Literaturnachweis - Detailanzeige
Autor/in | Holik, Michael |
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Titel | The Flipped Classroom and Its Impact on Student Engagement and Academic Performance in a Culinary Arts, Career and Technical Education Program |
Quelle | In: Journal of Research in Technical Careers, 3 (2019) 2, S.74-96 (23 Seiten)
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 2578-2118 |
Schlagwörter | Educational Technology; Technology Uses in Education; Learner Engagement; Video Technology; Homework; Vocational Education; Cooking Instruction; Program Effectiveness; Postsecondary Education; Conventional Instruction; Grades (Scholastic); Attention; Readiness |
Abstract | The purpose of this study was to gather evidence from a CTE culinary arts program to determine if students perform better academically and are more engaged in the flipped classroom using digital technology, than a traditional classroom. The study included 24 participants in a postsecondary, CTE culinary arts program who were divided into two groups of 12: a traditional, teacher-centered group and a flipped, student-centered group. Utilizing action-based research design, surveys, journals, and an engagement matrix were created and used. Although not statistically significant, student grades in the flipped classroom were nearly 4% higher than those in the traditional classroom and were consistently higher throughout the semester. This study helps establish a foundation of evidence that student engagement and academic success improve in the flipped classroom for culinary arts CTE students. (As Provided). |
Anmerkungen | UNLV Department of Teaching and Learning. 4505 South Maryland Parkway PO Box 3005, Las Vegas, NV 89154. e-mail: jrtc@unlv.edu; Web site: https://digitalscholarship.unlv.edu/jrtc/ |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |