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Implementation and Evaluation of Flipped Classroom as IoT Element into Learning Process of Computer Network Education

Implementation and Evaluation of Flipped Classroom as IoT Element into Learning Process of Computer Network Education

Azamat Zhamanov, Seong-MooYoo, Zhulduz Sakhiyeva, Meirambek Zhaparov
Copyright: © 2018 |Volume: 14 |Issue: 2 |Pages: 18
ISSN: 1550-1876|EISSN: 1550-1337|EISBN13: 9781522542537|DOI: 10.4018/IJICTE.2018040103
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MLA

Zhamanov, Azamat, et al. "Implementation and Evaluation of Flipped Classroom as IoT Element into Learning Process of Computer Network Education." IJICTE vol.14, no.2 2018: pp.30-47. http://doi.org/10.4018/IJICTE.2018040103

APA

Zhamanov, A., Seong-MooYoo, Sakhiyeva, Z., & Zhaparov, M. (2018). Implementation and Evaluation of Flipped Classroom as IoT Element into Learning Process of Computer Network Education. International Journal of Information and Communication Technology Education (IJICTE), 14(2), 30-47. http://doi.org/10.4018/IJICTE.2018040103

Chicago

Zhamanov, Azamat, et al. "Implementation and Evaluation of Flipped Classroom as IoT Element into Learning Process of Computer Network Education," International Journal of Information and Communication Technology Education (IJICTE) 14, no.2: 30-47. http://doi.org/10.4018/IJICTE.2018040103

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Abstract

Students nowadays are hard to be motivated to study lessons with traditional teaching methods. Computers, smartphones, tablets and other smart devices disturb students' attentions. Nevertheless, those smart devices can be used as auxiliary tools of modern teaching methods. In this article, the authors review two popular modern teaching methods: flipped classroom and gamification. Next, they implement flipped classrooms as an element of IoT (Internet of Things) into learning process of computer networks course, by using Cisco networking academy tools, instead of traditional learning. The survey provided to students shows good feedback from students. The authors report the impact of flipped classroom implementation with data obtained from two parallel sections (one flipped classroom and the other traditional classroom). The results show that the flipped classroom approach is better than the traditional classroom approach with a difference of approximately 20% increase in the average of attendance, lab work, quizzes, midterm exams and final exam.

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