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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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.

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.

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.

Submitted by Izabel Franco (izabel-franco@ufscar.br) on 2016-10-06T12:07:22Z No. of bitstreams: 1 DissMT.pdf: 1389006 bytes, checksum: c8668a38b168f5b3308c3e4261e2424a (MD5) / Approved for entry into archive by Marina Freitas (marinapf@ufscar.br) on 2016-10-20T13:44:06Z (GMT) No. of bitstreams: 1 DissMT.pdf: 1389006 bytes, checksum: c8668a38b168f5b3308c3e4261e2424a (MD5) / Approved for entry into archive by Marina Freitas (marinapf@ufscar.br) on 2016-10-20T13:44:13Z (GMT) No. of bitstreams: 1 DissMT.pdf: 1389006 bytes, checksum: c8668a38b168f5b3308c3e4261e2424a (MD5) / Made available in DSpace on 2016-10-20T13:44:19Z (GMT). No. of bitstreams: 1 DissMT.pdf: 1389006 bytes, checksum: c8668a38b168f5b3308c3e4261e2424a (MD5) 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.

Submitted by Viviane Lima da Cunha (viviane@biblioteca.ufpb.br) on 2017-07-27T14:13:51Z No. of bitstreams: 1 arquivototal.pdf: 3998814 bytes, checksum: b29e79b4cf29a7c25700417563cad3d2 (MD5) / Made available in DSpace on 2017-07-27T14:13:51Z (GMT). No. of bitstreams: 1 arquivototal.pdf: 3998814 bytes, checksum: b29e79b4cf29a7c25700417563cad3d2 (MD5) 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.

Submitted by Cássia Santos (cassia.bcufg@gmail.com) on 2016-06-15T14:31:55Z No. of bitstreams: 2 Dissertação - Mariana Santana Ofugi - 2016.pdf: 2631956 bytes, checksum: 06c0223f8ff61564ab064ddb7b50f6c2 (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) / Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2016-06-28T11:37:49Z (GMT) No. of bitstreams: 2 Dissertação - Mariana Santana Ofugi - 2016.pdf: 2631956 bytes, checksum: 06c0223f8ff61564ab064ddb7b50f6c2 (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) / Made available in DSpace on 2016-06-28T11:37:50Z (GMT). No. of bitstreams: 2 Dissertação - Mariana Santana Ofugi - 2016.pdf: 2631956 bytes, checksum: 06c0223f8ff61564ab064ddb7b50f6c2 (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) 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.

Submitted by Renata Lopes (renatasil82@gmail.com) on 2017-05-31T20:06:16Z No. of bitstreams: 1 hugoluizgonzagahonorio.pdf: 1281182 bytes, checksum: 5babe4133052512307af0f3e58bb9952 (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2017-06-01T11:42:33Z (GMT) No. of bitstreams: 1 hugoluizgonzagahonorio.pdf: 1281182 bytes, checksum: 5babe4133052512307af0f3e58bb9952 (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2017-06-01T11:45:24Z (GMT) No. of bitstreams: 1 hugoluizgonzagahonorio.pdf: 1281182 bytes, checksum: 5babe4133052512307af0f3e58bb9952 (MD5) / Made available in DSpace on 2017-06-01T11:45:24Z (GMT). No. of bitstreams: 1 hugoluizgonzagahonorio.pdf: 1281182 bytes, checksum: 5babe4133052512307af0f3e58bb9952 (MD5) 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.

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.