Flipping the classroom with multimedia resources to regulate learning pace: A case study

Abstract

This paper addresses the usage of multimedia resources in flipped learning settings as a methodology to handle and regulate the learning pace of ICT synchronized project-based in-class tasks, with large groups of students. The methodology was applied as an attempt to optimize the teacher's ability to respond to the great amount of student queries and to ensure positive outcomes in terms of students' mid-term assessment. Results reveal that flipping learning per se did not produce a high impact on the achievement of the intended teaching goals nor students' grades. The set of conducted analyses demonstrate, however, relevant patterns on students' behavior, namely: which were the adopted learning strategies and how did they handle multimedia learning resources.