The flipped classroom model potential in online learning: an assessment focused on pedagogical interactions

IF 0.4 Q4 EDUCATION & EDUCATIONAL RESEARCH
Teresa Ribeirinha, Bento Duarte da Silva
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引用次数: 4

Abstract

This work evaluates an educational proposal, based on the Flipped Classroom principles, implemented in online learning during the lockdown caused by Covid-19 pandemic. The proposal was implemented in a Portuguese secondary school class and combines asynchronous classes (ASC) with synchronous classes (SC). We collected data using quantitative and qualitative methods, to characterise the learning environment, and its influence on the students’ engagement. The integrated analysis of the data reveals that the proposal created an adequate learning environment, organised, and supported by a robust social presence of the teacher. The design of the ASC enhanced student-content interactions leading to high rates of commitment to the tasks, which ensured an efficient preparation of the ASC. The SC division into learning episodes allowed us to understand the influence of episode design on the interaction patterns developed. The dynamic and interactive approaches of SC allowed the development of subject contents initiated in ASC. Despite the design of some episodes it has allowed measurable improvements in the number of student-student interactions it has also conditioned the collaborative construction of knowledge based on research processes.
在线学习中翻转课堂模式的潜力:一项专注于教学互动的评估
这项工作评估了一项基于翻转课堂原则的教育提案,该提案在新冠肺炎疫情导致的封锁期间在在线学习中实施。该提案在葡萄牙的一个中学班级实施,将异步班(ASC)与同步班(SC)相结合。我们使用定量和定性方法收集数据,以描述学习环境及其对学生参与度的影响。对数据的综合分析表明,该提案创造了一个充分的学习环境,有组织,并得到了教师强大的社会影响力的支持。ASC的设计增强了学生的内容互动,从而提高了对任务的承诺率,从而确保了ASC的有效准备。SC对学习情景的划分使我们能够理解情景设计对发展的互动模式的影响。SC的动态和互动方法允许ASC发起的主题内容的发展。尽管设计了一些情节,但它在学生与学生互动的数量上取得了可衡量的改善,它也制约了基于研究过程的知识合作构建。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
Revista Publicaciones
Revista Publicaciones EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
2.00
自引率
0.00%
发文量
23
审稿时长
18 weeks
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