematikläxans utformning, elevers åsikter om arbetsmetoden, och vilka fördelar respektive nackdelar flippad läxa har i förhållande till traditionell läxa. ”Flippad läxa” är fortfarande är ett relativt outforskat begrepp, vilket gör det svårt att dra generella slutsatser. Studiens resultat tyder dock på att metoden kan ha flera fördelar, bland annat i att videoföreläsningar som läxa ger eleverna ett större ansvar för sitt eget lärande, och att videons bestämda speltid har potential att minska skillnaden i den tid, som olika elever använder för att göra samma läxa.
The purpose of this study is to investigate homework given in the flipped mathematics classroom. One of the characteristics of the “flipped classroom” is that traditional lectures are not placed in class time. Direct instruction is instead given as homework, “flipped homework”, often in the form of video lectures. The literature review is based on nine articles and focuses on the design of flipped mathematics homework, pupil’s views of the method, and the possible advantages and disadvantages of flipped homework in relation to traditional homework. There is still a lack of research done on “flipped homework”, which makes it difficult to draw any general conclusions. However, the results indicate that the teaching method may have some advantages, including that video lectures gives the students a greater responsibility for their own learning, and that the fixed time of the video have the potential to reduce the difference in time spent by different students on the same homework.

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Tong, Tracy. "Exploring the flipped classroom in a Hong Kong secondary school." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2014. http://hdl.handle.net/10722/209689.

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This study examines the implementation of the flipped classroom model in a local secondary school in Hong Kong. The flipped classroom is a relatively new educational model requiring teachers to invert the time students spend on lectures and the time students spend on homework. Although several studies conducted on this approach show improvements to student achievement as well as positive views from participating educators, parents and most students, there has been little research done based in Asian schools. For this design study, four geography classes of secondary one students in a local Hong Kong school were “flipped” for one full school term (4 months). Throughout the term, learning resources were posted to online educational platforms for students to access at home, and the teacher developed interactive activities for class time. This paper analyzes data from various summative assessments, statistics from the online platforms, student posts, video footage from the class, responses to a student survey and a teacher interview to examine four elements of the flipped classroom: the nature of the learning environment created to flip the classroom in a local Hong Kong secondary school; whether students could achieve or potentially improve outcomes of the course through flipped learning; whether flipped learning stimulated engagement from students with a particular focus on social constructivist behaviors; and, the sustainability of flipped teaching in a local Hong Kong school.
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Bernard, Jean S. "Nurse Educators' Transition to Flipped Classroom: An Interpretive Description Study." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etd/2603.

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To meet learning needs of current undergraduate nursing students, and respond to mandates for bettered prepared graduates, nurse educators must restructure curricula and teaching strategies. One strategy garnering increased attention is the flipped classroom model (FCM). This form of instruction requires students to have access to and be accountable for lecture material on their own time, and then use face-to-face classroom time for interactive learning that can include discussion, case study analysis, or application of pre-class lecture content. Although the FCM has gained popularity, few researchers have fully studied this strategy or considered experiences of faculty who implement the model. Nurse educators, in particular, do not have enough evidence-based information to support use of the FCM. The purpose of this study was to explore and describe undergraduate nurse educators’ experiences associated with the FCM and to elucidate factors which enhance and hinder its implementation. With the analytical approach of interpretive description (ID), the researcher sought to highlight what it is like for educators to teach undergraduate nursing students using the FCM and to offer interpretation of what occurs with transition from traditional lecture to this strategy. Three overarching themes emerged from the data: 1) What We Are Doing Is Not Working: “There’s a Big Disconnect”, 2) Charting a Different Course: Experimenting with the FCM, and 3) Reflections of the Journey thus Far. These themes revealed participants’ motivation for transition to the FCM, their patterns of thinking as they restructured coursework, roles and relationships, and considerations regarding use of this model. Results from this study offer implications for future research and provide undergraduate educators footing for continued evidence-based teaching practice.

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Costa, Natália Marisa Senra da. "Flipped classroom em aulas práticas experimentais de biologia e geologia." Master's thesis, Universidade de Aveiro, 2014. http://hdl.handle.net/10773/14985.

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Mestrado em Ensino da Biologia e Geologia do 3º Ciclo do Ensino Básico e Secundário
O presente trabalho teve por finalidade analisar de que modo a abordagem Flipped Classroom pode contribuir para a aprendizagem significativa dos alunos em aulas práticas experimentais de Biologia e Geologia. O Flipped Classroom é uma abordagem de ensino na qual os alunos visualizam os vídeos Flipped Classroom fora da sala de aula, como trabalho de casa, permitindo que, no tempo de aula, se realizem exercícios e atividades práticas, com base no que aprenderam através dos vídeos Flipped Classroom visualizados. Desenvolveu-se um estudo de caso com o objetivo de compreender a opinião dos alunos face ao uso da abordagem Flipped Classroom em aulas práticas experimentais e de fazer um levantamento das potencialidades e limitações desta, numa turma do 11ª ano numa escola secundária do distrito de Aveiro. O estudo permitiu verificar a aplicabilidade da abordagem Flipped Classroom nas aulas práticas experimentais de Biologia e Geologia. Apesar de alguma resistência inicial à abordagem , são significativas as conclusões e bastante positivos os resultados: - Os vídeos Flipped Classroom foram vistos como uma mais-valia na aprendizagem, pois verificou-se um incremento do sentido de responsabilidade e autonomia nos alunos ao longo do processo. - A gestão de tempo em sala de aula alterou-se, registando-se mais oportunidades para a concretização de atividades colaborativas, permitindo, ao mesmo tempo, o cumprimento do programa. - O papel do professor mudou, tornando-se mais coordenador e facilitador da aprendizagem, na medida em que tem mais tempo para desenvolver atividades com os alunos, o que implica uma reestruturação do tempo de aula e consequente preparação de estratégias diversificadas.
The aim of this study is to analyse how the Flipped Classroom approach can contribute to meaningful learning practices of students in Biology and Geology’s experimental classes . The Flipped Classroom is a teaching approach in which students visualise Flipped Classroom videos outside the classroom, working from home, in order to save time in classes to do practical exercises and activities, based on what they have learnt through the visualised Flipped Classroom videos. A case study was developed in a 11th grade class in a secondary school of Aveiro, whose aim was to know the students’ opinion on the use of the Flipped Classroom approach in experimental practical lessons as well as assess its potential and limitations. The study allowed us to check the applicability of the Flipped Classroom approach in experimental practical lessons in Biology and Geology. In spite of some resistence to this approach in the beginning, the results were very positive: - The Flipped Classroom videos proved to be of significant value in the students’ learning, giving them responsibility and autonomy during the process; - There was a change in the classroom time management as there were more opportunities to do other collaborative activities and at the same time the programm was accomplished; - The teacher's role has changed, he is now a coordinator and a facilitator of the students’ learning, having more time to develop different activities and new strategies with them.

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Moreira, Ana Catarina Carvalho. "Flipped classroom : aplicação em aulas teóricas de biologia e geologia." Master's thesis, Universidade de Aveiro, 2014. http://hdl.handle.net/10773/14667.

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Mestrado em Ensino de Biologia e Geologia do 3º Ciclo do Ensino Básico e no Ensino Secundário
Atualmente o maior objetivo na educação é formar alunos socialmente ativos, sendo da maior importância melhorar o processo de ensino e de aprendizagem. Para tal é necessário repensar as abordagens de ensino correntes em sala de aula, para que as mesmas possam atender às várias necessidades inerentes ao processo de ensino e de aprendizagem. Este trabalho apresenta a abordagem de ensino Flipped Classroom, como promotora da modificação do ensino tal como hoje se apresenta. Descreve uma experiência de aplicação desta abordagem, as implicações da mesma, e as opiniões dos alunos participantes do 10º e 11º ano do ensino secundário. Esta investigação tem como finalidade conhecer os contributos da abordagem Flipped Classroom para o desempenho dos alunos na resolução de exercícios, descobrir as perceções que estes têm sobre a abordagem em causa, e por fim, perceber se existe alguma relação entre os hábitos dos alunos durante a resolução de exercícios e o seu desempenho. Neste estudo utilizou-se informações provenientes de diversas técnicas e instrumentos de recolha de dados, nomeadamente, observação, análise documental e questionários. Concluiu-se desta investigação que o Flipped Classroom faz com que os alunos se sintam confiantes na aula, mais especificamente na resolução de exercícios, pois estes conseguem fazer uma melhor utilização dos conteúdos temáticos que foram abordados nos vídeos fornecidos. Quanto às suas perceções os alunos afirmam que o Flipped Classroom é uma mais-valia para o processo de aprendizagem, apesar de considerarem negativo o facto de este exigir elevada disponibilidade, trabalho e empenho da sua parte.
Currently the biggest goal in education is to train students socially active and improve the process of teaching and learning. This requires rethinking of current approaches on classroom teaching, in order to meet the various needs inherent on the teaching and learning process. This paper presents the Flipped Classroom teaching approach, as teaching modifying promoter, as it stands today. It describes an experience of this approach applications and consequences, including the student participations considerations of the 10th and 11th classroom grades of high school. This research aims to know the contributions of the Flipped Classroom approach to a better students performance, their perceptions on Flipped Classroom approach, and, finally, evaluate if there is any connection between student habits and exercise solving performance. In this study is used information from several techniques and tools of data collection, as observation, document analysis and questionnaires. It was concluded on this research that Flipped Classroom makes students feel confident on classroom, specifically on problem solving, and best use of thematic contents covered on videos. Regarding student perceptions, they assume that Flipped Classroom is positive on their learning process, although the approuch requires high student availability, commitment and work.

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Maynard, Julie Ann. "Transformational Teaching & Learning Modeled in a Flipped Classroom Environment." The Ohio State University, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1555355104583446.

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Cheung, Ho-yin. "The flipped classroom from the perspective of higher education students." Thesis, University of Bristol, 2017. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.723486.

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Teixeira, Gisel Pinto. "Flipped Classroom: Um contributo para a aprendizagem da lírica camoniana." Master's thesis, Faculdade de Ciências Sociais e Humanas, Universidade Nova de Lisboa, 2013. http://hdl.handle.net/10362/11379.

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Trabalho de Projecto apresentado para cumprimento dos requisitos necessários à obtenção do grau de Mestre em Gestão de Sistemas de E-Learning
O método de ensino-aprendizagem flipped classroom com recurso ao vídeo e ao vodcast em modalidade de b-learning tem recebido muito atenção por parte dos media e blogs educacionais nos EUA. Neste método de ensino-aprendizagem, os alunos assistem à exposição oral de conteúdos através de vídeos ou vodcasts fora da sala de aula (como trabalho de casa), preparando-se, desta forma, para as atividades a desenvolver em espaço de sala de aula, isto é, colocando em prática o que aprenderam através da resolução de exercícios e desenvolvimento de projetos, privilegiando-se a estratégia de trabalho colaborativo. Este trabalho de projeto procura confirmar ou infirmar a aplicabilidade deste método de ensino-aprendizagem ao estudo de uma unidade literária como a lírica camoniana. Assim, desenvolveu-se um estudo de caso com o objetivo de não só compreender as perceções de alunos e professores face ao uso de vodcasts e de flipped classroom como fazer um levantamento das vantagens e desvantagens do método no ensino-aprendizagem do texto poético camoniano, numa turma do 10º ano de escolaridade, numa escola internacional em Portugal. A amostra intencional e de conveniência era composta por uma turma 19 alunos e por um grupo de 5 docentes com experiência no ensino da sequência de aprendizagem. Recorreu-se a instrumentos metodológicos qualitativos, como entrevistas semiestruturadas, diário de bordo, observação direta e participante e inquérito por questão aberta bem como a instrumentos quantitativos como inquérito por questão fechada com escala de tipo Likert, para melhor compreender o caso em estudo. O estudo permitiu concluir que: (i) o método flipped classroom é uma estratégia eficaz na consecução de objetivos de aprendizagem de uma unidade literária como a lírica camoniana; (ii) os alunos viveram uma fase inicial de habituação a um método diverso do tradicional, tendo-se incrementado o sentido de responsabilidade pela auto-aprendizagem; (iii) verificou-se alguma frustração inicial, pois os alunos não viam as suas dúvidas esclarecidas no imediato aquando do visionamento dos vodcasts; (iv) a observação dos recursos exigiu mais concentração e o desenvolvimento de estratégias de estudo como o registo de apontamentos e das dúvidas suscitadas; (v) o recurso ao vodcast foi visto como uma mais-valia na revisão de conteúdos e no estímulo de uma aprendizagem ao ritmo próprio do aluno, pelas suas funcionalidades de pausa e repetição bem como disponibilidade ubíqua online; (vi) a gestão de tempo em aula alterou-se, havendo mais oportunidade para concretização de atividades colaborativas sem prejuízo do cumprimento do programa; (vii) verificou-se o incremento da interação aluno-aluno e professor-aluno, promovendo-se uma abordagem socioconstrutivista; (viii) o papel do professor alterou-se, já que se investiu mais tempo de aula como tutor e gestor de saberes, o que implicou a reconceptualização da estrutura do tempo letivo.

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Fassmann, Wesley N. "An Experimental Study of Bio-Inspired Force Generation by Unsteady Flow Features." BYU ScholarsArchive, 2014. https://scholarsarchive.byu.edu/etd/5316.

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As the understanding of the workings of the biological world expands, biomimetic designs increasingly move into the focus of engineering research studies. For this thesis, two studiesinvolving leading edge vortex generation for lift production as observed in nature were explored intheir respective flow regimes. The first study focused on the steady state analysis of streamwise vortices generated byleading edge tubercles of an adult humpback whale flipper. A realistic scaled model of a humpbackflipper was fabricated based on the 3D reconstruction from a sequence of 18 images taken whilecircumscribing an excised flipper of a beached humpback whale. Two complementary modelswith smooth leading edges were transformed from this original digitized model and fabricatedfor testing to further understand the effect of the leading edge tubercles. Experimentally-obtainedforce and qualitative flow measurements were used to study the influence of the leading edgetubercles. The presence of leading edge tubercles are shown to decrease maximum lift coefficient(Cl ), but increase Cl production in the post-stall region. By evaluating a measure of hydrodynamicefficiency, humpback whale flipper geometry is shown to be more efficient in the pre-stall regionand less efficient in the post-stall region as compared to a comparable model with a smooth leadingedge. With respect to a humpback whale, if the decrease in efficiency during post-stall angles ofattack was only required during short periods of time (turning), then this decrease in efficiencymay not have a significant impact on the lift production and energy needs. For the pursuit ofbiomimetic designs, this decrease in efficiency could have potential significance and should beinvestigated further. Qualitative flow measurements further demonstrate that these force results aredue to a delay of separation resulting from the presence of tubercles.The second study investigated explored the effects of flapping frequency on the passive flowcontrol of a flapping wing with a sinusoidal leading edge profile. At a flapping frequency of f =0.05 Hz, an alternating streamwise vortical formation was observed for the sinusoidal leading edge,while a single pair of vortices were present for the straight leading edge. A sinusoidal leading edgecan be used to minimize spanwise flow by the generation of the observed alternating streamwisevortices. An increase in flapping frequency results in these streamwise vortices becoming stretchedin the path of the wing. The streamwise vortices are shown to minimize spanwise flow even afterbeing stretched. Once instabilities are formed at f ≥ 0:1 Hz due to velocity shearing generatedby the increase in cross-radial velocity, the alternating streamwise vortices begin to break downresulting in a increase of spanwise flow.

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Pavarani, Alice. "Flipped classroom. Illustrazione del modello di insegnamento e resoconto di un'esperienza didattica." Master's thesis, Alma Mater Studiorum - Università di Bologna, 2014. http://amslaurea.unibo.it/7066/.

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Questa tesi illustra approfonditamente il modello Flipped Classroom esponendo i nuovi ruoli rivestiti da insegnante e studente durante la prima inversione didattica, oltre che le numerose strategie attuabili nel corso del secondo momento pratico in aula, e le trasformazioni apportate dal metodo nell'ambito della valutazione scolastica. Infine, è presente un resoconto dettagliato della sperimentazione del modello Flipped Classroom che ho attuato personalmente presso una scuola secondaria di secondo grado, riportando inoltre le opinioni degli studenti delle due classi che ne hanno preso parte.

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Sjöquist, Sebastian, and Petter Karkea. "Lärares attityder till e-föreläsningar : En intervjustudie av lärares attityder till e-föreläsningar." Thesis, Umeå universitet, Institutionen för informatik, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-124772.

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E-lectures (recorded lectures) is a modern way of giving lectures to students while freeing time for teachers to do other activities like having workshops where students get to work actively on solving problems. There is a large body of studies that show the positive effects of e-lectures on students' performance, activating them in teacher led work in the classroom as well as enabling them to re-watch a lecture. However, even though the technology and knowledge on how to use e-lectures seems to be available, the use of e-lectures has not been broadly adopted. There may be many reasons for why this is the case and this qualitative study aims to give insight into the teachers attitude towards e-lectures. This study is based on eight interviews with teachers mainly from the department of informatics and one from the department of physics. The result shows that the teachers have an open attitude towards e-lectures and other alternative learning methods. However, the opinion on how much e-lectures can contribute to students' learning varies and might be due to the lack of knowledge or experience. There is also no consensus regarding how well made the e-lectures should be and some respondents feel that high expectations might refrain teachers from pursuing e-lectures.

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Fjällborg, Anna. "Digital undervisning i textilslöjden : -en undersökning av digitala hjälpmedel och nätbaserad kommunikation." Thesis, Umeå universitet, Institutionen för estetiska ämnen i lärarutbildningen, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-90614.

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Syftet med denna studie var att undersöka hur lärare kan utveckla sin undervisning med hjälp av digitala hjälpmedel och ta del av andra lärares erfarenheter med att arbeta med sådana hjälpmedel i slöjd, hem- och konsumentkunskap. Frågorna var; hur bidrar digitala hjälpmedel till att förbättra undervisningen i slöjden; Vilka för- och nackdelar upplever lärare av att arbeta med digitala verktyg; Hur väljer estetiska ämneslärare att kommunicera via nätbaserade kommunikationstjänster och vilka positiva, negativa konsekvenser har det kommunikationsvalet fört med sig? Tre olika metoder har använts för att samla in data till studien, deltagande observationer på en grundskola, aktioner för att designa undervisningen med digitala verktyg och intervjuer med lärare inom estetämnen. Enligt lärarna visade det sig att mer digitala redskap i undervisningen ökar elevers motivation. Digitala verktyg som mobiltelefoner distraherar elever dock, det bör finnas tydliga regler för dess användning. Kommunikation via nätet kan skapa ett bättre samarbete lärare och elever emellan. Vissa nätbaserade tjänster kan föra med sig risker såsom intrång och att elevers nätaktiviteter spåras. Lärplattformar har högre skydd mot intrång, men användarvänligheten är lägre. Detta leder till att de inte används i den utsträckning som det är tänkt. Flipped classroom ger fler möjligheter för elever att ta del av undervisningen, men handledning av en lärare är ändå att föredra.

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Maddison, Tasha, Donna Beneteau, and Brandy Sokoloski. "Breaking Ground: Improving Undergraduate Engineering Projects through Flipped Teaching of Literature Search Techniques." Issues in Science and Technology Librarianship, 2014. http://hdl.handle.net/10388/6508.

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This case study describes the use of flipped teaching for information literacy instruction in a new course, Drill, Blast, and Excavate GeoE 498, within the mining option for geological engineering (GeoE) students. These students will enter the mining industry with less discipline-specific knowledge than a student that graduated with a degree in mining engineering, yet on-the-job training provided by the employer will fill in most of the technical gaps. Engineers in the workplace can connect to information sources online and do not need to rely solely on co-workers, short courses, and conferences for upgrading their knowledge. With this in mind, we developed a flipped teaching assignment to teach students how to effectively and efficiently access electronic information on topics faced by geological engineers in the field. The course included a research project that allowed the students to practice these information retrieval and evaluation techniques so as to better prepare them for the working world. Student feedback revealed a high level of engagement in the discovery of these research strategies and the instructor noted that these techniques were applied successfully in the students written reports and oral presentations.

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Zachrisson, Daniel. "Flipped classroom : En undersökning om vad eleverna tycker om olika typer av videoföreläsningar i matematiken." Thesis, Högskolan i Gävle, Avdelningen för elektroteknik, matematik och naturvetenskap, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-34706.

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Syftet med denna uppsats var att ta reda på hur olika typer av inspelade videoföreläsningar uppskattas av eleverna på gymnasiet. Vem som har gjort videon, hur är den presenterad och spelar språket någon roll är de huvudsakliga frågorna. Det var totalt åtta videoföreläsningar, jag spelade in fyra egna videor och fyra var tagna från internet som eleverna fick möjlighet att titta på innan lektionerna. Resultatet samlades in genom två omgångar av enkäter som handlade om fyra videor var. Videorna som var gjorda av mig som undervisande lärare var rankad högre i enkäten och om språket spelade någon roll berodde på elevens kunskap till engelska där den kan vara en extra barriär till kunskapen. Det ger en viss anknytning att ha sin lärare till skillnad mot en annan lärare i lektionsvideorna. Eleverna föredrog att videon var inspelad mot en whiteboard hellre än på papper eller digital skärm. För att flipped classroom ska lyckas så krävs det att eleverna har motivation till att göra skolarbeten och att lära sig utanför klassrummet.

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Marlowe, Cara A. "The effect of the flipped classroom on student achievement and stress." Montana State University, 2012. http://etd.lib.montana.edu/etd/2012/marlowe/MarloweC0812.pdf.

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In this investigation, the effect of the flipped classroom and associated differentiation was studied to measure the impact on student achievement and student stress levels. For the second semester of their senior year, students watched video lectures outside of class and completed assignments during class time. Students reported lower stress levels in this type of classroom environment compared to other classes. While semester grades showed improvement, exam grades did not show significant improvement. Overall, students displayed positive feelings towards the treatment and enjoyed the associated benefits of being able to choose their own assignments and explore concepts they found interesting more in-depth.

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Finkenberg, Frank [Verfasser], Thomas [Gutachter] Trefzger, and Roger [Gutachter] Erb. "Flipped Classroom im Physikunterricht / Frank Finkenberg ; Gutachter: Thomas Trefzger, Roger Erb." Würzburg : Universität Würzburg, 2018. http://d-nb.info/1163201820/34.

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Weber, Paul William. "Probabilistic Modeling of Decompression Sickness, Comparative Hydrodynamics of Cetacean Flippers, Optimization of CT/MRI Protocols and Evaluation of Modified Angiocatheters: Engineering Methods Applied to a Diverse Assemblage of Projects." Diss., 2010. http://hdl.handle.net/10161/3017.

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The intent of the work discussed in this dissertation is to apply the engineering methods of theory/modeling, numerics/computation, and experimentation to a diverse assemblage of projects. Several projects are discussed: probabilistic modeling of decompression sickness, comparative hydrodynamics of cetacean flippers, optimization of CT/MRI protocols, evaluation of modified catheters, rudder cavitation, and modeling of mass transfer in amphibian cone outer segments.

The first project discussed is the probabilistic modeling of decompression sickness (DCS). This project involved developing a system for evaluating the success of decompression models in predicting DCS probability from empirical data. Model parameters were estimated using maximum likelihood techniques, and exact integrals of risk functions and tissue kinetics transition times were derived. Agreement with previously published results was excellent including maximum likelihood values within one log-likelihood unit of previous results and improvements by re-optimization, mean predicted DCS incidents within 1.4% of observed DCS, and time of DCS occurrence prediction. Alternative optimization and homogeneous parallel processing techniques yielded faster model optimization times. The next portion of this project involved investigating the nature and utility of marginal decompression sickness (DCS) events in fitting probabilistic decompression models to experimental dive trial data. Three null models were developed and compared to a known decompression model that was optimized on dive trial data containing only marginal DCS and no-DCS events. It was found that although marginal DCS events are related to exposure to decompression, empirical dive data containing marginal and full DCS outcomes are not combinable under a single DCS model; therefore, marginal DCS should be counted as no-DCS events when optimizing probabilistic DCS models with binomial likelihood functions. The final portion of this project involved the exploration of a multinomial DCS model. Two separate models based on the exponential-exponential/linear-exponential framework were developed: a trinomial model, which is able to predict the probabilities of mild, serious and no-DCS simultaneously, and a tetranomial model, which is able to predict the probabilities of mild, serious, marginal and no-DCS simultaneously. The trinomial DCS model was found to be qualitatively better than the tetranomial model, for reasons found earlier concerning the utility of marginal DCS events in DCS modeling.

The next project discussed is comparative hydrodynamics of cetacean flippers. Cetacean flippers may be viewed as being analogous to modern engineered hydrofoils, which have hydrodynamic properties such as lift coefficient, drag coefficient and associated efficiency. The hydrodynamics of cetacean flippers have not previously been rigorously examined and thus their performance properties are unknown. By conducting water tunnel testing using scale models of cetacean flippers derived via computed tomography (CT) scans, as well as computational fluid dynamic (CFD) simulations, a baseline work is presented to describe the hydrodynamic properties of several cetacean flippers. It was found that flippers of similar planform shape had similar hydrodynamic performance properties. Furthermore, one group of flippers of planform shape similar to modern swept wings was found to have lift coefficients that increased with angle of attack nonlinearly, which was caused by the onset of vortex-dominated lift. Drag coefficient versus angle of attack curves were found to be less dependent on planform shape. Larger cetacean flippers were found to have degraded performance at a Re of 250,000 compared to flippers of smaller odontocetes, while performance of larger and smaller cetacean flippers was similar at a swim speed of 2 m/s. Idealization of the planforms of cetacean flippers was found to capture the relevant hydrodynamic effects of the real flippers, although unintended consequences such as the lift curve slope changing from linear to nonlinear were sometimes observed. A numerical study of an idealized model of the humpback whale flipper showed that the leading-edge tubercles delay stall compared to a baseline (no tubercle) flipper because larger portions of the flow remaining attached at higher angles of attack.

The third project discussed is optimization of CT/MRI protocols. In order to optimize contrast material administration protocols for Computed Tomography (CT) and Magnetic Resonance Imaging (MRI), a custom-built physiologic flow phantom was constructed to model flow in the human body. This flow phantom was used to evaluate the effect of varying volumes, rates, and types of contrast material, use of a saline chase, and cardiac output on aortic enhancement characteristics. For CT, reducing the volume of contrast material decreased duration peak enhancement and reduced the maximum value of peak enhancement. Increasing the rate of contrast media administration increased peak enhancement and decreased duration of peak enhancement. Use of a saline chase resulted in an increase in peak enhancement. Peak aortic enhancement increased when reduced cardiac output was simulated. For MRI, when the same volume of contrast material was injected at the same rate, the type of contrast material used has a significant effect on the greatest peak signal intensity and duration peak signal intensity. A higher injection rate of saline chaser is more advantageous than a larger volume of saline chaser to increase the peak aortic signal intensity using low contrast material doses. Furthermore, for higher volumes of contrast material, the effect of increasing the volume of saline chaser makes almost no difference while increasing the rate of injection makes a significant difference. When a saline chaser with a high injection rate is used, the dose of the contrast material may be reduced by 25-50% and more than 86% of the non-reduced dose peak aortic enhancement will be attained.

The next project discussed is evaluation of modified angiocatheters. In this study, a standard peripheral end hole angiocatheter was compared to those modified with side holes or side slits by using experimental techniques to qualitatively compare the contrast material exit jets, and by using numeric techniques to provide flow visualization and quantitative comparisons. A Schlieren imaging system was used to visualize the angiocatheter exit jet fluid dynamics at two different flow rates, and a commercial computational fluid dynamics (CFD) package was used to calculate numeric results for various catheter orientations and vessel diameters. Experimental images showed that modifying standard peripheral intravenous angiocatheters with side holes or side slits qualitatively changed the overall flow field and caused the exiting jet to become less well-defined. Numeric calculations showed that the addition of side holes or slits resulted in a 9-30% reduction of the velocity of contrast material exiting the end hole of the angiocatheter. With the catheter tip directed obliquely to the wall, the maximum wall shear stress was always highest for the unmodified catheter and always lowest for the 4 side slit catheter. Modified angiocatheters may have the potential to reduce extravasation events in patients by reducing vessel wall shear stress.

The next project discussed involves studying the effect of leading-edge tubercles on cavitation characteristics for marine rudders. Three different rudders were constructed and tested in a water tunnel: baseline, 3-tubercle leading edge, and 5-tubercle leading edge. In the linear (non-stall) regime, tubercled rudders performed equally to the smooth rudder. Hydrodynamic stall occurred at smaller angles of attack for the tubercled rudders than for the smooth rudder. When stall did occur, it was more gradual for the tubercled rudders, whereas the smooth rudder demonstrated a more dramatic loss of lift. At lower Re, the tubercled rudders also maintained a higher value of lift post-stall than the smooth rudder. Cavitation onset for the tubercled rudders occurred at lower angles of attack and higher values of cavitation number than for the smooth rudder, but cavities on the tubercled rudders were localized in the slots as opposed to the smooth rudder where the cavity spread across the entire leading edge.

In the final project discussed, modeling of mass transfer in amphibian cone outer segments, a detailed derivation of a simplified (continuum, one-dimensional) mathematical model for the radio-labeled opsin density profile in the amphibian cone outer segment is presented. This model relies on only one free parameter, which was the mass transfer coefficient between the plasmalemma and disc region. The descriptive equations were nondimensionalized, and scale analysis showed that advective effects could be neglected as a first approximation for early times so that a simplified system could be obtained. Through numeric computation the solution behavior was found to have three distinct stages. The first stage was marked by diffusion in the plasmalemma and no mass transfer in the disc region. The second stage first involved the plasmalemma reaching a metastable state whereas the disc region density increased, then involved both the plasmalemma and disc regions increasing in density with their distributions being qualitatively the same. The final stage involved a slow relaxation to the steady-state solution.

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Dissertations / Theses on the topic 'Flippers'

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