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The interaction of affect and learning preference on ESL reading comprehension : a comparison of electronic and paper textbooks
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УСЛОВИЯ ПРЕОДОЛЕНИЯ КОММУНИКАТИВНО-ЯЗЫКОВЫХ БАРЬЕРОВ В СИСТЕМЕ НЕЯЗЫКОВОГО ВЫСШЕГО ОБРАЗОВАНИЯ
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РОЛЬ ГОСУДАРСТВА В СОЗДАНИИ УНИВЕРСИТЕТОВ МИРОВОГО УРОВНЯ
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БОГОЛІБ Т.М.. - : Государственное высшее учебное заведение «Переяслав-Хмельницкий государственный педагогический университет имени Григория Сковороды», 2016
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АНАЛИЗ МЕТОДИЧЕСКОЙ ДЕЙСТВИТЕЛЬНОСТИ, СЛОЖИВШЕЙСЯ В СИСТЕМЕ ВЫСШЕГО ОБРАЗОВАНИЯ В РЕСПУБЛИКЕ САХА (ЯКУТИЯ)
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ПАРНИКОВА ГАЛИНА МИХАЙЛОВНА. - : Федеральное государственное бюджетное образовательное учреждение высшего образования «Южно-Уральский государственный гуманитарно-педагогический университет», 2016
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АДАПТАЦИЯ ТЕХНОЛОГИИ «УПРАВЛЕНИЕ ПО ЭТАЛОНУ» ДЛЯ РЕШЕНИЯ ЗАДАЧ МОДЕРНИЗАЦИИ ВЫСШЕЙ ШКОЛЫ РОССИИ
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КУИЖЕВА САИДА КАЗБЕКОВНА. - : Федеральное государственное бюджетное образовательное учреждение высшего профессионального образования "Майкопский государственный технологический университет", 2016
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ФОРМИРОВАНИЕ КОМПЕТЕНЦИИ МЕЖКУЛЬТУРНОГО ПРОФЕССИОНАЛЬНОГО ОБЩЕНИЯ НА ИНОСТРАННОМ ЯЗЫКЕ В МАГИСТРАТУРЕ ЕСТЕСТВЕННОНАУЧНЫХ НАПРАВЛЕНИЙ
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МОДЕЛИРОВАНИЕ ФОРМИРОВАНИЯ ИНОЯЗЫЧНОЙ КОММУНИКАТИВНОЙ КОМПЕТЕНЦИИ СОВРЕМЕННОГО СТУДЕНТА-ЛИНГВИСТА
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СТАВЦЕВА И.В.; ЕРОХИНА Е.П.. - : Федеральное государственное бюджетное образовательное учреждение высшего образования «Пермский национальный исследовательский политехнический университет», 2016
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МОНИТОРИНГ УДОВЛЕТВОРЕННОСТИ СТУДЕНТОВ УЧЕБНЫМ ПРОЦЕССОМ ПО ДИСЦИПЛИНЕ КАК КОМПОНЕНТ ОЦЕНКИ КАЧЕСТВА ВЫСШЕГО ОБРАЗОВАНИЯ
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ТАНЬКОВ НИКОЛАЙ НИКОЛАЕВИЧ. - : Федеральное государственное бюджетное образовательное учреждение высшего профессионального образования «Томский государственный педагогический университет», 2016
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ФОРМИРОВАНИЕ ЯЗЫКОВОЙ КОМПЕТЕНЦИИ УЧАЩИХСЯ ТЕХНИЧЕСКОГО ВУЗА В ПРОЦЕССЕ ИЗУЧЕНИЯ ФИЛОЛОГИЧЕСКИХ ДИСЦИПЛИН
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Flipping the Classroom: Is it a flipping good idea, or a flop?
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In: James, T, Conradie, H, (2016). Flipping the Classroom: Is it a flipping good idea, or a flop?. 01-02 December 2016, FABENZ Biennial Conference, 3rd, 2016: Accessibility flexibility equity, Auckland, New Zealand, FABENZ, Hamilton, NZ, p. 1-16, http://fabenz.org.nz/conference/ (2016)
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Abstract:
Advocates for the Flipped Model Classroom (FMC) suggest that through the implementation of this reverse teaching model, students will gain a deeper understanding of the concepts being taught and that the learning environment will change from passive to active through interactive pedagogical approaches. In 2014, this approach to teaching was trialled in the Preparation Skills for University course on the Bundaberg Campus of CQUniversity within the Skills for Tertiary Education Preparatory Studies (STEPS) program. The goal of the research was to evaluate this model of teaching in order to identify the benefits and pitfalls to the students and the lecturers. Data was collected through four sources: GoSoapbox, student evaluations, class rolls, and lecturer reflections. Peer interaction was identified as possibly the most positive element of the classroom atmosphere and students as well as lecturers found that students felt empowered to step out of their comfort zones and became more engaged with the content. However, from the educators’ perspectives, there were obvious gaps from the written explanations to the actual application in the classroom. The implementation of the FMC was not based on a clearly defined framework and the researchers suggest that this may lead to this approach being introduced haphazardly. Therefore, it is recommended that a framework be established that will safeguard this model of teaching to ensure this approach to classroom instruction remains consistent whilst remaining interactive and engaging.
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Keyword:
130103 Higher Education; 130213 Vocational Education and Training Curriculum and Pedagogy; Adult Education; Enabling; Flipped Classroom; Flipped Model; Mature Students
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URL: http://hdl.cqu.edu.au/10018/1220300
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Designing a working model for authentic assessment in a digital media program
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In: John Luan, R, Cowling, MA, (2016). Designing a working model for authentic assessment in a digital media program. 27-01 December 2016, Baguley, M (Ed.), Australian Association for Research in Education (AARE) Conference, Melbourne, Victoria, AARE, Online, p. 1-1, https://www.aare.edu.au/publications/aare-conference-papers/show/10984/designing-a-working-model-for-authentic-assessment-in-a-digital-media-program (2016)
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Effectiveness of problem based learning implementation
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In: Bevinakoppa, S, Ray, B, Sabrina, F. (2016). Effectiveness of problem based learning implementation. International Journal of Quality Assurance in Engineering and Technology Education, Vol. 5, No. 3, p. 46-58 http://dx.doi.org/10.4018/IJQAETE.2016070104 (2016)
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Manoeuvring through the maze of methodology: Constructing the research-ready embodied RHD student
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In: Moore, T, (2016). Manoeuvring through the maze of methodology: Constructing the research-ready embodied RHD student. Harreveld, R, Danaher, M, Lawson, C, Knight, BA, Busch, G (Eds.), Constructing methodology for qualitative research: Researching education and social practices, p. 73-87 London, UK:Palgrave Macmillan http://dx.doi.org/10.1057/978-1-137-59943-8 (2016)
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'Show up': is that the recipe for success?
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In: Seary, K, James, T, (2016). 'Show up': is that the recipe for success?. 01-02 December 2016, FABENZ Biennial Conference, 3rd, 2016: Accessibility flexibility equity, Auckland, New Zealand, FABENZ, Hamilton, NZ., p. 1-15, http://fabenz.org.nz/conference/ (2016)
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Exploring Chinese students’ experience of curriculum internationalisation: A comparative study of Scotland and Australia
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In: Cheng, M, Adekola, OA, Shah, M, Valyrakis, M. (2016). Exploring Chinese students’ experience of curriculum internationalisation: A comparative study of Scotland and Australia. Studies in Higher Education, p. 1-12 http://dx.doi.org/10.1080/03075079.2016.1198894 (2016)
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ПРАКТИКА ОПРЕДЕЛЕНИЯ ОБЩЕГО ЗНАЧЕНИЯ ING-СЛОВОФОРМ АНГЛИЙСКОГО ЯЗЫКА
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Особенности инклюзивного обучения в вузе (на материале методики преподавания курсов «Философия» и «Русский язык и культура речи»)
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МОТИВАЦИИ В ФОРМИРОВАНИИ ПРОФЕССИОНАЛЬНО-КОММУНИКАТИВНОЙ КОМПЕТЕНТНОСТИ СТУДЕНТА НЕЯЗЫКОВОГО ВУЗА
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