Search Results (161)

Active learning strategies and methodologies place the students at the core of the learning process. The objective is to engage students in their own learning through significant activities that involve active participation. These activities are designed to promote collaboration, reflection, and practical application of the knowledge acquired to develop cognitive, social, and emotional competences. These methodologies are of particular interest in STEM disciplines and vocational education, where practice is a key element in the assimilation of theoretical concepts. In this line, a case study is presented where active methodologies have been applied to two groups of Vocational Education and Training in the area of Computer Science to improve interest and commitment. The present study focuses on two groups of first-year students enrolled in the Web Application Design course, one in the Programming subject and the other in the Markup Language subject. Both groups are heterogeneous, composed of young adults with significantly different backgrounds, skills, and motivation. The teaching–learning process is based on active methodologies, such as Project-Based Learning, Design Thinking, Flipped Classroom, or gamification, which are adapted for different subjects in the field of Computer Science. These methodologies facilitate the experimental design and testing of diverse solutions for programming problems, thereby enhancing students’ motivation and interest, while promoting creativity and reflection. The results show an improvement in the interest and commitment of the students in both groups. Despite the fact that less than 50% of students successfully passed in the initial examination, more than 75% students passed after the second-chance examination. The findings have consistently suggested that the implementation of active methodologies leads to significant enhancements in the proficiency, development, motivation, and self-learning capabilities of students, and that these methodologies make students more aware of their learning process. Full article

The increasing cultural and demographic diversity among higher education students highlights the challenges regarding accessibility and inclusion. The COVID-19 pandemic has accelerated the shift toward flexible, technology-based teaching practices. However, inclusive, and accessible pedagogical practices lack consistency, particularly when supporting students with disabilities or diverse learning needs. This study evaluates the effectiveness of the Learning Design for Flexible Education (FLeD) Tool—a web-based platform developed to support teachers in designing flexible and inclusive learning scenarios. The research adopts a qualitative approach, featuring semi-structured interviews with two Portuguese experts in accessibility and inclusion. The experts analyzed three learning scenarios designed using the FLeD Tool, through the lens of Universal Design for Learning standards. The collected dataset was analyzed using thematic analysis to identify common issues, strengths, and opportunities for improvement. The findings show a gap between institutional policies and their practical application, mainly due to inconsistent teacher training and technical limitations. While the FLeD Tool supports more flexible and inclusive pedagogical designs, experts have identified key shortcomings such as the lack of automated accessibility checks and limited support for specific disabilities. Despite the reduced number of participants (two experts) and dataset (three learning scenarios), which limits the study’s generalizability, the conclusions draw attention to the pivotal role of systematic teacher training, embedded accessibility features and solid institutional policies in bridging the gap between policy aspiration and effective inclusive practice. Full article

Background: As population aging accelerates, the demand for professionals in older adult care continues to rise. Traditional teaching methods often fail to improve students’ willingness to serve older adults or foster teamwork. This study evaluated the effects of integrating a flipped classroom with project-based learning (PBL) and a hands-on clinical practicum into a health internship course. Methods: A mixed-methods design was adopted. Participants included 88 interdisciplinary university students enrolled in an 18-week, two-credit geriatric health internship course offered at a university in central Taiwan from August 2023 to July 2024. The course combined flipped classroom and PBL approaches, as well as clinical practicum activities. Data on willingness to serve older adults, teamwork skills, and learning outcomes were collected using structured questionnaires and analyzed with paired t-tests. Results: Significant improvements were found in willingness (from 68.93 to 73.15), teamwork (67.33 to 71.45), and learning outcomes (89.84 to 102.14) (p = 0.001). Qualitative findings further revealed increased empathy, improved teamwork, and enhanced ability to apply knowledge in real-world contexts. Conclusions: A teaching approach that integrates a flipped classroom, PBL, and a clinical practicum can effectively enhance students’ competencies in older adult care. Future research should explore long-term and cross-cultural impacts. Full article

Based on flipped learning, digital competence, and inclusive instructional design, this study employs a mixed-method approach (quantitative and qualitative) to evaluate the pilot and involves academics from six European universities. Teacher participants co-designed and implemented flexible learning scenarios using the FLeD tool, which integrates pedagogical patterns, scaffolding strategies, and playful features. Using a mixed-methods research approach, this study collected and analyzed data from 34 teachers and indirectly over 800 students. Results revealed enhanced student engagement, self-regulated learning, and pedagogical innovation. While educators reported increased awareness of inclusive teaching and benefited from collaborative design, challenges related to tool usability, time constraints, and the implementation of inclusivity also emerged. The findings support the effectiveness of structured digital tools in promoting pedagogical transformation in online, face-to-face, and hybrid learning. This study contributes to the discussion on the digitalization of higher education by illustrating how research-informed design can enable educators to develop engaging and flexible inclusive learning environments in line with the evolving needs of learners and the opportunities presented by technology. Full article

Introduction: This study investigated the effectiveness of e-learning compared to traditional teaching methods in ultrasound education, centring on a focus cardiac ultrasound (FoCUS) course for third-year undergraduate medical students. With the rise of digital teaching methods, it is essential to evaluate their impact on the development of theoretical and practical skills in ultrasound training. Methods: A prospective, randomised, controlled trial was conducted involving two groups of students participating in a one-day FoCUS course delivered in a flipped classroom format. The study group used e-learning resources, while the control group used hard-copy lecture notes. Assessments were conducted at three stages: before the course, during the preparation phase, and after the course. Evaluations included self-assessment surveys, theory tests, and practical exams using direct observation of procedural skills (DOPS) tests. The study group had 15% less practice time compared to the control group. Results: A total of 109 complete datasets (study group, n = 52; control group, n = 57) were analysed. Both groups showed an equivalent initial level of and a continuous and significant (p < 0.01) increase in subjective and objective skills over the evaluated time frame. The study group achieved significantly (p = 0.03) higher results in DOPS (T2) than the control group. No significant differences were found in the total scores of the theory tests (T2 + T3) or DOPS (T3). Both groups rated their teaching materials, motivation, and the course concept in similarly high scale ranges. Conclusions: The findings suggest that e-learning is as effective as traditional methods in developing ultrasound skills and may serve as a viable alternative, even with reduced face-to-face interaction. These results indicate that accreditation processes could be applied similarly to those for traditional formats without requiring in-person training as a prerequisite for quality Full article

Student-centered teaching approaches emphasize student responsibility and learning. Flipped learning is a student-centered approach to promoting student learning. In this paper, we describe a flipped learning strategy that involves fostering collaborative, problem-based, and project-based learning in engineering courses. In addition, we delineate the role of student assessment and teacher–student interactions in the flipped learning teaching strategy. In this study, we compare academic achievement and student perceptions of instruction in a lecture-based and a flipped classroom. The results show that the students in a flipped classroom had higher grades than those in a lecture-based classroom. In addition, students in the flipped classroom assessed the learning materials, activities, and evaluations more positively than the students in the lecture-based classroom did. Students in the flipped classroom were also found to be more likely than those in the other class to perceive that they could apply the knowledge and skills they developed in the course. They also had higher motivation to learn than the students in the lecture-based class and perceived that the instructor generated a positive climate that fostered student participation. Full article

In recent years, the Flipped Classroom methodology has garnered significant interest among educators due to its potential to provide students with the flexibility to learn wherever and whenever they want. It is believed that this change in teaching may enable students to self-manage, becoming more independent and autonomous. To investigate whether the use of Flipped Classroom can help students become more autonomous, a systematic review was conducted using the PRISMA method, searching through major national and international databases. A total of 38 studies (n = 2420 students) were collected and classified based on the validity of the research design employed. The analyses revealed that although Flipped Classroom can contribute to the development of students’ learning autonomy, there are certain doubts regarding this assertion, as results from studies with higher validity point to mixed outcomes. In order to obtain a more accurate understanding of reality, it is highly recommended that future studies examining the impact of the Flipped Classroom methodology on students’ learning autonomy address the limitations found in the literature, such as the scarcity of longitudinal designs with randomized control groups, the lack of studies conducted in non-university stages, and the small quantity of participants used in interventions. Full article

Histology remains a cornerstone in medical and dental education, providing essential insights into tissue structure, function, and pathology. However, despite its foundational importance, interest in histology is declining, often due to outdated pedagogical methods, insufficient clinical context, and limited use of diverse teaching strategies. Modern health professionals require not only microscopic knowledge but also an understanding of the genetic mechanisms driving tissue development and disease. This paper critically evaluates current histology teaching strategies, identifying a gap in linking molecular genetics to tissue development, particularly in dental education. For instance, oral histology covers tooth development as a core subject yet often neglects the genetic foundations of odontogenesis. This disconnects risks undermining students’ ability to understand clinically relevant conditions, such as amelogenesis imperfecta, dentinogenesis imperfecta, molar incisor hypomineralization, and tooth agenesis—disorders where genetics play a key role. To address this, we propose a vertically integrated teaching model and a merged approach for teaching where several teaching methods, like flipped classrooms, team-based learning, and personalized digital tools, are designed for institutional curricula. Early pre-clinical exposure to genetic principles, revisited with clinical relevance in later years, can strengthen students’ appreciation of histology’s clinical value. This approach modernizes pedagogy, aligns with students’ preferences for digital learning, and ensures histology retains its central role in shaping competent healthcare professionals. Ultimately, developing multi-modal, genetics-integrated strategies is crucial to revitalizing histology education and fostering a deeper, clinically relevant understanding of human biology. Full article

In this study, an ICT course is redesigned with a blended learning concept. This course aims to teach an introduction to game technology in the following three main topics: ‘Introduction to Computer’, ‘Game software technology’, and ‘Game art technology’. Basic computer science concepts such as binary numbers, algebra, vectors, data structure, computer graphics, and artificial intelligence (AI) are introduced in this course. In the flipped classroom, insufficient preparation of students before class and an increased workload of students and teachers are the challenges to overcome. Active learning is carried out in the classroom, as it enhances students’ concentration in the classroom. The pre- and post-test was used to investigate the effects of in-class and out-of-class activities in this method. In this study, active learning was applied to flipped classrooms in this course, and its learning effects were compared with that of the traditional method. The learning outcomes of active learning were significantly improved. In-class activity had significant effects on the outcome quantitatively and qualitatively. The learning outcomes of out-of-class activities for which students were usually insufficiently prepared were also improved. Full article

This study examines the impact of combining Keller’s ARCS motivation theory with the flipped classroom teaching model on the deep learning of college students. Using data collected from 495 students across different regions in China, the study employs Partial Least Squares Structural Equation Modeling (PLS-SEM) to investigate the relationships between motivational factors and deep learning. The findings reveal that attention, relevance, confidence, and satisfaction all significantly influence deep learning. Although relevance directly enhances deep learning, its effect on intrinsic motivation is less pronounced. Furthermore, the study reveals a hierarchical relationship among the ARCS dimensions within the flipped classroom context: attention drives relevance, relevance enhances confidence, and confidence leads to satisfaction—collectively supporting a sustained learning process. These results validate the application of the ARCS model in flipped classrooms, highlighting its potential to stimulate critical thinking and improve cognitive engagement. This research contributes to the theoretical development of motivation-driven learning models. It offers practical strategies for educators to optimize instructional design, thereby fostering sustained intrinsic motivation and deep learning among students. Full article

This paper explores how generative artificial intelligence (GenAI) technologies, such as ChatGPT 4o and other AI-based conversational models, can be applied to flipped learning pedagogy to achieve enhanced learning outcomes for students. By applying Bloom’s taxonomy to intentionally align educational objectives to the key phases of flipped learning, our study proposes a model for assigning learning activities to pre-class, in-class, and post-class contexts that can be enhanced by the integration of GenAI. In the pre-class phase, GenAI tools can facilitate personalised content delivery, enabling students to grasp fundamental concepts at their own pace. During class, the interactions between students, teacher, and GenAI encourage collaborative learning and real-time feedback. Post-class activities utilise GenAI to reinforce knowledge, provide instant feedback, and support continuous learning through summarisation and content generation. Furthermore, our model articulates the synergies between the three key actors: interactions between students and teachers, learning support provided by GenAI to students, and use of GenAI by teachers to enhance their teaching strategies. These human–AI interactions fundamentally reshape the flipped learning experience, making it more adaptive, engaging, and supportive of the development of 21st-century skills such as critical thinking, collaboration, communication, and creativity. Full article

This study explores the effectiveness of Technology-Assisted Vocabulary Learning (TAVL) using student-created video learning materials within a tertiary-level English as a Foreign Language (EFL) flipped classroom. By leveraging the flipped classroom model, which allocates classroom time for interactive activities and shifts instructional content delivery outside of class, the research investigates how student-produced videos can enhance vocabulary acquisition and retention. Conducted with 47 university students from a Translation and Translation Studies course, the study aims to fill a gap in empirical evidence regarding this innovative approach. Quantitative analysis revealed that students who created and utilized videos (Group 1) showed the highest improvement in vocabulary scores, followed by those who only used the videos (Group 2), with the control group relying on traditional teacher-led methods showing the least improvement. Qualitative feedback highlighted that video creators experienced deeper engagement and better vocabulary retention, while users appreciated the videos’ visual and auditory elements but faced challenges with vocabulary overload. The findings suggest that incorporating student-created videos into the curriculum fosters a dynamic and collaborative learning environment, offering practical implications for enhancing vocabulary instruction through technology-enhanced pedagogical practices. Future research should focus on optimizing video production processes and integrating these methods with traditional teaching for comprehensive vocabulary learning. Full article

Traditional aging education at our institution in Taiwan has primarily relied on lecture-based instruction, emphasizing teacher-centered knowledge transmission. Although effective in delivering foundational theories, this approach often overlooks active student engagement which is crucial for developing critical thinking, self-confidence, and problem-solving skills. These methods focus on transmitting theories and skills while often neglecting the cultivation of a willingness to serve older adults. This study investigates the impact of integrating diverse teaching strategies into aging education courses to enhance caregiving competence, defined as a multidimensional construct comprising critical thinking, self-confidence, problem-solving ability, and willingness to serve older adults. A quasi-experimental design was used for first-year students from the Department of Healthcare Administration at a university in Taiwan. Participants were divided into traditional (111th academic year) and diverse (112th academic year) teaching groups during gerontology courses. The traditional group employed lecture-based instruction focusing on knowledge transmission, whereas the diverse group utilized flipped teaching, case or story discussions, and expert lectures, emphasizing active learning, situated learning, and reflective practices based on constructivist learning theory. Data were collected via questionnaires at the semester’s start and end. The results showed significant improvements in critical thinking, self-confidence, problem-solving skills, and willingness to serve older adults within the diverse group (p < 0.05). However, no significant differences were found between the two groups in these measures. These findings indicate that while diverse teaching strategies effectively enhance caregiving competence, their outcomes are not significantly different from those of traditional methods. Full article

The flipped classroom is a blended learning model that combines metacognitive activities in classrooms with the independent exploration of low cognitive levels outside of school using digital platforms such as videos, slides, articles, and class notes. The subject of research includes the study of the innovative approach of the flipped classroom model in the teaching of geography. The goal of this research is a deeper understanding and evaluation of the effectiveness of the flipped classroom model in the teaching of geography to Year seven elementary school students in the Republic of Serbia in the context of scholarly success. The study used an experimental design, with random assignment across six classes. A total of 192 students participated in the research in both schools. For the purposes of research, a post-knowledge acquisition test was given to students. The results of the research showed that there is a difference in average grades using the flipped classroom. Approximately 8.33% of students in the experimental group received the highest grade of 5, compared to just 3.65% in the control group. Namely, it was shown that male students achieved slightly better results compared with female students but with no statistically significant difference. Suggestions for future research are that geography teachers can record more lessons over a longer period with more teaching activities. Full article

This study investigates the impact of flipped learning (FL) with and without teacher feedback on resilience and perceived professional competence among university students. This quasi-experimental study, conducted over three academic years, involved 255 s-year students (mean age = 20.47 ± 2.63; 60.4% female) enrolled in a Primary Education Teaching degree program at a Spanish public university. Participants were divided into two treatment groups: Feedback FL and Non-feedback FL. Validated scales—the Brief Resilience Scale (BRS) and the Perceived Competence Scale for Students (PCNS)—were used for pre- and post-intervention assessments. Both groups demonstrated significant improvements in resilience and perceived competence, with no statistically significant differences between the Feedback FL and Non-feedback FL groups. Data analysis included Mann–Whitney U tests for inter-group comparisons, Wilcoxon tests for intra-group comparisons, and 2 × 2 repeated measures ANOVA, which revealed no interaction effects (Time × Treatment) for either variable. These results suggest that FL alone fosters the development of transversal skills such as resilience and perceived competence, regardless of teacher feedback. The findings highlight the effectiveness of active learning models like FL in higher education for promoting essential competencies. Future research should address additional soft skills and employ larger, more diverse samples to further explore the role of feedback and innovative methodologies in enhancing FL’s impact. Full article