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New Program Delivers First Certified Flipped Educators

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New Program Delivers First Certified Flipped Educators

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Source: Practitioner
Abstract: There is a new certification, "Flipped Learning Level 1," and it is intended to help teachers and administrators gain a understanding of the concept called flipped classroom. There is a fee of $19.00 through an online training partner Udemy. There are 16 certified flipped educators and certainly a lot more to come.
APA Citation:  Schaffhauser, D. (2016). New Program Delivers First Certified Flipped Educators--THE Journal. Retrieved 16 November 2016, from https://thejournal.com/articles/2016/10/18/new-course-delivers-first-certified-flipped-educators.aspx

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Source: Practitioner
Abstract: All the factuality knew the need for a curriculum update was needed at Byron High School. With no money in the budget the teachers came up with a radical idea: They formed a team and started rebuilding the math curriculum from scratch. Their hard work and intuitiveness paid off with them winning a $5000 grant to purchase new equipment.
APA Citation: Fulton, K. (2012). Inside the Flipped Classroom -- THE Journal.  Retrieved 13 November 2016, from https://thejournal.com/Articles/2012/04/11/The-flipped-classroom.aspx?Page=3

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Source: Popular
Abstract: Examines current undergraduate university student competencies, perceptions and interests in terms of contemporary (particularly online) screen culture and the implications of this for the growing use of new media in teaching.
Results: A number of problematic assumptions are frequently made regarding student access and digital competencies by both scholars of e-learning and educational institutions that seek to 'stay ahead of the game.'
APA Citations:  Cinque, T & Brown, A. (2015). Digital ontologies of self: Two African American adolescents co-construct and negotiate identities through The Sims 2. Digital Culture & Education, 7:1, 1-18.

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Beyond the Flipped Classroom: A Highly Interactive Cloud-Classroom (HIC) Embedded into Basic Materials Science Courses

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Beyond the Flipped Classroom: A Highly Interactive Cloud-Classroom (HIC) Embedded into Basic Materials Science Courses

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Source: Peer-Reviewed
Methods: Pretest-posttest quasi-experimental research design. A total of 92 second-year undergraduate students (19-20) were selected from The University of Science and Technology, Taoyuan County, Taiwan. They were divided in two groups (experimental and control).
Findings: The independent variable in the present study was the instructional method. The dependent variables were knowledge, comprehension and application in a basic materials science course. A one-way multivariate analysis of covariance (MANCOVA) was used to analyze data.
Results: The statistical results of this study indicate that participants in the experimental group who used the HIC system outperformed in the both posttest and delayed posttest than in the control group across three learning dimensions (knowledge, comprehension and application).
APA Citation: Chang, Y,.Bhagat, K,.Liou,W. (2016). Beyond the Flipped Classroom: A Highly Interactive Cloud-Classroom (HIC) Embedded into Basic Materials. J Sci Educ Technol (2016) 25:460-473 DOI 10.1007/s10956-016-9606-8

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The flipped classroom: Instructional efficiency and impact on achievement and cognitive load levels

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The flipped classroom: Instructional efficiency and impact on achievement and cognitive load levels

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Source: Peer-Reviewed
Methods: Focus is on the efficiency of the flipped classroom method and it's effects on students' achievement and cognitive load levels. Pretest and posttest quasi-experimental research design. Inferential statistics were used to investigate the differences between the control and experimental groups. Facilitated by the Early Childhood Education Department of a large Turkish university. Implementation stage of the study was performed over 10 weeks for 2 course hours.
Findings: Achievement results showed the experimental group students were more successful than the control group students. Moreover, a significant difference was found between the two groups in terms of cognitive load levels. The experimental group reported a lower level than the control group.
APA Citation: Turan Z., Goktas Y. (2016), The Flipped Classroom: instructional efficency and impact of achievement and cognitive load levels, Journal of e-Learning and Knowledge Society, v.12, n.4, 51-62. ISSN: 1826-6223, e-ISSN:1971-8829