the effect of asynchronous learning strategy (reversed learning) on the performance level of some rhythmic gymnastics skills | ||
| مجلة سيناء لعلوم الرياضة | ||
| Volume 9, Issue 3, December 2024, Pages 233-259 PDF (1.34 M) | ||
| Document Type: المقالة الأصلية | ||
| DOI: 10.21608/jsss.2024.341678.1212 | ||
| Authors | ||
| منى البصال* ; اسماء شلتوت | ||
| التربية الرياضية | ||
| Abstract | ||
| of students receiving new concepts in class and then returning home to do homework in traditional education, students here in flipped learning receive new concepts for the lesson at home by preparing a video clip lasting between 5-10 minutes, and sharing it with them on one of the sites or social networks., or share videos, multimedia or educational games from electronic information sources such as Youtube for Education." (Abeysekera, L., & Dawson, P. 2014) This introduction or paragraph referred to by Abeysekera, L., & Dawson, P. 2014 was the idea of this study of flipped classroom learning, which is – Flipped Learning – as referred to by Zohey Nadeeb, 2018 as a turbo model. It aims to use modern technologies and the Internet in a way that allows the teacher to prepare the lesson through videos, audio files or other media, for students to view at home oranywhere else using their computers, smartphones or tablets before attending the lesson, while the lecture time is devoted to discussions, projects and exercises. Video is an essential element in this style of education where the teacher prepares a video clip lasting between 5 to 10 minutes and shared with students on a website or social networks, so the concept of flipped classroom largely ensures the optimal use of the teacher's time during the lesson, lesson or lecture, where the teacher assesses the level of students at the beginning of the lecture and then designs activities within the classroom by focusing on c | ||
| Keywords | ||
| the effect; of asynchronous; learning strategy | ||
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