Investigating cognitive holding power and equity in the flipped classroom
In recent years, the flipped classroom has been proposed as an alternative paradigm of teaching, and has been demonstrated to improve the students' knowledge and skills, engagement, and self-efficacy. At the same time, as the number of students seeking higher education is growing and the needs...
| Main Authors: | , |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
Elsevier
2020-08-01
|
| Series: | Heliyon |
| Subjects: | |
| Online Access: | http://www.sciencedirect.com/science/article/pii/S2405844020315164 |
| _version_ | 1828832888296046592 |
|---|---|
| author | Mahmoud Mohamed Hussien Ahmed Bipin Indurkhya |
| author_facet | Mahmoud Mohamed Hussien Ahmed Bipin Indurkhya |
| author_sort | Mahmoud Mohamed Hussien Ahmed |
| collection | DOAJ |
| description | In recent years, the flipped classroom has been proposed as an alternative paradigm of teaching, and has been demonstrated to improve the students' knowledge and skills, engagement, and self-efficacy. At the same time, as the number of students seeking higher education is growing and the needs of these students are rapidly evolving, it has become necessary to improve their cognitive holding power and enhance equity among them. The goal of this study is to investigate the impact of the flipped classroom on improving the students' cognitive holding power and enhancing equity.For this study, the flipped classroom was implemented for teaching undergraduate university students' course “An Introduction to Instructional Technology”. In the class, whiteboard and Smartboard were used to discuss and clarify ambiguous ideas related to the topic and to present the model answers for the tasks. Outside the class, video files and Google applications (Word, PPT, Drive) were used for delivering learning materials. WhatsApp was used for communication and Google form was used for designing learning activities and assessment. The results of the study indicate: (1) to some extent flipped classroom can be a solution for improving students' cognitive holding power, especially in performing learning tasks and following teacher' instructions. (2) Equity among the students can be enhanced in the flipped classroom. These findings have implications for using the flipped classroom in managing the diversity of university students through enhancing equity among them and improving their abilities. |
| first_indexed | 2024-12-12T17:04:37Z |
| format | Article |
| id | doaj.art-128a723290534440a8b934362837f5da |
| institution | Directory Open Access Journal |
| issn | 2405-8440 |
| language | English |
| last_indexed | 2024-12-12T17:04:37Z |
| publishDate | 2020-08-01 |
| publisher | Elsevier |
| record_format | Article |
| series | Heliyon |
| spelling | doaj.art-128a723290534440a8b934362837f5da2022-12-22T00:18:03ZengElsevierHeliyon2405-84402020-08-0168e04672Investigating cognitive holding power and equity in the flipped classroomMahmoud Mohamed Hussien Ahmed0Bipin Indurkhya1Educational Technology Department, Faculty of Specific Education, South Valley University, EgyptCognitive Science Department, Institute of Philosophy, Jagiellonian University, Krakow, Poland; Corresponding author.In recent years, the flipped classroom has been proposed as an alternative paradigm of teaching, and has been demonstrated to improve the students' knowledge and skills, engagement, and self-efficacy. At the same time, as the number of students seeking higher education is growing and the needs of these students are rapidly evolving, it has become necessary to improve their cognitive holding power and enhance equity among them. The goal of this study is to investigate the impact of the flipped classroom on improving the students' cognitive holding power and enhancing equity.For this study, the flipped classroom was implemented for teaching undergraduate university students' course “An Introduction to Instructional Technology”. In the class, whiteboard and Smartboard were used to discuss and clarify ambiguous ideas related to the topic and to present the model answers for the tasks. Outside the class, video files and Google applications (Word, PPT, Drive) were used for delivering learning materials. WhatsApp was used for communication and Google form was used for designing learning activities and assessment. The results of the study indicate: (1) to some extent flipped classroom can be a solution for improving students' cognitive holding power, especially in performing learning tasks and following teacher' instructions. (2) Equity among the students can be enhanced in the flipped classroom. These findings have implications for using the flipped classroom in managing the diversity of university students through enhancing equity among them and improving their abilities.http://www.sciencedirect.com/science/article/pii/S2405844020315164EducationFlipped classroom cognitive holding powerE-LearningEnhancing equityFlipped classroomLearning communities in higher education |
| spellingShingle | Mahmoud Mohamed Hussien Ahmed Bipin Indurkhya Investigating cognitive holding power and equity in the flipped classroom Heliyon Education Flipped classroom cognitive holding power E-Learning Enhancing equity Flipped classroom Learning communities in higher education |
| title | Investigating cognitive holding power and equity in the flipped classroom |
| title_full | Investigating cognitive holding power and equity in the flipped classroom |
| title_fullStr | Investigating cognitive holding power and equity in the flipped classroom |
| title_full_unstemmed | Investigating cognitive holding power and equity in the flipped classroom |
| title_short | Investigating cognitive holding power and equity in the flipped classroom |
| title_sort | investigating cognitive holding power and equity in the flipped classroom |
| topic | Education Flipped classroom cognitive holding power E-Learning Enhancing equity Flipped classroom Learning communities in higher education |
| url | http://www.sciencedirect.com/science/article/pii/S2405844020315164 |
| work_keys_str_mv | AT mahmoudmohamedhussienahmed investigatingcognitiveholdingpowerandequityintheflippedclassroom AT bipinindurkhya investigatingcognitiveholdingpowerandequityintheflippedclassroom |