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Medien und Asyl - Methodenausbildung mit Anwendungsbezug als Chance und HerausforderungBischof, Andreas, Sommer, Vivien, Frank, Anja, Schmidt-Lux, Thomas 09 June 2017 (has links)
Das Lehr-Lern-Projekt “Medien und Asyl”
kombinierte Forschungs- und Anwendungsbezug
in der universitären Hochschullehre.
Der Beitrag diskutiert die didaktischen
Herausforderungen eines solchen Lehrforschungsprojekts
mit Service Learning-
Orientierung, und wie diese adressiert wurden.
In der Darstellung des Ablaufs wird der
konsekutive Charakter des dreisemestrigen
Projekts deutlich. Die finale Phase der
Medienkonzeption wird dabei ausführlicher
vorgestellt. Abschließend wird die Bedeutung
fortlaufender Evaluation und Anpassung des
Projektablaufs als methodischer Schlüssel
zum Gelingen identifiziert.
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An Action Research Study of a Secondary Art Classroom in Appalachia Utilizing Flipped Classroom Hybridization MethodsGarver-Daniels, Tessa Marie 15 September 2021 (has links)
No description available.
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Motivating Students to Engage in Preparation for Flipped Classrooms by Using Embedded Quizzes in Pre-class VideosJones, Emily P., Wahlquist, Amy E., Hortman, Melissa, Wisniewski, Christopher S. 01 January 2021 (has links)
BACKGROUND: The success of flipped classrooms is dependent upon students' preparation prior to class, the lack of which is the most common challenge associated with this teaching methodology. To mitigate this limitation, it is important to develop and assess methods of engaging learners during pre-class activities. OBJECTIVE: To determine if quiz delivery method (embedded throughout versus after pre-class videos) affects students' knowledge retention, grades, and video viewing behavior. METHODS: Participating students were randomized to take quizzes, either during pre-class videos via Panopto (EQV) or after pre-class videos in the traditional manner via Moodle (TMM). Outcomes assessed included students' knowledge retention, scores on pre- and post-class quizzes, and pre-class video viewing behavior (total views and minutes viewed per student) during a three-week period. Having experienced both quizzing modalities during the semester, the perceptions from students in the EQV group were surveyed. RESULTS: Baseline assessment results of both groups (n = 27 per group) were comparable with a median score of 33% (IQR: 17, 50) in both groups. Performance was also similar on knowledge retention [TMM: 67% (50, 83) vs. EQV: 83% (50, 83)], pre-class quiz scores [TMM: 90% (87, 97) vs. EQV: 93% (90, 95)], and post-class quiz scores [TMM: 93% (80, 100) vs. EQV: 87% (80, 100)], while students in the EQV group had more total views [10 (8, 12)] vs. [5 (2, 11)] and minutes viewed [71 (36, 108) vs. 35 (15, 81)]. Results from the perception survey administered to students in the EQV group (74.1% response rate) indicated a preference for embedded quizzes overall (58%) and for class preparation (75%) when compared with post-video quizzes. CONCLUSION: Students' knowledge retention and performance were similar in both EQV and TMM groups, though students in the EQV group were more engaged with videos and most of them preferred this quiz delivery. Using embedded quizzes for formative rather than summative assessment might be an appropriate mechanism to encourage students' viewing of pre-class videos and their preparation for flipped classes.
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Vi är med eleverna hemma : En studie av lärares erfarenheter av Flippad undervisning / We are with the Pupils at Home : a Study of Teachers' Experiences of Flipped TeachingBäcklund, Johan January 2016 (has links)
Den här studien undersöker lärares erfarenheter av Flippad undervisning (Flipped Classroom). I den här studien har två forskningsfrågor ställts till ämneslärare i grund- och gymnasieskolan: Vad karaktäriserar Flippad undervisning? samt Vad är syftet med Flippad undervisning?. Teoretisk utgångspunkt i studien är ett sociokulturellt perspektiv. Empirin har samlats in genom kvalitativa intervjuer, analyserade enligt den kvalitativa innehållsanalysen som metodansats. Nio lärare, baserade på ett kriterieurval, från olika kommuner i den södra delen av Sverige har utgjort empirin i studien. Samtliga lärare har intervjuats vid sina respektive arbetsplatser. Fem teman har utkristalliserat sig i resultatet med utgångspunkt i den första forskningsfrågan: Förändrad yrkesroll, Tiden, Att motivera eleverna och ha en kontinuitet, Tekniken samt Kommunikationen med eleverna. Den andra forskningsfrågan genererade tre teman i resultatdelen: Förståelseförberedande, Elevers lärande synliggörs och Tillgänglighet. Resultatet belyser att läraren blir mer av en handledare i klassrummet, tid frigörs under lektionen som medger en förändrad, och ökad kommunikation. Resultatet visar också att det är viktigt att göra eleverna delaktiga. Tekniken är en av artefakterna som möjliggör undervisningsformen och bidrar till en förändrad kommunikation. Flera av respondenterna i studien ser möjligheten till ett ökat lärande och upplever också att formativa bedömningsprocesser underlättas av undervisningsformen. / This study examines teachers’ experiences of Flipped Teaching. Two questions have been asked: What characterizes the Flipped Classroom? and What’s the purpose of Flipped Teaching? The theoretical framework is the sociocultural perspective by Vygotsky. The empirical material has been gathered through the qualitative interview and the method used to process the data has been the qualitative content analysis method. Nine teachers from various parts of southern Sweden have been interviewed. The two research questions resulted in eight categories, five from the first question: Changes in profession, Time, Key aspects – Participation, motivation and continuity, Tools involved and Communication with pupils. The second question generated three categories: Understanding preparatory, Visible learning and Access to the material. The results show that the teachers have become more guides on the side rather than lecturers and that time together with the students, interacting with them, has changed the ways of communication. The result also shows that the technical artefacts suports the Flipped Classroom, in some ways even as a conditional precedent for the Flipped Classroom. Many of the respondents in the study also express that the Flipped Classroom helps them assess the pupils’ abilities more formatively.
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Teacher and Student Perceptions on High School Science Flipped Classrooms: Educational Breakthrough or Media Hype?Hunley, Rebecca C 01 May 2016 (has links)
For years educators have struggled to ensure students meet the rigors of state mandated tests. Challenges that often impede student success are student absences, school closings due to weather, and remediation for students who need additional help while advanced students can move ahead. Many educators, especially secondary math and science teachers, have responded to these issues by implementing a teaching strategy called the flipped classroom where students view lectures, power points, or podcasts outside of school and class time shifts to allow opportunities for collaborative learning.
The purpose of this research was to evaluate teacher and student perceptions of high school flipped science classrooms. A qualitative phenomenological study was conducted to observe 3 high school science teachers from Georgia, North Carolina, and Tennessee selected through purposeful sampling who have used the flipped classroom method for a minimum of 2 years. Analysis of data from an online survey, direct observation, teacher interviews, and student focus groups helped to identify challenges and benefits of this teaching and learning strategy. Findings indicated that teachers find the flipped classroom beneficial to build student relationships but requires a significant amount of time to develop. Mixed student reactions revealed benefits of a flipped classroom as a successful learning tool for current and future endeavors for college or career preparation.
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O uso do software Modellus na formação inicial dos licenciandos em Física dentro da abordagem metodológica da sala de aula invertidaTomanik, Marcelo 28 August 2015 (has links)
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Previous issue date: 2015-08-28 / Não recebi financiamento / This paper presents an application experience of the methodology called
Flipped Classroom in a class of undergraduates in physics at the University of Uberlandia,
using a computational mathematical modeling software, the Modellus, in its version 0.4.05,
which stands for a simulation capability of varying phenomena, especially those studied in
physics teaching. The goal pursued in carrying out the experiment, and this paper, was to
demonstrate the practicability of applying the methodology called Flipped Classroom from
the development of simple instructional materials and the use of resources available to most
physics teachers. The choice of Modellus, as base of the experience, was for its undeniable
usefulness as an educational tool for teachers and undergraduate students of Physics and a felt
need for dissemination of this software. In this paper we present the description of the
materials developed, the way of their development and the instruments used for the
implementation of experience and the collect of its results. Because of Modellus employment
with undergraduate students, a chapter was dedicated to briefly describing the trajectory of
teachers graduation in Physics in Brazil until today and another discussing the importance of
mathematical modeling in teaching, as well as a literature review of studies related to
modeling and / or Modellus. Experiment results reinforce not only the practicability of the
inverted Classroom, but also the need for greater disclosure of Modellus between teachers and
undergraduates, which led to the preparation of a written tutorial covering the entire contents
of physics used in the experiment. / O presente trabalho apresenta uma experiência de aplicação da metodologia
denominada Sala de Aula Invertida em uma turma de licenciandos de Física da Universidade
Federal de Uberlândia, utilizando um software de modelagem matemática computacional, o
Modellus, em sua versão 0.4.05, que se destaca por sua capacidade de simulação de variados
fenômenos, em especial os estudados no ensino de Física. O objetivo perseguido na realização
da experiência, e na elaboração deste texto, foi demonstrar a viabilidade da aplicação da
metodologia denominada Sala de Aula Invertida a partir do desenvolvimento de materiais
instrucionais simples e com o emprego de recursos disponíveis à maioria dos professores de
Física. A escolha do Modellus como base da experiência se deu por sua inegável utilidade
como ferramenta educacional aos professores e licenciandos de Física e por uma sentida
necessidade de divulgação desse software. Neste texto se apresentam a descrição dos
materiais desenvolvidos, a forma de desenvolvimento deles e os instrumentos utilizados para
a aplicação da experiência de coleta de seus resultados. Em virtude do emprego do Modellus
com alunos de licenciatura foi elaborado um capítulo descrevendo brevemente a trajetória das
licenciaturas de Física no Brasil até os dias atuais e outro discutindo a importância da
modelagem matemática no ensino, bem como uma revisão literária de trabalhos relacionados
à modelagem e/ou ao Modellus. Os resultados da experiência reforçam não só a viabilidade da
Sala de Aula invertida, mas também a necessidade de maior divulgação do Modellus entre
professores e licenciandos, o que levou à elaboração de um tutorial em texto cobrindo todo o
conteúdo de Física utilizado na experiência.
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Sala de aula invertida: relato de experiência de tutoria do programa de intercâmbio internacional “Gira Mundo” na ParaíbaSilva, Ketlen Oliveira Estevam da 10 April 2017 (has links)
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Previous issue date: 2017-04-10 / In the 21st century, it has observed many available resources that the students can use to
improve more and more their knowledge, principally in foreign languages. Immersed in a new
reality – now virtual environment, people use digital technologies to interact through social
media, they stay connected, they know technologies and applications as anybody else. Then,
how to create active learning environments, using activities that work with the students’ daily
routine and interest by means of digital technologies? This research aims to report the tutorial
experiences developed in the Language Preparatory Course from Gira Mundo International
Exchange Programme, using the flipped classroom as methodology in the teaching and
learning process in Paraíba’s programme. It has as theoretical foundation Bergmann e Sams
(2016), Fino (2008), Paiva (2012), Moran (2012), Bortoni- Ricardo (2008) and other authors.
The methodology is based on qualitative research with an ethnographic approach, using not
only a questionnaire as data collection instrument to evaluate the preparatory course, but also
eight reflexive diaries done by the students. Six of them were written by hand and the others
two were typewritten. For this purpose, it was designed a script into two parts to the reflexive
diary: the first one related to the students impressions about the programme, and the second
part is referred to the evaluation of the teaching and learning process from the classes given
by the tutor, through the methodology approaches in 18 classes taught. Furthermore, the
activities from Duolingo were guided as recommended by the Exchange programme, and also
some activities and postings in a private group created by the students’ tutor in the social
medias Facebook and Whatapp to interact, to exchange experiences and extra materials in the
English classes. This research concluded that the flipped classroom methodology used by the
programme, created active learning environments, with personalized education to the
students, and make the teacher/tutor reflect about her pedagogy practice in the classroom. / Em pleno Século XXI, há diferentes recursos tecnológicos disponíveis que os alunos podem
utilizar para aprimorar cada vez mais seus conhecimentos, principalmente para o estudo de
línguas estrangeiras. Imersos em uma nova realidade - a virtual, utilizam das tecnologias
digitais para interagirem pelas redes sociais, ficam conectados, conhecem de tecnologias e
aplicativos. Como, então, criar espaços de aprendizagem ativos, com atividades do cotidiano e
do interesse dos alunos através de tecnologias digitais? O objetivo desse trabalho é relatar as
experiências de tutoria vivenciadas no Curso Preparatório de Línguas do Programa de
Intercâmbio Internacional Gira Mundo, a partir da utilização da metodologia “sala de aula
invertida” no processo de ensino/aprendizagem no Programa na Paraíba. Tomamos como
fundamentação teórica Bergmann e Sams (2016), Fino (2008), Paiva (2012), Moran (2012),
Bortoni- Ricardo (2008), dentre outros. É uma pesquisa qualitativa do tipo etnográfica, tendo
como instrumento de coleta de dados um questionário para avaliação do Curso Preparatório,
assim como oito diários reflexivos feitos pelos alunos, seis deles escritos à mão e os outros dois
digitados. Para isso, elaboramos o roteiro do diário reflexivo em duas partes: a primeira contendo
as impressões dos alunos sobre o programa, e, a segunda parte, referente à avaliação do processo
de ensino/aprendizagem das aulas ministradas pela tutora, mediante as abordagens
metodológicas utilizadas nas dezoito aulas ministradas. Além disso, acompanhamos
atividades no aplicativo Duolingo proposto pelo Programa de Intercâmbio, e também as
atividades e as postagens em um grupo privado criado pela tutora da turma nas redes sociais
Facebook e Whatsapp para interagir, trocar experiências e postar materiais extras das aulas de
língua inglesa. Com o estudo, concluímos que a metodologia da sala de aula invertida
utilizada para a realização do Programa de Intercâmbio foi uma grande aliada para a criação
de espaços ativos de aprendizagem, com a educação personalizada dos alunos e também
fazendo o professor-tutor refletir sobre sua prática pedagógica em sala de aula.
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A sala de aula invertida como técnica alternativa de ensino : um enfoque no desenvolvimento da autonomia do aprendiz de inglês como L2/LE / The flipped classroom as an alternative teaching technique: developing learner autonomyOfugi, Mariana Santana 08 April 2016 (has links)
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Previous issue date: 2016-04-08 / This study aims at investigating in what ways the work with the flipped classroom (a
procedure through which students should study specific parts of the course content at home,
through videos, for example, before they are discussed in the classroom) can help English as a
foreign language students become more autonomous in their learning process. It also aims at
analyzing the perceptions of the students and the teacher-researcher after they have worked
under the flipped classroom model. This qualitative case study research was carried out at the
Language Center at the Federal University of Goiás. 14 learners, mostly university students,
and the teacher-researcher participated in the research. The data collection instruments were a
questionnaire applied to students before they started working with the flipped classroom, an
interview with the learners which was conducted by the end of the term, three video recorded
classes and the field notes created by the teacher-researcher. The results showed that the
learners displayed various signs of developing autonomy and a high level of cooperation
throughout the classes. Their perceptions regarding the work with the flipped classroom were,
for the most part, positive: many of them said they benefitted from being able to access the
class content beforehand, and other learners stated that they preferred the flipped classes,
since they were more dynamic. Some of the negative perceptions regard the fact that
oftentimes they would forget to watch the videos, since they were not used to working under
this technique. The teacher-researcher also benefitted from the work with the flipped
classroom, mostly because it proved to be challenging and stimulating. In the final thoughts
section, we discuss aspects such as the necessity of the teacher carefully performing an
evaluation of their class before starting the work with the flipped classroom. This should be
done in order to ensure all students have access to the materials and that they know what is
expected from them in this way of having classes, which is probably new to them. / O presente trabalho tem como principais objetivos verificar de que formas o trabalho com a
sala de aula invertida (SAI), um procedimento pelo qual os alunos devem estudar o material
em casa, por meio de vídeos, por exemplo, antes de ele ser abordado em sala de aula, pode
auxiliar os aprendizes de inglês como LE a se tornarem mais autônomos em seu processo de
aprendizagem, além de investigar quais são as percepções desses aprendizes e da professorapesquisadora
ao trabalharem sob esse modelo. Trata-se de um estudo de caso qualitativo
realizado no Centro de Línguas da Universidade Federal de Goiás. Participaram da pesquisa
14 alunos, em sua maioria universitários, e a professora-pesquisadora. Os instrumentos de
coleta de dados utilizados foram um questionário aplicado aos alunos antes do início do
trabalho com a sala de aula invertida, uma entrevista com os aprendizes realizada ao fim do
semestre, três aulas gravadas em vídeo e as notas de campo da professora-pesquisadora. Os
resultados mostram que os aprendizes demonstraram diversos sinais de desenvolvimento de
autonomia e uma maior cooperação entre si ao longo das aulas. Suas percepções a respeito do
trabalho com a sala de aula invertida foram, em sua maioria, positivas: muitos alegaram terem
se beficiado de poder ter acesso ao conteúdo da aula de antemão, e outros disseram que
preferiram as aulas sob a SAI por elas apresentarem uma dinamicidade maior. A professorapesquisadora
também se beneficiou do trabalho com a sala de aula invertida, que se mostrou
desafiador e estimulante. As percepções negativas envolvem o fato de que muitas vezes eles
se esqueceram de assistir aos vídeos, pois não estavam acostumados com essa técnica. Nas
considerações finais, são discutidos aspectos como a necessidade de uma avaliação atenta do
professor antes de iniciar o trabalho com a SAI, para que se tenha certeza de que todos os
alunos terão acesso ao material e de que eles saibam exatamente o que se espera deles em um
ambiente que provavelmente trará diferentes desafios para os aprendizes.
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Sala de aula invertida: uma abordagem colaborativa na aprendizagem de matemáticaHonório, Hugo Luiz Gonzaga 16 March 2017 (has links)
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Previous issue date: 2017-03-16 / A presente pesquisa tem como objetivo elaborar, aplicar e avaliar um Processo para a implementação da Metodologia Sala de Aula Invertida, propiciando suporte à aprendizagem colaborativa do Ensino de Matemática. Para a elaboração deste Processo, tomaram-se como bases teóricas os autores: Munhoz (2015), pesquisador do tema em questão e, Jhonatan Bergmann e Aaron Sams (2016), criadores da Metodologia Sala de Aula Invertida. Em relação ao tema colaboração, a pesquisa se embasou na teoria da Computer Supported Collaborative Learning (CSCL) e no Modelo de colaboração 3C (FUKS et al., 2002) e (ELLIS et al., 1991), modelo este norteado pela ideia de que para colaborar, um grupo deve exercer três atividades principais: comunicar, coordenar e cooperar. O Processo foi implementado em uma turma do 9° ano do Ensino Fundamental e utilizou-se a metodologia de estudo de caso para investigar e analisar o comportamento e as reações dos alunos. Com a efetivação do Processo, pode-se constatar que os alunos colaboraram nos momentos de interações online e presenciais, a partir da apropriação dos elementos de colaboração do Modelo 3C. Observou-se ainda, que as interações entre os membros dos grupos deixaram os alunos mais independentes do professor e que, nos momentos presenciais, os alunos compartilharam entre si as suas próprias maneiras de compreender o conteúdo estudado, o que contribuiu para a construção coletiva do conhecimento. No que diz respeito à metodologia Sala de Aula Invertida, os alunos relataram de forma positiva a experiência, pois a disponibilidade de rever às videoaulas em qualquer momento, bem como o fato destes terem um acompanhamento mais individualizado pelo professor nos momentos presenciais, potencializou o processo de ensino-aprendizagem. Assim, concluiu-se que, o Processo proposto com suporte à aprendizagem colaborativa na Sala de Aula Invertida pode potencializar a metodologia, permitindo que os alunos criem espaços para refletirem sobre os conteúdos matemáticos estudados, a partir de uma aprendizagem mais autônoma, além de motivá-los aos estudos prévios de modo a enriquecer os encontros presenciais. / The aims of this research are to elaborate, apply and evaluate a Process for the implementation of the Flipped Classroom Methodology, by giving support to the collaborative learning of Mathematics. As theoretical bases, the authors who were taken in consideration for the elaboration of this Process are Munhoz (2015), researcher of this subject matter; and Jhonatan Bergmann and Aaron Sams (2016), formers of the Inverted Classroom Methodology. Concerning the theme “Collaboration”, the research was based on the Computer Supported Collaborative Learning theory (CSCL) and on the 3C Collaboration Model (FUKS et al., 2002), which is based on the idea that, to collaborate, a group must carry out three main activities: Communicating, Coordinating and Cooperating. The process was implemented in a 9th grade elementary school class and the case study methodology was used to investigate and analyze students' behavior and reactions. Through the implementation of the Process, students collaborated during the moments of online and face-to-face interaction, from the appropriation of the 3C model collaboration elements. It was also observed that the interaction between the members of the groups led them to be more independent of the teacher and, in the face-to-face moments, the students shared their own ways to understand the studied content, which has contributed significantly to the construction of knowledge. Regarding the Inverted Classroom methodology, the students have reported as positive this experience, since the availability of reviewing the videotapes at any time, as well as the fact that they had a more individualized monitoring by the teacher in the face-to-face moments, by expanding the power of teaching and learning processes. Thus, it was concluded that the proposed Process supported by Collaborative Learning activities in the Inverted Classroom can enhance the methodology. It allows students to create spaces to think about studied mathematical contents, from a more autonomous learning way. Besides motivating them to previous studies, face-to-face meetings can be enriched.
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Flipped Classroom : A Literature Review on the Benefits and Drawbacks of theReversed ClassroomKostaras, Vasiliki January 2017 (has links)
Technology has become an integral part in the realm of education. The flipped classroom is a recent teaching method where students can watch instructional online videos outside the classroom that actively engage them in their learning process. Although this trend has gained momentum in many disciples and there are many studies available, research behind language acquisition through the flipped classroom model is limited. Still it is implemented by many teachers in the upper secondary school in Sweden. The aim of this study is to investigate the benefits and drawbacks of the flipped classroom in the EFL context and to see if the Flipped Classroom enhances interactive skil ls in students’ language learning. Peer reviewed research articles were used and data has been collected through research behind the Flipped Classroom. The perceptions behind it were divided. Some teachers and students experienced the Flipped Classroom as something positive with regard to availability of material, the promotion of active learning for students and enhancement in language interaction. Along with these, criticism made on this teaching method is that creating material to be available online was time consuming and that perceived an increase in the homework load. As regards oral interaction, both teachers and students felt that it did enhance skills in speaking since preparation before class lead to qualitative time for interaction with the teacher during class, something that was very limited before implementing the flipped classroom model. This review suggests that there is a demand for further studies in the area of English language teaching and English language acquisition in the Swedish context of upper secondary education.
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