In-class Exercises Research Articles

MALAYSIAN TEACHERS’ PERCEPTION AND CHALLENGES TOWARDS THE IMPLEMENTATION OF FLIPPED LEARNING APPROACH

Flipping the classroom has given a lot of attention by many studies nowadays. Driven in by the technology widespread and its fast development, the flipped classroom is one of the recent trending in teaching practices. Therefore, this paper aims to investigate teachers’ perceptions and challenges towards the implementation of flipped learning approach. Several research studies showed that using flipped learning approach increases students’ understanding and confidence in learning. Flipped classroom allows students to have their own time of video-based (Vodcast) lecture session following with in-class exercises and practices. This paper briefly discusses on the history of flipped classroom, teachers’ perception and challenges issues of flipped learning approach to ESL/EFL teachers. A structured questionnaire was carried out to find out teachers’ perception and challenges in flipped learning approach to ESL/EFL teachers. The sample in this study consists of 50 respondents which are 9 males and 41 females. The results show that most teachers agreed that they find teaching through online is useful. It can be said that the biggest teachers’ challenge in implementing flipped learning approach as they feel teachers’ feedback is very important in the flipped learning classroom. Meanwhile, there is no significant relationship between teachers’ perception and teachers’ challenges.
 Keywords: ESL setting, Flipped Classroom, ICT in education, Teachers’ perception, Vodcast

Flipping Laboratory Sessions: An Experience in Computer Science

This paper reports our experience in flipping a second- year undergraduate course on software architecture and integration, taught in the second course of a Software Engineering degree. We compare the application of the flipped-classroom methodology with a traditional methodology. Our study encompasses two academic courses, in the years 2017 and 2018, and involves a total number of 434 students and 6 lecturers, placing this among the largest studies on flipped-classroom to date. The paper also reports on the production of the videos used with the flipped-classroom methodology, recorded by the lecturers in informal settings, and provides several lessons learned in this regard. The results of the study, backed by a solid statistical analysis of the data, demonstrate the suitability of the flipped-classroom methodology for laboratory sessions in the subject course. Among other results, our analysis concluded that students had on average 24 more minutes per session to solve in-class exercises with the flipped-classroom methodology; more than 70% of the students considered that the quantity, duration and didactic content of the videos were (very) appropriate; and 9 out of every 10 students would prefer this methodology in the laboratory sessions of future courses rather than a traditional face-to-face approach.

Effective pedagogy for small undergraduate classes

We conducted a survey of about ten different pedagogical tools with students of seven different small undergraduate business classes with average class size of 27 students. We propose that the higher the students’ agreement with specific pedagogical methods the higher their motivation as well as their learning outcomes. A statistical significance test was performed to account for the most effective pedagogical methods—oral presentations and multiple-choice mini-tests. Further methods found to be effective were classroom discussions, in-class exercises and quizzes, and an even workload plus a diversified portfolio of graded items along with a horse-shoe teaching arrangement. Results help business educators—especially who are relatively new to teaching—to strengthen their course outcomes.

Pairing-Based Approach to Support Understanding of Object-Oriented Concepts and Programming

Blended learning comprises various learning modes with the support of digital resources. It has been a critical element in 21st-century teaching and learning environment at multiple levels of education, mainly tertiary level. In the software engineering field, pair programming is one of the techniques in Xtreme Programming principles in Agile software development methodology. Although pair programming is well-known among practitioners, studies have shown that pair programming can support computer science or software engineering students at higher learning institutions to understand the concepts in programming. Indeed, pair programming could support active learning among students. Inspired by pair programming, this study proposes that pairing-based pedagogy or “pairgogy” in blended learning could also increase students’ confidence and interest in completing theoretical in-class exercises not limited to programming tasks with the support of an e-learning system. The proposed approach was applied to teaching object-oriented concepts using Java programs. The findings reflect that both pair programming and “pairgogy” complement each other as a pairing-based approach in blended learning to support understanding of object-oriented concepts and programming. Students’ responses towards the approach applied in a semester were positive. The study also implies that most students preferred to be a driver, the person doing the program rather than a navigator who guides drivers on what to program. In this approach, students were also required to complete the in-class theoretical questions in pairs by tracing given programs and answered via the e-learning. Thus, the pairing-based approach has proven to be beneficial to support students in learning programming.

Design and impact of the national workshop for early career geoscience faculty

The National Association of Geoscience Teachers’ Workshop for Early Career Geoscience Faculty: Teaching, Research, and Managing One’s Career has been offered annually since 1999. The five-day workshop with accompanying web resources employs a “whole faculty” approach to support geoscience faculty members during their transition into academic careers. More than 1,000 faculty members (53% female, 47% male) have attended the national workshop; 52% from doctoral-granting institutions, 15% master’s, 28% bachelor’s, and 5% associates. Evidence-based instructional practices are shared and modeled during workshop sessions. Situated learning theory grounds the workshop design and promotes the development of a community of practice. Examination of the 2016 National Geoscience Faculty Survey data using univariate analyses of covariance (ANCOVAs) showed that workshop alumni report spending more class time on student activities, questions, and discussion than faculty members who did not participate in the workshop, particularly on small group discussions or think-pair-share and in-class exercises (for introductory courses p < .05; for majors courses p < .001). Workshop alumni also were more likely than faculty who did not participate to report feeling part of a geoscience community that shares their goals, philosophy, and values for geoscience education (p < .01), more likely to report that interactions with this community help them to become better educators (p < .001), and more likely to attend talks on teaching methods or science education (p < .001). Although causality cannot be established without random assignment, these findings are consistent with the hypothesis that this discipline-based workshop with its holistic approach is effective at promoting evidence-based teaching strategies and a community of practice.

The Impact of Workplace Mentors on the Moral Disengagement of Business Student Protégés

Educators and practitioners often raise the question of whether business schools sufficiently prepare students to stay morally engaged when faced with ethical dilemmas in the workforce. Specifically, they criticize the theoretical nature of traditional in-class exercises for inhibiting students’ moral development. We investigate the impact working business mentors have on business student moral disengagement. We collected three waves of data from an 8-month formal mentoring program that matched business students with working mentors from the business community. We found that student protégé moral disengagement decreased during the mentoring program as a function of mentor ethical leadership skills, moral identity internalization, and moral awareness. Consequently, we recommend that mentoring programs pay close attention to these mentor characteristics to elevate business student moral reasoning and avoid unintended negative consequences. To guide mentoring programs in this endeavor, we provide specific recommendations for structuring a training program that focuses on improving mentor critical thinking, moral awareness, and ethical leadership.

Making Teams Work: Enhancing Commitment To Team And Teammates

Location: JC Room G A common problem in group work is helping undergraduate students understanding the commitment required to work successfully in teams. Over the years, I've learned that it's not enough to tell students that successful team members demonstrate trust, cooperation, support, and mutual respect. When I first began using Team-Based Learning, I developed a series of four short readings tilted Making Teams Work 1-4 that address validation (acknowledgment), integrity, commitment, personal responsibility, generosity of spirit, and being frank with people. Following the readings, students engage in discussions and in-class exercises that aim to overcome and change negative attitude and behavioral tendencies that undermine many student teams. I will provide my Making Teams Work readings and exercises to any attendees that would like to use or modify them.

Internalizing cognitive bias: An experiential exercise for teaching and learning the anchoring effect

The ability to make good decisions is key to personal and professional success for students. In this case study, we outline a set of in-class exercises that we have used for students in business, law, human resources and public policy to help them understand and internalize their own susceptibility to cognitive errors. Specifically, we illustrate an experiential way to teach and learn the anchoring effect: a cognitive bias that causes decision-makers to rely too heavily on initial information when making subsequent judgments. We describe an anchoring exercise that can be easily adapted across various settings, and show the effectiveness of the exercise in achieving the learning outcomes based on aggregated classroom data and our own experiences of student reactions. We show the robustness of the exercise to adaptation and highlight challenges we encountered. We also discuss how the exercise can be used to encourage students to consider anchoring’s ethical implications, as well as strategies to safeguard against being anchored.

Book Review

This textbook is a helpful addition for Social Work curriculum. It highlights the application of theory to practice and chooses some interesting theoretical models that support social work practice. The book is divided into three parts: Understanding Theories and Tools for Translation; Models, Metaphors, and Maps Applied; and Theoretical Integration. Like many HBSE texts, this one begins with a discussion of theory and theorizing. In addition, Forte adds a number of methods for understanding or translating theoretical models, including the use of core metaphors, theoretical maps, and role models from theorists and practitioners associated with each model. This introductory section describes the theoretical foundation for the discussion that follows. Ten theoretical models are presented: Ecological, Systems, Biology, Cognitive, Psychodynamic, Behaviorism, Symbolic Interactionism, Social Role, Economic, and Critical theories. The chapter titles all start with the word ‘Applied’ denoting the emphasis of understanding each model as a framework for social work practice. Each model is presented using the same structure: Introduction, Exemplary Models, Root Metaphors, Core Assumptions, Approach to Human Development, Selective Propositions, Mapping, Limits, and an example of Theory Application to a problem area of interest to Social Work. In addition each chapter ends with a number of Learning Activities suggestions which could be used for in-class exercises or for homework assignments. The final part of the book discusses a number of methods for integrating theoretical models and describes the author’s preference for a Dialogical Approach in which theoretical discussions compare, match, challenge, sequence, or synthesize different approaches.

The Mediating Influence of Physical Activity Levels on 3rd-Grade Academic Achievement

ABSTRACT Using structural equation modeling, this study found that prior reading skill was significantly associated with children’s reported physical activity levels, which was in turn significantly associated with English language arts (ELA) and math achievement, among 526 3rd-grade students. The New York City Metropolitan area students completed the Physical Activity Questionnaire for Older Children (PAQ-C), which measured average activity levels. Controlling for race, ethnicity, Body Mass Index, learning disability status, and socioeconomic status at the child and school levels, developmental reading assessment (DRA) scores had a strong, independent association with physical activity levels, which in turn had a moderate association with current ELA and a strong association with math achievement. Hispanic ethnicity had a significant negative association with activity levels (relative to Whites), though the positive association of physical activity with ELA and math achievement was stronger among Hispanics than it was among the samples of Black and White students. These findings suggest that enhanced academic achievement significantly influences, and is significantly influenced by, student physical activity levels. Schools should consider ways to increase student physical activity, including using low/no cost in-class exercises.

Using Quizizz to Integrate Fun Multiplayer Activity in the Accounting Classroom

This study investigates the effectiveness of Quizizz on enhancing students’ learning experiences in an accounting classroom. Quizizz is an educational app that enables students to participate in fun multiplayer class activities. After doing in-class exercises using Quizizz, students report that this app brings positive impact on their learning experiences. Class section in which Quizizz is applied more frequently reports higher scores on the satisfaction of using this app and higher scores on the instructor’s teaching evaluation.

Understanding Suicide: A Generalist Course on Suicide for BSW Students

Suicide is a major public health issue in the United States. The National Strategy for Suicide Prevention recommended increased education for individuals who work directly with at-risk populations, such as clients in child welfare programs, programs that serve older adults, and those working with adjudicated youths. Many BSW graduates enter direct practice positions in these agencies and would benefit from education on suicide during their BSW program. This teaching note describes a BSW course on understanding suicide. The course development, content, readings, assignments, and inclass exercises are described. The feedback of the students who enrolled in this course (N=17) is included. Implications for instructors, including considering students' own lived experiences with suicide, and for undergraduate social work programs are identified.

Scaffolding for Fine Philosophical Skills

Philosophy students often struggle to master the complex skills needed to succeed in their work, especially in writing thesis-driven essays. Research over the past forty years on instructional scaffolding, both generally and as applied in philosophy, has helped teachers to refine both instruction and assignment design to improve students’ performance on complex philosophical tasks. This essay reviews the fundamentals of scaffolding in order to motivate and support some innovative in-class exercises and writing assignments that can help students develop even finer-grained skills. These skills are useful both intrinsically and for their transfer to longer-form essays, to other philosophical work, and to the general academic and intellectual development of our students.

Reading Images, Visualizing Texts: Teaching Visual Analysis through Manga

This paper explains several techniques I use to help students develop visual analysis skills in my Japanese Visual Culture class. The in-class exercises outlined here teach students to examine the media they love—manga—through the lens of context, both historical and visual. By challenging students to closely read images and various forms of media, this pedagogy works to help students expand their understanding of Japanese popular culture while also integrating universal design for learning into the classroom. This gives visually oriented students a chance to participate more fully through privileging the visual over the textual for part of the class. Finally, the pedagogical exercises discussed can be done with manga whether on paper or online, bridging the oft – perceived divide between digital and analog experiences in the classroom.

Promoting Identity Development in Leadership Education: A Multidomain Approach to Developing the Whole Leader

Empirical research suggests that focusing on one’s identity as a leader may enhance ongoing leadership development. As a complement to traditional theory- and skills-based approaches to leader development, we offer an identity-based, multidomain approach to leadership development through a series of integrated in-class exercises. Specifically, these exercises focus on developing four components of leader identity: meaning, strength, levels (personal, relational, and collective), and integration of domain-specific subidentities, culminating in the creation of a leader identity narrative. After a brief review of the literature on leader identity, we describe the exercises in detail along with potential prompts for personal reflection and group discussion. We also present qualitative evidence of the intended outcomes of the exercises, including the desired effect of developing students’ leader identities.

DJ Prof: Mixing instructional modes to improve student learning

Active learning encompasses a broad variety of activities designed to engage students with material while instructors are present to answer questions. In contrast, traditional lecture instruction is passive, and students' initial interaction with material is relegated to homework, which is often completed alone. Freeman et al.'s meta-analysis of 225 studies comparing lecture and active learning concluded that active learning is the "preferred empirically validated teaching practice" and showed that active learning courses have significantly lower failure rates than lecture courses [PNAS, 2014]. Incorporating proven active learning techniques into acoustics courses will improve student learning. In Acoustics Today [2016], John Buck, Jill Nelson, and I compared the professor in an active learning course to a DJ mixing different modes of instruction. DJ Prof designs a student-centered environment combining collaborative in-class exercises, short lecture segments, online video examples, and reading assignments. If you're an active learning skeptic, this talk will highlight empirical evidence of its benefits. If you're interested in getting started with active learning, this talk will suggest easy exercises to try. If you're an experienced DJ Prof, this talk will provide examples to amp up your pedagogical playlist.

Design and Implementation of Android-based Data Structure Mobile Learning Platform

Taking the data structure as demonstration reform course, this paper has studied the key technology of constructing mobile learning platform, and designed a mobile learning platform based on Android. This learning platform has provided a new learning method for learners of data structure by applying the mobile internet, web application, C/S pattern structure and threelayer architecture. The interaction design of mobile learning platform has been designed through homepages push pattern pattern, exercise and test pattern, forum interaction pattern and activity release. Students cannot only acquire the latest knowledge of data structure, but also implement the in-class exercises, self-reviewing, technology communication and knowledge sharing, etc.

Development, Testing, and Implementation of a Training Curriculum for Nonphysician Health Workers to Reduce Cardiovascular Disease.

BackgroundCardiovascular disease (CVD) is the leading cause of death worldwide. The need to address CVD is greatest in low- and middle-income countries where there is a shortage of trained health workers in CVD detection, prevention, and control.ObjectivesBased on the growing evidence that many elements of chronic disease management can be shifted to nonphysician health care workers (NPHW), the HOPE-4 (Heart Outcomes Prevention and Evaluation Program) aimed to develop, test, and implement a training curriculum on CVD prevention and control in Colombia, Malaysia, and low-resource settings in Canada.MethodsCurriculum development followed an iterative and phased approach where evidence-based guidelines, revised blood pressure treatment algorithms, and culturally relevant risk factor counseling were incorporated. Through a pilot-training process with high school students in Canada, the curriculum was further refined. Implementation of the curriculum in Colombia, Malaysia, and Canada occurred through partner organizations as the HOPE-4 team coordinated the program from Hamilton, Ontario, Canada. In addition to content on the burden of disease, cardiovascular system pathophysiology, and CVD risk factors, the curriculum also included evaluations such as module tests, in-class exercises, and observed structured clinical examinations, which were administered by the local partner organizations. These evaluations served as indicators of adequate uptake of curriculum content as well as readiness to work as an NPHW in the field.ResultsOverall, 51 NPHW successfully completed the training curriculum with an average score of 93.19% on module tests and 84.76% on the observed structured clinical examinations. Since implementation, the curriculum has also been adapted to the World Health Organization's HEARTS Technical Package, which was launched in 2016 to improve management of CVD in primary health care.ConclusionsThe robust curriculum development, testing, and implementation process described affirm that NPHW in diverse settings can be trained in implementing measures for CVD prevention and control.

A RECIPE FOR CONSUMER INSIGHT

Consumer insights are all around us. Yet it can be difficult for students to examine everyday consumption practices and see how this understanding has application. Using the simple premise of a favorite family recipe, students learn how insight can be hidden in plain sight. Beginning with conducting an in-depth interview, the assignment gives students the opportunity to discover connections to course concepts and apply consumer insights through in-class and independent exercises designed to facilitate critical and creative thinking. The assignment fosters inquisitiveness about common consumption practices and instills a discovery approach to marketing challenges.

Flipping the phonetics classroom

The 21st century has seen a continued expansion of bandwidth, processor speed, and availability of multimedia recording tools for the average PC. Consequently, the flipped classroom model has gained popularity, in both K-12 and higher-level education. In a flipped classroom, the instructor typically records short lectures, to be viewed online by the students prior to class. Classroom time is then devoted to activities that might normally be assigned as homework, such as problem solving, examination of case studies, discussion or other interactive exercises. Advantages of the pre-recorded lecture include the opportunity for students to replay the lectures and the availability of captioning, while disadvantages of this format may include a lack of spontaneity or ability to stop and ask a question. The drawbacks may, however, be compensated for by the increased feedback opportunities for students, allowing teachers more opportunities to gauge gaps in student knowledge. The phonetics classroom seems particularly well suited for the increased opportunity for in-class exercises and feedback offered by the flipped classroom approach. This presentation will describe the author’s implementation of the flipped classroom model in an undergraduate phonetics classroom, including a discussion of students’ attitudes, technical issues, and other challenges.