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2015 - 59th Annual Conference of the Comparative and International Education Society Words: 738 words || 
1. El Zorkani, Ahmed. "Teaching beyond classroom walls: an intervention study of classroom action research on applying the flipped classroom model" Paper presented at the annual meeting of the 59th Annual Conference of the Comparative and International Education Society, Washington Hilton Hotel, Washington D.C., Mar 08, 2015 <Not Available>. 2019-10-20 <>
Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: Teaching Beyond Classroom Walls: An Intervention Study of Classroom Action Research on Applying the Flipped Classroom Model

Ahmad A. Zorkani

Graduate School of Education
International & Comparative Education Masters (Fall 2014)
The American University in Cairo

Manager, Multimedia Services
Center for Learning & Teaching
The American University in Cairo

Students spend considerably more of their studying time in their homes and/or at different other locations, such as the library, than the time they spend face-to-face with their instructors in a classroom. Thus, this limited classroom time is precious and needs to be utilized to the maximum benefit of the learners.
Traditional teaching methods that utilize one-way lecturing of theoretical parts of the syllabus inside the classroom, use-up this valuable and limited classroom time, leaving little time for interactive activities and active learning to take place. In addition, those lectures become something in the past of the learner, having already happened, and learners will never re-live them again. Furthermore, good note takers could have been able to take notes, while slow ones, or absent ones, may not have such good notes.
Instead, flipping the classroom can be utilized to free most of the face-to-face time. The model is that the conceptual and theoretical parts of the content, which used to be lectured in the classroom, get delivered as online videos, interactive online modules, or even as readings. Students view these online deliverables at their homes before going to class. Enabling them to view them at their own pace, take notes at their leisure, and have the luxury of reviewing them repeatedly when needed. Then the practical aspects of the content, that used to be homework, are carried out inside the classroom. Class time can then be used to carry out active, collaborative, and cooperative learning (Tucker, 2012). Transforming the instructor to a guide, a facilitator, and a mentor for active learning in the classroom, rather than a lecturer. Utilizing student-centered instructional strategies such as cooperative learning, inquiry-based learning, and peer instruction to allow the learners a greater level of independence. This would motivate the learners and enhance their twenty first century skills such as creativity, critical thinking, communication and collaboration, as well as life skills like being flexible and adaptable to change (PMIEF, 2014). This allows for emphasis to be put on complex problems and advanced concepts, while the instructor guides and scaffolds the learners.
So the intended definition of flipping the classroom, for the purposes of this research, is exchanging the one way instructor-to-students lecturing from happening during face-to-face class time to being carried out at home using various mediums of delivery, while using the released face-to-face class time to carry out the aforementioned active learning activities.
This research will attempt to provide evidence that flipping the classroom at the School of Sciences and Engineering, and the Professional Educator Diploma program at the Graduate School of Education has the potential to enhance the quality of teaching.

This research will rely on action research as the methodology and different data sources such as class observations, semi-structured student and faculty interviews, and repeated random sampled student focus groups as well as participatory action research to gather, analyze and triangulate the data.
This research targets faculty members teaching undergraduate students at the American University in Cairo’s School of Sciences and Engineering. In addition to graduate students at GSE’s Professional Educators Diploma during fall 2014.
Recent lecture capture technologies, and other online delivery tools, will be used to help faculty members pre-record their lectures. Faculty members will be provided with advice and scaffolding on the implementation of student-centered instructional techniques during the face-to-face time. These techniques include, cooperative learning, experiential learning, scaffolding, peer instructions, assessment and feedback.
This research is my Masters of International & Comparative Education thesis (Fall 2014), and seeks to test the extent to which implementing the Flipped Classroom Model can enhance teaching quality at The School of Sciences and Engineering at AUC, as well as the PED program at GSE. It is expected that, once the program success has been proven, it may be recommended to other Sciences faculty members, and the AUC community at large. Then publicizing it, at CIES2015 for example, will hopefully get more faculty members to adopt it; enhancing teaching and learning.

Project Management Institute Educational Foundation. (2014, March). 21st century skills map - project management for learning. Retrieved from
Tucker, B. (2012). The flipped classroom: online instruction at home frees class time for learning. Education Next, 12(1), 82+.

2011 - North American Chapter of the International Group for the Psychology of Mathematics Education Pages: unavailable || Words: 559 words || 
2. Castañeda, Apolo., Rosas, Alejandro. and Molina, Juan. "Institutionalization of knowledge in the mathematics classroom: a study on classroom discourse" Paper presented at the annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, University of Nevada, Reno, Reno, NV, Oct 20, 2011 Online <APPLICATION/PDF>. 2019-10-20 <>
Publication Type: Poster
Review Method: Peer Reviewed
Abstract: Taking as a basis a collection of video recordings from a mathematics classroom at the secondary level, this article presents an analysis of several forms of discourse used in the process of institutionalization of knowledge. In particular, the functions and effects of the teacher’s interventions in formulating generalizations, synthesis and recapitulations of certain activities in the classroom are analyzed. This study allowed us to identify regularities in the verbal forms, which affect the development of the lesson, either by maintaining the continuity of the discourse, or supporting the institutionalization process.

2013 - AAAL Annual Conference Words: 49 words || 
3. Zhang, Ying. "Power Sharing In A Foreign Language Classroom: An Application of Critical Discourse Analysis to A Student-centered L2 Chinese Classroom" Paper presented at the annual meeting of the AAAL Annual Conference, Sheraton Dallas, Dallas, Texas, Mar 16, 2013 <Not Available>. 2019-10-20 <>
Publication Type: Individual Paper
Review Method: Peer Reviewed
Abstract: This study demonstrates an application of critical discourse analysis to a foreign language classroom discourse, examining how language learners can seize and share the power to construct and negotiate knowledge in language learning and how student agency is promoted in a Chinese classroom. Fairclough’s three-dimensional analytical framework is applied.

2012 - ATE Annual Meeting Pages: unavailable || Words: 535 words || 
4. Levandowski, Barbara. and Sweeney, Donya. "Transition from the University Classroom to the Beginning Teacher’s Classroom: The Need for Collaboration" Paper presented at the annual meeting of the ATE Annual Meeting, Hyatt Regency Riverwalk Hotel, San Antonio, Texas, Feb 11, 2012 Online <PDF>. 2019-10-20 <>
Publication Type: Single Paper Format
Review Method: Peer Reviewed
Abstract: Beginning teachers need the collaboration the university can provide during their first year of teaching to help them work toward a successful classroom experience and to remain in the profession.

2014 - AAAL Annual Conference Words: 51 words || 
5. Li, Li. and Walsh, Steve. "Developing Classroom Interactional Competence (CIC) in Language Classrooms" Paper presented at the annual meeting of the AAAL Annual Conference, Portland Marriott Downtown Waterfront, Portland, OR, Mar 22, 2014 <Not Available>. 2019-10-20 <>
Publication Type: Individual Paper
Review Method: Peer Reviewed
Abstract: This talk draws on 9 hours of video-recorded interactions in English language classrooms in China to discuss aspects of classroom interactional competence using the principles of conversational analysis: how does CIC manifest itself in classrooms? How can CIC be promoted? What is the relationship between CIC and second language learning?

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