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Integrating Cognition, Self-Regulation, Motivation, and Metacognition: A Framework of Post-Pandemic Flipped Classroom Design
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Yan Shen; Dan Spencer; Jennifer Tagsold; Hyunsong Kim – Educational Technology Research and Development, 2025
The adoption of blended and hybrid Flipped Classroom (FC) models increased dramatically during COVID-19 and is still highly valued and recommended for enhancing the quality, flexibility, and effectiveness of teaching and learning post-pandemic. While meta-analyses indicate a small yet meaningful effect size of the FC approach, examined studies…
Descriptors: Flipped Classroom, Technology Uses in Education, Program Effectiveness, Metacognition
Integrating Robotics in Art Education: Leveraging Constructivist and Experiential Learning Frameworks to Enhance Cognitive Development, Problem-Solving Skills and Collaboration among Diverse Learners
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Shujun Dong; Ran Zhi; Feng Gan – European Journal of Education, 2025
As educational paradigms continue to evolve in response to technological advancements, there is growing interest in interdisciplinary approaches that bridge the gap between STEM and the arts. One such emerging area is the integration of robotics into art education, which holds the potential to enrich learning experiences and foster a range of…
Descriptors: Technology Integration, Technology Uses in Education, Art Education, Constructivism (Learning)