ANDRAGOGICAL INTERVENTIONS IBD

Sinopse

Andragogical InterventionsHigher Education in India Chapter 1 Introduction1.1 Statement of the Problem1.2 Research Objectives1.3 Research Gaps1.4 Research Questions1.5 Scope of the Study1.6 Significance of the Study1.7 Organization of the ResearchChapter 2 Context2.1 Key Concepts of Flipped LearningPedagogy and Its Evolvement2.1.1 Historical Background2.1.2 The Concept of Flipped Learning2.1.3 Misconceptions about Flipped Learning2.2 Theoretical Frameworks2.3 Rising Interest in Flipped Learning Pedagogy2.3.1 Research Studies on the Effects of Flipped Learning2.3.2 Motivations to Apply Flipped Learning inHigher Education2.3.3 Challenges and Barriers Faced in Flipped Learning2.5 Pedagogical Framework and Course Designfor Flipped Learning2.6 Factors Impacting the Adoption ofthe Flipped Classroom2.7 Strategies for Successful Implementation ofFlipped Learning2.8 Flipped Learning Use in Higher Education inIndia - Current Status and Challenges2.9 Conceptual Framework of Flipped Learning inthe Indian ContextChapter 3 Research Methodology3.1 Research Design3.1.1 Study Area3.1.2 Data Sources3.1.3 Rapid Appraisal Methodology3.1.4 Questionnaire Survey3.2 Unit of Analysis3.3 Data Collection and Tools3.3.1 Case Study of JIS College of Engineering,Kalyani, India3.3.2 Interviews with Key Informants3.3.3 Focus Group Discussion.3.3.4 Questionnaire Survey, Sample Size, and ReliabilityChapter 4 Findings and Analysis4.1 Application of Flipped Learning Pedagogy inHigher Education in India4.1.1 Findings and Observations from a Visitto a College in India .4.1.2 Findings from the Interviews4.1.3 Findings from the Focus Group Discussion4.2 Key Drivers for the Adoption of Flipped Learning4.2.1 Findings and Descriptive Analysis4.2.1.1 Breakdown of Respondents4.2.1.2 Awareness of Flipped Learning4.2.1.3 Experience with Flipping a Course4.2.1.4 Educator Perspective on Studentsin Flipped Learning4.2.1.5 Institutional Support4.2.1.6 Challenges to Flip Courses4.2.1.7 The Indian Context4.2.2 Factor Analysis4.3 Challenges Faced in Adoption of FlippedLearning in Higher Education in India4.3.1 Total Interpretative Structural Modeling4.3.1.1 Methodology for ChallengesIdentification and Validation4.3.2 TISM Methodology and Model Development4.4 Framework for Effective Implementation ofFlipped Learning in Higher Education in IndiaChapter 5 Conclusion5.1 Findings and Recommendations5.2 Conclusion5.3 Policy Recommendations and Actions forIndian Higher Education Institutes5.4 Future Research