The flipped classroom structure is a new concept designed to accommodate current students in place of the traditional classroom structure. Instead of in-class lectures, students do the majority of learning outside of class and use in-class time to participate in interactive activities with peers and with educators. Most out-of-class learning materials involve use of lecture videos, online games, or lecture notes. Recent studies found success with flipped classrooms in a variety of settings and students. However, there are no studies regarding whether current students better retain information when providing lectures in digital media as opposed to traditional media. This study compares the mean difference of pretest and post classroom scores for pharmacology using NBME exams of PA students given study materials in digital form and those given study materials in traditional paper form. We hope the study can contribute to effective teaching for future students.

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For most of the twentieth and all the twenty-first century, there has been a great debate over educational reform for teaching mathematics. From these debates have come a critical look at how to properly instruct students so they can actively learn in the classroom, yet still retain the information for use in their later life. These questions are rooted in the larger debate between philosophical and psychological dimensions of human growth and development. Some educators, therefore, believe structuring their instruction around some philosophies such as idealism, realism, pragmatism, or existentialism was the key to success for their students. Others took the psychological approach and featured behaviorist or cognitive ideas in their teaching. Most feel that the approaches to psychology reflect these philosophical and psychological theories. These positions have resulted in the emergence of specific suggested teaching strategies that each proponent believes provide the solutions to the dilemma of how to best educate today’s students. This study examines what effect two different instructional strategies have on student acquisition of mathematical concepts and procedures.

Les classes inversées et renversée se sont depuis peu fait une place parmi les dispositifs pédagogiques. La classe inversée est un pari qui mise sur le fait que les étudiants joueront le jeu, et qu’ils parviendront à « construire leurs apprentissages » notamment pendant le temps à distance, où ils travaillent « en autonomie ». Or l’autonomie présentée comme un objectif à atteindre, serait plutôt un prérequis. Cependant, elle est aussi un des besoins fondamentaux, au coeur de la motivation humaine. Toute la question est donc de savoir quelle part d’autonomie il faudrait laisser aux apprenants en classes inversées, pour susciter la motivation sans nuire à l’apprentissage. En classe renversée, il s’agit de savoir comment faire pour que les étudiants parviennent à gérer la charge cognitive occasionnée par ce dispositif très engageant. Après avoir exposé les théories et modèles de la motivation et de l’apprentissage autorégulé, nous nous intéresserons à l’apprentissage en tant qu’activité cognitive et métacognitive, en particulier dans le champ de la recherche informationnelle. La thèse montre que l’autoévaluation est susceptible d’enclencher la dimension cognitive, motivationnelle et autorégulatoire de l’apprentissage en classes inversées et renversée. / Flipped and reversed classrooms recently came up among instructional designs. In flipped classrooms, students are expected to be fully engaged, even during remote time when they work on their own in an autonomous fashion. But autonomy rather seems to be a prerequisite although presented as a goal. However, autonomy is also one of the human basic needs according to current motivation’s models. Therefore, the question is to determine what proportion of autonomy should beleft to students in flipped classrooms to stimulate motivation without negative effect on learning. In the reversed classroom, which is cognitively a very engaging design, the main concern is to determine how it is possible to help students managing both motivation and the cognitive load. We first present theories and models of motivation and self-regulated learning, then we address the learning process as a cognitive and metacognitive activity. Our research takes place in the field of information seeking. There, we will show that self-assessment is likely to trigger the cognitive, motivational and self-regulatory dimensions of learning, in flipped and reversed classrooms.

Philosophiae Doctor - PhD / The use of technology in mathematics education has many potentially positive outcomes. There is, however, little evidence to show where the use of technology has made a significant impact on mathematics education in South Africa. This study aims to address the issue of how computer tablets are currently used in the mathematics classroom. The researcher drew a comparison between learners who were taught with computer tablets and learners who were taught in the traditional way by evaluating the learners' progress after being taught on the topic of 3D images. This assessment was done in the form of a pre-test and a post-test that were administered to both classes on a topic of 3D images that was taught during this allocated time. The research is located in the third-generation activity theory. It is based on the socio-cultural theory of Lev Vygotsky, but it is blended with modern western theories as described by Engeström. The researcher made use of a mixed methods approach starting with a qualitative survey, followed by a pre-test, observations and concluding with a post-test. The pre-test and post-test determined whether cognitive knowledge was gained. The participants in the study were a group of 15-year-old learners at a private school where the one class was taught using computer tablets in the mathematics classroom, and the other class was taught the same content without computer tablets. A qualitative survey was sent to 27 schools within a particular school group where teachers indicated the popular Apps that were used in the mathematics classroom in this school group. Teachers also gave reasons why these were the Apps of choice and elaborated on how they were using these Apps. The quantitative part of this research was guided by the results of the survey and the 5 most popular Applications (Apps) were used in the teaching experiment. The quantitative part focused on two classrooms within the same school where the one class were taught with computer tablets and the other class were taught without the use of computer tablets. The t-test for this research showed that the group of learners who were taught with computer tablets achieved significantly better results than the class of learners who were taught using hard copy textbooks with traditional methods of teaching. This study showed that having computer tablets in schools can be effective in the mathematics classroom. The recommendations emanating from this study indicates that school who are planning to use computer tablets in the mathematics classroom should first plan their wi-fi capabilities with enough access points and internet access. These schools also need to decide on a type of computer tablet and what operating system to use. This decision has implications to the accessibility of quality Apps, battery life and storage space of the computer tablet. Schools are recommended to have a plan for training teachers in the use of this computer tablets especially regarding the pedagogical practice when interacting with learners. A last recommendation is to nurture a culture of computer tablet use amongst the learners to discipline themselves to charge and maintain their computer tablets and apply it to educational use. This study includes a pedagogical framework in respect of the effective use of computer tablets in the mathematics classroom.