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The objectives of this research were to develop a flipped classroom design, and to investigate the learning achievements and the innovation and learning skills of undergraduate students who had registered on a software engineering course which used the flipped classroom design. The suitability of flipped classroom lesson plans was evaluated by nine experts. The sample comprised 63 undergraduate students –33 students in the experimental group and 30 students in the control group - who had registered on the software engineering course in the first semester in 2017. The samples were selected by using the cluster random sampling method. The research instruments used were: (1) the flipped classroom lesson plans; (2) a multiple-choice learning achievement test, and (3) an evaluation form for learning and innovation skills rubric scoring. Mean (x̄), standard deviation, and one-way MANOVA were used to analyze data. The results found that: 1) The suitability of the flipped classroom lesson plans was at a high level (x̄ = 4.45, SD = 0.73). 2)The learning achievement results and the innovation and learning skills of undergraduate students who studied software engineering by the use of the flipped classroom design were higher than those of undergraduate students in a normal classroom, with a level of significance of 0.05.
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On the occasion of the 500th anniversary of the Reformation, this essay analyses those educational innovations in the history of central European education that were introduced by the Church reform in the 16th century, following these modernizations and their further developments through the spreading of the universal school systems in the late 18th and early 19th centuries. Drawing examples from the innovations in the college culture of the period, the author emphasises that those pedagogical values established in the 16th century are not only valid today, but are exemplary from the point of view of contemporary education. From these the author highlights: pupils’ autonomy (in the form of various communities), cooperation with the teachers and school management and the relative pluralism of values.