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Related Concept Videos

Cognitive Learning01:21

Cognitive Learning

239
Cognitive learning is based on purposive behavior, incidental learning, and insight learning.
E. C. Tolman's theory of purposive behavior emphasizes that much behavior is goal-directed. He argued that to understand behavior, we must look at the entire sequence of actions leading to a goal. For instance, high school students study hard, not just due to past reinforcement but also to achieve the goal of getting into a good college.
Tolman introduced the idea that behavior is influenced by...
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Vygotsky's Cognitive Development in Cultural Context01:22

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Lev Vygotsky, a pioneering Russian psychologist, developed a theory of cognitive development that centers on the influence of social and cultural factors. Unlike Jean Piaget, who emphasized the child's direct interaction with the physical world as key to development, Vygotsky argued that cognitive growth is an interpersonal process that unfolds within a cultural context. For Vygotsky, a child's learning cannot be separated from their social environment, which includes the values,...
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Exploring educational transformations through the Innovative Flipped Learning Instruction Project Symposium.

Chaya Gopalan1,2, Patricia A Halpin3, Athavan Alias Anand Selvam4

  • 1Department of Applied Health, School of Education, Health and Human Behavior, Southern Illinois University Edwardsville, Edwardsville, Illinois, United States.

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|April 18, 2024
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Summary
This summary is machine-generated.

The Innovative Flipped Learning Instruction Project (IFLIP) successfully guided STEM faculty in adopting flipped teaching (FT). Faculty showed sustained enthusiasm and intention to integrate FT, enhancing student understanding and educational quality.

Keywords:
Innovative Flipped Learning Projectflipped teachingsymposium

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Area of Science:

  • Educational Technology
  • STEM Education

Background:

  • The flipped classroom model shifts content delivery outside of class, using in-class time for active learning.
  • The Innovative Flipped Learning Instruction Project (IFLIP) aimed to integrate flipped teaching (FT) into STEM courses.
  • Faculty development workshops were conducted over four years to support this pedagogical transition.

Purpose of the Study:

  • Assess the impact of FT on pedagogical practices in STEM education.
  • Explore the effectiveness of FT in enhancing student engagement and understanding.
  • Develop a framework for implementing FT across multiple institutions and evaluate faculty experiences.

Main Methods:

  • Faculty development workshops over four years.
  • A symposium for participants to share experiences and findings.
  • A post-symposium survey to gauge faculty adoption and satisfaction with FT.

Main Results:

  • A fourth-year symposium facilitated collaboration and dissemination of FT experiences.
  • Survey results indicated high faculty intent to continue and adopt FT (93% plan to integrate).
  • 90% of participants gained new information, and 91% would recommend FT to colleagues.

Conclusions:

  • Flipped teaching (FT) has a transformative impact on educators, deepening students' conceptual understanding.
  • The IFLIP project demonstrated the successful integration and sustained adoption of FT in STEM education.
  • FT is a significant pedagogical approach for advancing the quality of higher education.