FLIPPED LEARNING CONFERENCE


Flipped Learning Conference is one of the leading research topics in the international research conference domain. Flipped Learning is a conference track under the Education Conference which aims to bring together leading academic scientists, researchers and research scholars to exchange and share their experiences and research results on all aspects of Education.

internationalconference.net provides a premier interdisciplinary platform for researchers, practitioners and educators to present and discuss the most recent innovations, trends, and concerns as well as practical challenges encountered and solutions adopted in the fields of (Education).

Flipped Learning is not just a call for academic papers on the topic; it can also include a conference, event, symposium, scientific meeting, academic, or workshop.

You are welcome to SUBMIT your research paper or manuscript to Flipped Learning Conference Track will be held at “Education Conference in Istanbul, Turkey in March 2019” - “Education Conference in Paris, France in June 2019” - “Education Conference in London, United Kingdom in August 2019” - “Education Conference in New York, United States in October 2019” - “Education Conference in Rome, Italy in December 2019” - “Education Conference in London, United Kingdom in February 2020” - “Education Conference in Barcelona, Spain in April 2020” .

Flipped Learning is also a leading research topic on Google Scholar, Semantic Scholar, Zenedo, OpenAIRE, BASE, WorldCAT, Sherpa/RoMEO, Elsevier, Scopus, Web of Science.

Final Call

INTERNATIONAL EDUCATION CONFERENCE

MARCH 19 - 20, 2019
ISTANBUL, TURKEY

INTERNATIONAL EDUCATION CONFERENCE

JUNE 26 - 27, 2019
PARIS, FRANCE

  • Abstracts/Full-Text Paper Submission Deadline February 28, 2019
  • Notification of Acceptance/Rejection Deadline March 14, 2019
  • Final Paper and Early Bird Registration Deadline May 25, 2019
  • CONFERENCE CODE: 19EDC06FR
  • One Time Submission Deadline Reminder

INTERNATIONAL EDUCATION CONFERENCE

AUGUST 21 - 22, 2019
LONDON, UNITED KINGDOM

  • Abstracts/Full-Text Paper Submission Deadline February 28, 2019
  • Notification of Acceptance/Rejection Deadline March 14, 2019
  • Final Paper and Early Bird Registration Deadline July 22, 2019
  • CONFERENCE CODE: 19EDC08GB
  • One Time Submission Deadline Reminder

INTERNATIONAL EDUCATION CONFERENCE

OCTOBER 09 - 10, 2019
NEW YORK, UNITED STATES

  • Abstracts/Full-Text Paper Submission Deadline February 28, 2019
  • Notification of Acceptance/Rejection Deadline March 14, 2019
  • Final Paper and Early Bird Registration Deadline September 09, 2019
  • CONFERENCE CODE: 19EDC10US
  • One Time Submission Deadline Reminder

INTERNATIONAL EDUCATION CONFERENCE

DECEMBER 11 - 12, 2019
ROME, ITALY

  • Abstracts/Full-Text Paper Submission Deadline February 28, 2019
  • Notification of Acceptance/Rejection Deadline March 14, 2019
  • Final Paper and Early Bird Registration Deadline November 12, 2019
  • CONFERENCE CODE: 19EDC12IT
  • One Time Submission Deadline Reminder

INTERNATIONAL EDUCATION CONFERENCE

FEBRUARY 18 - 19, 2020
LONDON, UNITED KINGDOM

  • Abstracts/Full-Text Paper Submission Deadline February 28, 2019
  • Notification of Acceptance/Rejection Deadline March 14, 2019
  • Final Paper and Early Bird Registration Deadline January 16, 2020
  • CONFERENCE CODE: 20EDC02GB
  • One Time Submission Deadline Reminder

INTERNATIONAL EDUCATION CONFERENCE

APRIL 15 - 16, 2020
BARCELONA, SPAIN

  • Abstracts/Full-Text Paper Submission Deadline February 28, 2019
  • Notification of Acceptance/Rejection Deadline March 14, 2019
  • Final Paper and Early Bird Registration Deadline March 16, 2020
  • CONFERENCE CODE: 20EDC04ES
  • One Time Submission Deadline Reminder

Education Conference Call For Papers are listed below:

Previously Published Papers on "Flipped Learning Conference"

  • Availability, Accessibility and Utilization of Information and Communication Technology in Teaching and Learning Islamic Studies in Colleges of Education, North-Eastern, Nigeria
    Authors: Bello Ali, Keywords: Accessibility, availability, college of education, ICT, Islamic Studies, learning, North-Eastern, teaching, utilization. DOI:10.5281/zenodo.1474934 Abstract: The use of Information and Communication Technology (ICT) in tertiary institutions by lecturers and students has become a necessity for the enhancement of quality teaching and learning. This study examined availability, accessibility and utilization of ICT in Teaching-Learning Islamic Studies in Colleges of Education, North-East, Nigeria. The study adopted multi-stage sampling technique, in which, five out of the eleven Colleges of Education (both Federal and State owned) were purposively selected for the study. Primary data was drawn from the respondents by the use of questionnaire, interviews and observations. The results of the study, generally, indicate that the availability and accessibility to ICT facilities in Colleges of Education in North-East, Nigeria, especially in teaching/learning delivery of Islamic studies were relatively inadequate and rare to lecturers and students. The study further reveals that the respondents’ level of utilization of ICT is low and only few computer packages and internet services were involved in the ICT utilization, which is yet to reach the real expected situation of the globalization and advancement in the application of ICT if compared to other parts of the world, as far as the teaching and learning of Islamic studies is concerned. Observations and conclusion were drawn from the findings and finally, recommendations on how to improve on ICT availability, accessibility and utilization in teaching/ learning were suggested.
  • Improving Students’ Participation in Group Tasks: Case Study of Adama Science and Technology University
    Authors: Fiseha M. Guangul, Annissa Muhammed, Aja O. Chikere, Keywords: Active learning, evaluation method, group task, students participation. DOI:10.5281/zenodo.1474915 Abstract: Group task is one method to create the conducive environment for the active teaching-learning process. Performing group task with active involvement of students will benefit the students in many ways. However, in most cases all students do not participate actively in the group task, and hence the intended benefits are not acquired. This paper presents the improvements of students’ participation in the group task and learning from the group task by introducing different techniques to enhance students’ participation. For the purpose of this research Carpentry and Joinery II (WT-392) course from Wood Technology Department at Adama Science and Technology University was selected, and five groups were formed. Ten group tasks were prepared and the first five group tasks were distributed to the five groups in the first day without introducing the techniques that are used to enhance participation of students in the group task. On another day, the other five group tasks were distributed to the same groups and various techniques were introduced to enhance students’ participation in the group task. The improvements of students’ learning from the group task after the implementation of the techniques. After implementing the techniques the evaluation showed that significant improvements were obtained in the students’ participation and learning from the group task.
  • The Creative Unfolding of “Reduced Descriptive Structures” in Musical Cognition: Technical and Theoretical Insights Based on the OpenMusic and PWGL Long-Term Feedback
    Authors: Jacopo Baboni Schilingi, Keywords: Algorithmic sonic computation, corrected and self-correcting learning patterns in acoustic perception, morphological derivations in sensorial patterns, social unconscious modes of communication. DOI:10.5281/zenodo.1474624 Abstract: We here describe the theoretical and philosophical understanding of a long term use and development of algorithmic computer-based tools applied to music composition. The findings of our research lead us to interrogate some specific processes and systems of communication engaged in the discovery of specific cultural artworks: artistic creation in the sono-musical domain. Our hypothesis is that the patterns of auditory learning cannot be only understood in terms of social transmission but would gain to be questioned in the way they rely on various ranges of acoustic stimuli modes of consciousness and how the different types of memories engaged in the percept-action expressive systems of our cultural communities also relies on these shadowy conscious entities we named “Reduced Descriptive Structures”.
  • A Holistic Conceptual Measurement Framework for Assessing the Effectiveness and Viability of an Academic Program
    Authors: Munir Majdalawieh, Adam Marks, Keywords: Academic program, program review principles, curriculum development, accreditation, evaluation, assessment, review measurement matrix, program review process, information technologies supporting learning, learning/teaching methodologies and assessment. DOI:10.5281/zenodo.1474433 Abstract: In today’s very competitive higher education industry (HEI), HEIs are faced with the primary concern of developing, deploying, and sustaining high quality academic programs. Today, the HEI has well-established accreditation systems endorsed by a country’s legislation and institutions. The accreditation system is an educational pathway focused on the criteria and processes for evaluating educational programs. Although many aspects of the accreditation process highlight both the past and the present (prove), the “program review” assessment is "forward-looking assessment" (improve) and thus transforms the process into a continuing assessment activity rather than a periodic event. The purpose of this study is to propose a conceptual measurement framework for program review to be used by HEIs to undertake a robust and targeted approach to proactively and continuously review their academic programs to evaluate its practicality and effectiveness as well as to improve the education of the students. The proposed framework consists of two main components: program review principles and the program review measurement matrix.
  • A Book Review of Inside the Battle of Algiers, by Zohra Drif: A Thematic Analysis on Women’s Agency
    Authors: W. Zekri, Keywords: Agency, education, learning, women. DOI:10.5281/zenodo.1474417 Abstract: This paper explores Zohra Drif’s memoir, Inside the Battle of Algiers, which narrates her desires as a student to become a revolutionary activist. She exemplified, in her narrative, the different roles, she and her fellows performed as combatants in the Casbah during the Algerian Revolution 1954-1962. This book review aims to evaluate the concept of women’s agency through education and language learning, and its impact on empowering women’s desires. Close-reading method and thematic analysis are used to explore the text. The analysis identified themes that refine the meaning of agency which are social and cultural supports, education, and language proficiency. These themes aim to contribute to the representation in Inside the Battle of Algiers of a woman guerrilla who engaged herself to perform national acts of resistance.
  • Teaching Turn-Taking Rules and Pragmatic Principles to Empower EFL Students and Enhance Their Learning in Speaking Modules
    Authors: O. F. Elkommos, Keywords: Communicative competence, EFL, empowering learners, enhance learning, speech acts, teaching speaking, turn-taking, learner centered, pragmatics. DOI:10.5281/zenodo.1474403 Abstract: Teaching and learning EFL speaking modules is one of the most challenging productive modules for both instructors and learners. In a student-centered interactive communicative language teaching approach, learners and instructors should be aware of the fact that the target language must be taught as/for communication. The student must be empowered by tools that will work on more than one level of their communicative competence. Communicative learning will need a teaching and learning methodology that will address the goal. Teaching turn-taking rules, pragmatic principles and speech acts will enhance students' sociolinguistic competence, strategic competence together with discourse competence. Sociolinguistic competence entails the mastering of speech act conventions and illocutionary acts of refusing, agreeing/disagreeing; emotive acts like, thanking, apologizing, inviting, offering; directives like, ordering, requesting, advising, and hinting, among others. Strategic competence includes enlightening students’ consciousness of the various particular turn-taking systemic rules of organizing techniques of opening and closing conversation, adjacency pairs, interrupting, back-channeling, asking for/giving opinion, agreeing/disagreeing, using natural fillers for pauses, gaps, speaker select, self-select, and silence among others. Students will have the tools to manage a conversation. Students are engaged in opportunities of experiencing the natural language not as a mere extra student talking time but rather an empowerment of knowing and using the strategies. They will have the component items they need to use as well as the opportunity to communicate in the target language using topics of their interest and choice. This enhances students' communicative abilities. Available websites and textbooks now use one or more of these tools of turn-taking or pragmatics. These will be students' support in self-study in their independent learning study hours. This will be their reinforcement practice on e-Learning interactive activities. The students' target is to be able to communicate the intended meaning to an addressee that is in turn able to infer that intended meaning. The combination of these tools will be assertive and encouraging to the student to beat the struggle with what to say, how to say it, and when to say it. Teaching the rules, principles and techniques is an act of awareness raising method engaging students in activities that will lead to their pragmatic discourse competence. The aim of the paper is to show how the suggested pragmatic model will empower students with tools and systems that would support their learning. Supporting students with turn taking rules, speech act theory, applying both to texts and practical analysis and using it in speaking classes empowers students’ pragmatic discourse competence and assists them to understand language and its context. They become more spontaneous and ready to learn the discourse pragmatic dimension of the speaking techniques and suitable content. Students showed a better performance and a good motivation to learn. The model is therefore suggested for speaking modules in EFL classes.
  • Adaptive E-Learning System Using Fuzzy Logic and Concept Map
    Authors: Mesfer Al Duhayyim, Paul Newbury, Keywords: Adaptive e-learning system, coloured concept map, fuzzy logic, ranked concept list. DOI:10.5281/zenodo.1474381 Abstract: This paper proposes an effective adaptive e-learning system that uses a coloured concept map to show the learner's knowledge level for each concept in the chosen subject area. A Fuzzy logic system is used to evaluate the learner's knowledge level for each concept in the domain, and produce a ranked concept list of learning materials to address weaknesses in the learner’s understanding. This system obtains information on the learner's understanding of concepts by an initial pre-test before the system is used for learning and a post-test after using the learning system. A Fuzzy logic system is used to produce a weighted concept map during the learning process. The aim of this research is to prove that such a proposed novel adapted e-learning system will enhance learner's performance and understanding. In addition, this research aims to increase participants' overall understanding of their learning level by providing a coloured concept map of understanding followed by a ranked concepts list of learning materials.
  • Understanding the Programming Techniques Using a Complex Case Study to Teach Advanced Object-Oriented Programming
    Authors: M. Al-Jepoori, D. Bennett, Keywords: Complex programming case study, design pattern, learning advanced programming, object oriented programming. DOI:10.5281/zenodo.1340570 Abstract: Teaching Object-Oriented Programming (OOP) as part of a Computing-related university degree is a very difficult task; the road to ensuring that students are actually learning object oriented concepts is unclear, as students often find it difficult to understand the concept of objects and their behavior. This problem is especially obvious in advanced programming modules where Design Pattern and advanced programming features such as Multi-threading and animated GUI are introduced. Looking at the students’ performance at their final year on a university course, it was obvious that the level of students’ understanding of OOP varies to a high degree from one student to another. Students who aim at the production of Games do very well in the advanced programming module. However, the students’ assessment results of the last few years were relatively low; for example, in 2016-2017, the first quartile of marks were as low as 24.5 and the third quartile was 63.5. It is obvious that many students were not confident or competent enough in their programming skills. In this paper, the reasons behind poor performance in Advanced OOP modules are investigated, and a suggested practice for teaching OOP based on a complex case study is described and evaluated.
  • Embodied Cognition and Its Implications in Education: An Overview of Recent Literature
    Authors: Panagiotis Kosmas, Panayiotis Zaphiris, Keywords: Embodied cognition, embodied learning, education, technology, schools. DOI:10.5281/zenodo.1340510 Abstract: Embodied Cognition (EC) as a learning paradigm is based on the idea of an inseparable link between body, mind, and environment. In recent years, the advent of theoretical learning approaches around EC theory has resulted in a number of empirical studies exploring the implementation of the theory in education. This systematic literature overview identifies the mainstream of EC research and emphasizes on the implementation of the theory across learning environments. Based on a corpus of 43 manuscripts, published between 2013 and 2017, it sets out to describe the range of topics covered under the umbrella of EC and provides a holistic view of the field. The aim of the present review is to investigate the main issues in EC research related to the various learning contexts. Particularly, the study addresses the research methods and technologies that are utilized, and it also explores the integration of body into the learning context. An important finding from the overview is the potential of the theory in different educational environments and disciplines. However, there is a lack of an explicit pedagogical framework from an educational perspective for a successful implementation in various learning contexts.
  • Evaluating the Effectiveness of the Use of Scharmer’s Theory-U Model in Action-Learning-Based Leadership Development Program
    Authors: Donald C. Lantu, Henndy Ginting, M. Yorga Permana, Dany M. A. Ramdlany, Keywords: Action learning, behaviour, leadership development, Theory-U. DOI:10.5281/zenodo.1317412 Abstract: We constructed a training program for top-talents of a Bank with Scharmer Theory-U as the model. In this training program, we implemented the action learning perspective, as it is claimed to be the most effective one currently available. In the process, participants were encouraged to be more involved, especially compared to traditional lecturing. The goal of this study is to assess the effectiveness of this particular training. The program consists of six days non-residential workshop within two months. Between each workshop, the participants were involved in the works of action learning group. They were challenged by dealing with the real problem related to their tasks at work. The participants of the program were 30 best talents who were chosen according to their yearly performance. Using paired difference statistical test in the behavioral assessment, we found that the training was not effective to increase participants’ leadership competencies. For the future development program, we suggested to modify the goals of the program toward the next stage of development.