Les classes inversées et renversée se sont depuis peu fait une place parmi les dispositifs pédagogiques. La classe inversée est un pari qui mise sur le fait que les étudiants joueront le jeu, et qu’ils parviendront à « construire leurs apprentissages » notamment pendant le temps à distance, où ils travaillent « en autonomie ». Or l’autonomie présentée comme un objectif à atteindre, serait plutôt un prérequis. Cependant, elle est aussi un des besoins fondamentaux, au coeur de la motivation humaine. Toute la question est donc de savoir quelle part d’autonomie il faudrait laisser aux apprenants en classes inversées, pour susciter la motivation sans nuire à l’apprentissage. En classe renversée, il s’agit de savoir comment faire pour que les étudiants parviennent à gérer la charge cognitive occasionnée par ce dispositif très engageant. Après avoir exposé les théories et modèles de la motivation et de l’apprentissage autorégulé, nous nous intéresserons à l’apprentissage en tant qu’activité cognitive et métacognitive, en particulier dans le champ de la recherche informationnelle. La thèse montre que l’autoévaluation est susceptible d’enclencher la dimension cognitive, motivationnelle et autorégulatoire de l’apprentissage en classes inversées et renversée. / Flipped and reversed classrooms recently came up among instructional designs. In flipped classrooms, students are expected to be fully engaged, even during remote time when they work on their own in an autonomous fashion. But autonomy rather seems to be a prerequisite although presented as a goal. However, autonomy is also one of the human basic needs according to current motivation’s models. Therefore, the question is to determine what proportion of autonomy should beleft to students in flipped classrooms to stimulate motivation without negative effect on learning. In the reversed classroom, which is cognitively a very engaging design, the main concern is to determine how it is possible to help students managing both motivation and the cognitive load. We first present theories and models of motivation and self-regulated learning, then we address the learning process as a cognitive and metacognitive activity. Our research takes place in the field of information seeking. There, we will show that self-assessment is likely to trigger the cognitive, motivational and self-regulatory dimensions of learning, in flipped and reversed classrooms.

O ciberespaço e as innitas possibilidades que se apresentam para nós, professores de losoa no ensino médio, não são panaceias capazes de resolver de uma vez por todas os problemas de insucessos no processo de ensino e da aprendizagem mas, se articulados de modo a deslocar o foco do ensino para a aprendizagem, imputando ao estudante o papel de protagonista de sua narrativa de conhecimento, acreditamos que poderemos enm caminhar rumo a uma educação melhor. Partindo desta constatação e vivenciando na sala de aula nossos fracassos perante uma geração que se comunica o tempo todo, mas que não se comunica com nossos conteúdos, que escreve o tempo todo (por cliques e toques em telas e teclados), mas que não escreve sequer um parágrafo em sala sem reclamar, é que voltamos aos primórdios da losoa, lá onde o diálogo, o debate e a discussão criaram as condições para o surgimento da losoa e, a partir dessa perspectiva, iniciamos uma investigação em busca do desenvolvimento de uma Performance Comunicativa que fosse dinâmica, sistemática e efervescente aos moldes daquela que, na ágora grega, possibilitou o nascimento da polis em um diálogo isonômico, isegórico e parresiástico. Como nossa percepção também captava o uso diuturno de dispositivos transmidiáticos por parte de nossos estudantes, conjecturamos a possibilidade de fazer do ciberespaço uma nova ágora que pudesse servir de antessala para a Performance Comunicativa. Nessa imersão, encontramos teorias que consideravam igualmente tais possibilidades e, dentre estas, fomos particularmente atraídos pelas propostas do Ensino Híbrido, especialmente através do projeto da Sala de Aula Invertida e do resgate de uma tendência que em muito lembrava os embates gregos, a Gamicação. Foi assim que então nos propusemos a pesquisar estes temas e, quando da sua compreensão e apropriação, articulá-los com a denição de losoa que nos balizava. Por esta razão, a presente tese busca reetir sobre o modo de ensinar os estudantes das aulas de losoa do ensino médio do Paraná a desenvolver Performances Comunicativas que, por sua vez, poderiam levá-los à experiência concreta da losoa e do losofar. / The cyberspace and the endless possibilities available for high school philosophy teachers are not just panaceas that could once and for all the problems of failures in the teaching and learning process but, if articulated in order to shift the focus from teaching to learning by imputing to the student the role of protagonist of his own narrative of knowledge, we believe that we could nally move towards a better educational program. Starting from this consideration and also experiencing in the classroom our failures towards a generation that is characterized by being continuously in communication and nevertheless unable to communicate with the school content itself, by writing all the time (through clicks and touches on their devices screens and keyboards) but unwilling to write even a single paragraph as a class activity, is that we head back to the origins of philosophy, to which dialogue, debate and discussion used to create the conditions for the emergence of philosophy. From this perspective, we will conduct an investigation which aims to search for the development of a dynamic, systematic and effervescent Communicative Performance, just like the one that, in the ancient Greek ágora, made possible the birth of the polis within an isonic, isegoric and parresiastic dialogue. As we could also notice a constant use of transmediatical devices by our students, we started to think about the possibility of turning cyberspace into a new agora that could operate as an antechamber for Communicative Performance. In this immersion, we found some other theories that were also considering those possibilities, and among them we were particularly attracted to the Hybrid Teaching proposals, especially through the project of an inverted classroom and by its return to a trend that very much resembled the Greek discussions, the so-called Gamication. In such a manner, we set out to research these subjects and, at the moment we could have a proper understanding and appropriation of it, to articulate them with the denition of philosophy we are based on. For this reason, the present thesis aims to reect on how should we teach the philosophy students of Paranas high school to develop Communicative Performances that could, in its turn, lead them to experience concrete philosophy and philosophizing.

Objective. To determine if a flipped classroom improved student examination performance in a pharmacotherapy oncology module. Design. Third-year pharmacy students in 2012 experienced the oncology module as interactive lectures with optional case studies as supplemental homework. In 2013, students experienced the same content in a primarily flipped classroom. Students were instructed to watch vodcasts (video podcasts) before in-class case studies but were not held accountable (ie, quizzed) for preclass preparation. Examination questions were identical in both cohorts. Performance on examination questions was compared between the two cohorts using analysis of covariance (ANCOVA), with prior academic performance variables (grade point average [GPA]) as covariates. Assessment. The students who experienced the flipped classroom approach performed poorer on examination questions than the cohort who experienced interactive lecture, with previous GPA used as a covariate. Conclusion. A flipped classroom does not necessarily improve student performance. Further research is needed to determine optimal classroom flipping techniques.

abstract: The purpose of this study was to gain a better understanding of how collaborative language learning activities affected student perceptions of their engagement and language self-efficacy in a communicative, flipped language learning classroom in higher education. The new online platforms accompanying many textbooks now allow students to prepare for classes ahead of time, allowing instructors to use more class time for student engagement in actual language practices. However, there has been little investigation of the effects of this communicative, flipped classroom model on students’ learning processes and outcomes. This mixed methods action research study revealed that the introduction of varied collaborative language learning activities had a positive impact on students’ self-efficacy and engagement as well as provides implications that will be of value to language educators interested in enhancing their use of the communicative, flipped classroom model. / Dissertation/Thesis / Doctoral Dissertation Educational Leadership and Policy Studies 2019

This literature review analyses what advantages and disadvantages can be gained by utilizing the flipped classroom method. The Swedish curriculum has been taken into consideration when conducting this review in order to see whether the method is compatible with the aim of the subject of English in the Swedish upper secondary school. Two key principles behind the flipped classroom are ‘active learning’ and ‘student-centered learning’. These key principles have been discussed and contrasted with the terms: ‘passive learning’ and ‘teacher-centered learning’. Acknowledging the fact that it is a challenge to engage students in their own learning as well as have them realize the benefits of doing so, this paper also highlights the advantages of implementing technology tools in the classroom where one can meet the needs of the students of today. The results of this literature review show that there are many advantages when utilizing the flipped classroom method. For example, the flipped classroom creates well-suited environments where discussions can take place, as the in-class activities aim at all students being engaged, applying concepts and sharing ideas. However, the results also show some disadvantages that may come when converting to a flipped classroom. Some of these are that the flipped model takes adjustment time, students need to adapt to the transition to a flipped classroom,and preparing online lessons is time consuming. Furthermore, both students and teachers need to learn how to use the new technology that comes with the flipped classroom model.

Syftet med studien är att mot bakgrund av ökade digitaliseringen i samhället, öka kunskapen om ett alternativt sätt att genomföra en undervisning vid högskole-/universitetsstudier med hjälp av Flipped Classroom. Studien är en totalstudie genomförd med forskningsstrategin explanatory sequential mixed method. Det innebär att studien i första hand använt kvantitativ metod för att komplettera med kvalitativ metod.  Av resultatet framgår att det förekommer både för- och nackdelar med Flipped Classroom, vilket påverkar studenternas inställning och upplevelse. Flipped Classroom ger studenterna flexibilitet. Det framgår att e-lärande ger flera individer möjligheten att studera vid högre utbildning. Oavsett kön, ålder eller tidigare erfarenhet påverkas upplevelsen till viss del.  Denna studie har genomförts på uppdrag av Institutionen för beteendevetenskap och lärande (IBL) vid Linköpings universitet.  Studiens syfte och frågeställningar avgränsas därmed till det pedagogiska projektet Flipped Classroom som genomförs på tredjeårsstudenter i delkursen HRD: Learning, change and development in organizations vid personal- och arbetsvetenskapliga programmet.

Made available in DSpace on 2016-08-29T15:36:07Z (GMT). No. of bitstreams: 1 tese_9520_Dissertação - Vitor Jurtlero de Freitas (2)-versão final que foi para a biblioteca central.pdf: 5077183 bytes, checksum: 7e679664a025d1263ae11fa0a56791fc (MD5) Previous issue date: 2015-12-18 / CAPES / O método ensino da flipped classroom tem alcançado uma penetração cada vez maior nas mídias e salas de aula pelo mundo. Nos últimos 3 anos os jornais New York Times e Washington Post publicaram um total de 20 artigos relacionados ao tema. A Flipped Learning Network, comunidade online voltada para a divulgação, capacitação e integração de professores interessados na inversão da sala de aula possui mais de 20.000 membros e realizou em julho de 2015 sua oitava conferência anual de flipped, na Universidade Estadual de Michigan. A flipped classroom, ou sala de aula invertida, baseia-se na relocação do papel da palestra instrucional para fora do ambiente escolar, através da utilização de vídeo-aulas online, e na aplicação do dever de casa dentro da sala de aula por meio de atividades cooperativas e colaborativas baseadas na active learrning. O objetivo dessa inversão sala de aula x dever de casa é aproveitar o tempo que seria gasto em sala com a exposição do conteúdo para desenvolver a compreensão desse conteúdo através de atividades mediadas pelo professor. Esse trabalho relata a implementação da flipped classroom para o ensino de conceitos físicos em cinco turmas da primeira série do ensino médio de uma escola pública. Nele, desenvolveu-se um estudo de caso com o objetivo de compreender as percepções dos alunos e do professor frente a esse método de ensino. Recorreu-se para a coleta de dados a instrumentos qualitativos, como entrevistas semiestruturadas e o inquérito por questões abertas e a instrumentos quantitativos como o inquérito por questões fechadas com escala do tipo Likert e a categorização das repostas presentes nas atividades desenvolvidas. O estudo permitiu concluir que: (i) o método de ensino da flipped classroom se provou eficaz para promover motivação ao ensino de física; (ii) as redes sociais demonstraram-se eficientes como um ambiente virtual de aprendizagem; (iii) as atividades baseadas na active learning criaram um ambiente de colaboração para a construção do conhecimento; (iv) os alunos envolvidos neste estudo apresentaram uma dependência considerável da figura do professor para o desenvolvimento das atividades propostas. (v) o método de ensino levou o professor a assumir um papel de mediador na construção do conhecimento. / The flipped classroom is based on the relocation of the role of instructional lecture out of the school environment, through the use of online video classes, and the implementation of the "homework" in the classroom through cooperative and collaborative activities based on active learrning. The goal of this inversion "classroom vs. homework" is to take advantage of the time that would be spent in the room with the exposure of the content to develop the understanding that content through activities mediated by professor. This teaching method has achieved increasing penetration in the media and classrooms around the world. In the last 3 years the newspapers New York Times and the Washington Post published a total of 20 articles related to these topic. The Flipped Learning Network, online community dedicated to the dissemination, training and integration of teachers interested in flipping the classroom has more than 20,000 members and held in July 2015 its eighth annual Conference of flipped, at Michigan State University. This research reports the implementation of the flipped classroom for the teaching of physical concepts related to force and motion in five classes of first grade high school to a public school. Here, has developed a case study with the aim to check the applicability of this method of teaching for the physical education in classes of first grade high school. Resorted to collecting data qualitative instruments, such as semi-structured interviews and the inquiry open questions, and quantitative instruments as the investigation closed issues with Likert type scale and categorization of answers in the activities undertaken. The study made it possible to conclude that: (i) the flipped classroom teaching method proved effective to promote motivation in the physics teaching; (ii) social networks have demonstrated efficient as a virtual learning environment; (iii) activities based on active learning created a collaborative environment for the construction of knowledge; (iv) students involved in this study showed a significant dependence of the figure of the teacher for the development of the proposed activities; (v) the teaching method led the professor to assume a role of mediator in the construction of knowledge.

Doctor of Philosophy / Curriculum and Instruction / David S. Allen / This study addresses how the flipped method of classroom instruction differs from traditional classroom instruction when comparing student achievement measures in middle and high school mathematics classrooms. The flipped classroom is defined by the Flipped Learning Network (2014) as an instructional method that moves direct instruction outside of the classroom in order to make room in the classroom for a more interactive learning environment where students can actively engage in the content. The flipped classroom strategy theoretically allows teachers the time to develop mathematical ideas and the ability to facilitate that development. For the Common Core State Standards initiative to be effective, teachers need to engage students in new learning experiences that support college and career readiness. By implementing a technology based instructional approach, like the flipped classroom strategy, teachers are able to blend twenty-first century skills with the development of the essential habits of mind of mathematically proficient students (Brunsell & Horejsi, 2013). This study seeks to understand how the flipped method of classroom instruction can lead to improved student achievement in mathematics courses and improve student perceptions about math in order to encourage course consumption in the future (Zollman, 2011). A modified explanatory sequential mixed methods design was used, and it involved collecting quantitative data and then explaining the quantitative results with in-depth qualitative data. In the quantitative phases of the study, NWEA Mathematics MAP Assessment data were collected from middle school students and course common final assessment scores were collected from middle school and high school students in a large Midwestern suburban school district to determine how student math achievement was impacted for students in a flipped classroom as compared to a traditionally instructed classroom. The frequency of active learning incidents was also collected during classroom observations. The qualitative phase was conducted as a follow up to the quantitative results to help explain the quantitative results. In this exploratory follow-up, student and teacher perceptions of mathematics achievement as a result of the flipped classroom approach to instruction with middle and high school math students and how those perceptions might be different than those of students and teachers in traditionally taught classrooms along with descriptions of observable active learning incidents in the school district were explored.

abstract: Mary Lou Fulton Teachers College at Arizona State University recently adopted a "technology infusion" approach to prepare teacher candidates (TC) to integrate technology into their instruction and meet the International Society for Technology in Education Standards for Teachers (ISTE Standards*T) by infusing technology integration approaches into methods courses. At the onset of the technology infusion approach, one important ISTE Standard-T was neglected in the curriculum--that is, digital citizenship (DC), i.e., the responsible, legal, and ethical use of technology. To address this problem of practice, a suite of teaching materials and support services was created, the Technology Infusion Support System (TISS), to help instructors effectively teach DC. The suite consisted of four online modules on essential DC topics including copyright/fair use, digital footprint/social media, acceptable use policies, and responsible student behavior. The support component consisted of ongoing just-in-time support from a technology integration specialist, an instructor's guide, and a resource folder. This mixed methods action research study was conducted to examine: DC instruction by those who used the TISS and the influence of DC instruction on TC's intention to promote and model DC in their future classrooms. With respect to the second objective, the Theory of Planned Behavior (TPB) guided study efforts. Participants included teacher education faculty members who taught DC in technology-infused methods courses, their students, and the technology infusion specialists who provided ongoing support to instructors throughout the duration of the study. Data gathered included survey data, observations, focus group interviews, instructor interviews, and researcher journal entries. Results suggested the TISS was a useful intervention in a college using a technology infusion approach. Course instructors provided consistent instruction on a topic outside of their area of expertise. Further, there was a significant increase in the students' intention to promote and model DC in their future classrooms. The discussion focuses on explaining: the effectiveness of DC instruction; how instruction in DC changes students' intentions to promote and model DC; and the usefulness of the TPB model in understanding how attitudes toward DC, and perceived behavioral control, i.e., efficacy, influence intention to promote and model DC. / Dissertation/Thesis / Doctoral Dissertation Leadership and Innovation 2015

This study is part of a master's research carried out in the Programa de Pós-Graduação em Tecnologias Educacionais em Rede. It presents the results of the investigation on the theoretical-practical conceptual approximation between flipped classroom approach and knowledge and skills of teachers in the context of the Universidade Federal de Santa Maria (UFSM), by means of production and provision of a multimedia courseware on the concept under study. In this teaching approach, the student has contact with the basic information about the study content before class. Thus, the school time is extended to develop practical activities oriented on understanding and problem solving, and to offer personalized guidance. The research proposal was focused on the presentation of the elements that characterize and define flipped classroom to later question the degree of familiarity, applications, and interest of UFSM‘s teachers in this model. The research was justified by the need to promote the dissemination of pedagogical strategies that allow integration between active methodologies and educational technologies in higher education in the era of digital learning. The general objective is to contribute with the innovation of the teaching-learning processes of the university‘s teachers. The study has qualitative, descriptive and exploratory nature and started from the identification of the state of art on the subject, which arose from the bibliographic review. The initial results of the theoretical review indicated that flipped classroom approach allows integration between technologies and active methodologies, providing students with more autonomy about learning, therefore increasing their engagement in class. The research results showed that the model was unknown to most participants, but many of them identified aspects of classroom flip in their teaching practices, albeit only partially. The courseware served the purpose of disseminating basic information about the approach, evidencing that there was an understanding of the presented concepts. As for the training demands, the teachers considered Peer Instruction and Just-in-Time Teaching as the most interesting methodologies to flip their classrooms. On the other hand, interactive digital whiteboard, video and audio editing software, and screencast are the technologies that the teachers showed motivation in learning. Finally, active learning methodologies and hybrid teaching are the themes that most aroused the participants‘ interest on teacher training. / Este estudo faz parte de uma pesquisa de mestrado realizada no Programa de Pós-Graduação em Tecnologias Educacionais em Rede e apresenta os resultados da investigação da aproximação conceitual teórico-prática entre a abordagem da sala de aula invertida e os saberes e fazeres docentes, no contexto da Universidade Federal de Santa Maria (UFSM), mediante a produção e a disponibilização de material didático multimídia instrucional sobre a inversão da sala de aula. Nessa abordagem de ensino, também conhecida como Flipped Classroom, o aluno tem contato com a informação básica sobre o conteúdo de estudo antes da aula. Assim, amplia-se o tempo do espaço escolar para atividades práticas de compreensão e de resolução de problemas e para o atendimento personalizado do aluno. A proposta da pesquisa centrou-se na apresentação dos elementos que caracterizam e que definem a sala de aula invertida para, posteriormente, questionar o grau de familiaridade, de aplicações e de interesse dos docentes da UFSM por esse modelo. A pesquisa justificou-se pela necessidade de promover a divulgação de estratégias pedagógicas que possibilitam a integração de metodologias ativas e de tecnologias educacionais, no ensino superior, na era da aprendizagem digital, tendo por objetivo geral contribuir para a inovação dos processos de ensino-aprendizagem dos docentes da universidade. O estudo, que teve caráter qualitativo, partiu da revisão de literatura para identificar o estado da arte sobre a temática e propôs, como métodos, o estudo descritivo e exploratório. Os resultados iniciais da revisão teórica apontaram que essa abordagem possibilita integrar tecnologias com metodologias ativas, de modo a proporcionar maior autonomia dos alunos sobre a aprendizagem, aumentando o engajamento deles em classe. Os resultados da pesquisa mostraram que o modelo era desconhecido pela maioria dos participantes, mas muitos identificaram aspectos de inversão em suas práticas docentes, ainda que de forma parcial. O material didático instrucional atendeu ao propósito de divulgar informação básica sobre a abordagem, evidenciando que houve compreensão dos conceitos apresentados. Quanto às demandas por formação, as metodologias de maior interesse dos professores para inversão de suas salas de aula foram o Peer Instruction e o Just-in-Time Teaching. Já as tecnologias que os docentes indicaram querer aprender a usar foram: lousa digital interativa, softwares de edição de vídeo/áudio e screencast. Por fim, as temáticas que mais despertaram interesse por formação dos professores foram as metodologias ativas de aprendizagem e o ensino híbrido.