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What are some successful flipped classroom models for cellular network protocols?

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Flipped classroom is a pedagogical approach that reverses the traditional order of instruction and homework. Instead of lecturing in class and assigning exercises for home, teachers provide pre-recorded videos or other online materials for students to watch and study before the class session, and use the face-to-face time for interactive activities, discussions, and problem-solving. This way, students can learn at their own pace, review the content as many times as they need, and receive more feedback and guidance from the teacher and peers during the class. Flipped classroom can be especially effective for teaching complex and abstract topics, such as cellular network protocols, that require deep understanding and application of concepts and principles. In this article, we will explore some successful flipped classroom models for cellular network protocols and how they can enhance students' learning outcomes and engagement.

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Szymon Machajewski

Education leader designing immersive AI learning experiences. Shaping the future of instruction. Keynote speaker. Chair…

1 Basic model

The basic model of flipped classroom is the simplest and most common one. It consists of two main phases: pre-class and in-class. In the pre-class phase, students access online materials, such as videos, readings, quizzes, or simulations, that introduce and explain the key concepts and principles of cellular network protocols, such as the OSI model, TCP/IP, LTE, 5G, or Wi-Fi. The online materials are usually short, concise, and interactive, and often include checkpoints or self-assessments to help students monitor their progress and comprehension. In the in-class phase, students participate in various activities, such as group discussions, case studies, lab experiments, or projects, that allow them to apply, analyze, synthesize, and evaluate the knowledge and skills they acquired in the pre-class phase. The teacher acts as a facilitator and coach, providing feedback, clarification, and support to the students as they work collaboratively and creatively.

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Szymon Machajewski

Education leader designing immersive AI learning experiences. Shaping the future of instruction. Keynote speaker. Chair EDUCAUSE SSA Steering Committee. UIC Accessibility Policy Committee. Society for LA Research (SoLAR)
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It it me or did AI just hallucinate? I think the “flipped” got confused with cell phone, because there is little connection between pedagogy and 5G. Let’s try again.

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2 Peer instruction model

The peer instruction model of flipped classroom is based on the idea that students can learn from each other by explaining and questioning their own and others' understanding of cellular network protocols. In this model, the pre-class phase is similar to the basic model, but the in-class phase is structured around a series of multiple-choice questions that test the students' conceptual understanding of the topics covered in the online materials. The questions are designed to elicit common misconceptions or challenges that students may have about cellular network protocols. The teacher poses a question to the whole class and asks them to vote individually on the answer using clickers or other devices. Then, the teacher asks the students to discuss their reasoning with their neighbors and try to convince them of their answer. After the discussion, the teacher asks the students to vote again on the same question and reveals the correct answer and explanation. The teacher also facilitates a whole-class discussion to address any remaining doubts or confusions.

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3 Team-based learning model

The team-based learning model of flipped classroom is based on the idea that students can learn from working together on challenging and authentic tasks that require them to apply their knowledge and skills of cellular network protocols. In this model, the pre-class phase is similar to the basic model, but the in-class phase is divided into three stages: readiness assurance, application, and peer evaluation. In the readiness assurance stage, the students take an individual quiz on the online materials, and then take the same quiz as a team using scratch cards or other devices that provide immediate feedback. The teams can also appeal the quiz answers if they have a valid argument. The teacher reviews the quiz results and clarifies any misconceptions or difficulties. In the application stage, the teams work on case studies, problems, or projects that require them to apply their knowledge and skills of cellular network protocols to real-world scenarios or situations. The teams present their solutions or outcomes to the class and receive feedback from the teacher and peers. In the peer evaluation stage, the students rate their team members' contributions and performance using a rubric or a survey.

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4 Here’s what else to consider

This is a space to share examples, stories, or insights that don’t fit into any of the previous sections. What else would you like to add?

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What are some successful flipped classroom models for cellular network protocols?

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1 Basic model

2 Peer instruction model

3 Team-based learning model

4 Here’s what else to consider

Mobile Communications

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What are some successful flipped classroom models for cellular network protocols?

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1 Basic model

2 Peer instruction model

3 Team-based learning model

4 Here’s what else to consider

Mobile Communications

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