Viktige beslutninger for et effektivt omvendt klasserom
Keywords:
fleksibel læring, effektiv undervisning, inkluderende opplæring, selvregulert læring, samarbeidslæring, omvendt klasserom, omvendt undervisning, flipped classroomSynopsis
Dette mønsteret er designet for lærere som allerede har implementert omvendt klasserom (FC) i høyere utdanning. Det kan også være et nyttig verktøy for lærere som ikke er kjent med FC, så vel som for ulike utdanningsnivåer og mindre klassestørrelser. Lærere med tidligere erfaring i FC kan dra mer nytte av dette mønsteret ved å velge de spesifikke handlingene som trenger revisjon. I tillegg kan studenter på høyere gradsnivåer ha mer nytte av fleksibilitet, inkludering og muligheter for selvregulering. Til slutt kan det å ha færre elever i en gruppe føre til mer personlig praksis.
References
Albó, L., Beardsley, M., Martínez-Moreno, J., Santos, P., & Hernández-Leo, D. (2020). Emergency Remote Teaching: Capturing Teacher Experiences in Spain with SELFIE. In C. Alario-Hoyos, M. J. Rodríguez-Triana, M. Scheffel, I. Arnedillo-Sánchez, & S. M. Dennerlein (Eds.). Addressing Global Challenges and Quality Education (pp. 318-331). Springer Nature Switzerland.
https://doi.org/10.1007/978-3-030-57717-9_23
Aydın, B., & Demirer, V. (2016). Flipping the Drawbacks of Flipped Classroom: Effective Tools and Recommendations. Journal of Educational and Instructional Studies in the World, 6 (1), 33-40. https://arastirmax.com/tr/system/files/dergiler/116392/makaleler/6/1/arastirmaxflipping-drawbacks-flipped-classroom-effective-tools-and-reccomendations.pdf
Baig, M. (2019). To study the barriers in implementing flipped classroom: A review of selected literature. Journal of Emerging Technologies and Innovative Research, 6(5), 498-507.
Jones, E. P., Wahlquist, A. E., Hortman, M., & Wisniewski, C. S. (2021). Motivating Students to Engage in Preparation for Flipped Classrooms by Using Embedded Quizzes in Pre-class Videos. Innovations in Pharmacy, 12(1).
https://doi.org/10.24926/iip.v12i1.3353
Lai, C. L., & Hwang, G. J. (2016). A self-regulated flipped classroom approach to improving students' learning performance in a mathematics course. Computers and Education, 100, 126-140.
https://doi.org/10.1016/j.compedu.2016.05.006
Noguera, I., Robalino, P. E., & Ahmedi, S. (2023). The Flexibility of the Flipped Classroom for the Design of Mediated and Self-regulated Learning Scenarios. RIED-Revista Iberoamericana de Educación a Distancia, 26(2).
https://doi.org/10.5944/ried.26.2.36035
Noguera, I., & Valdivia, P. (2023). Teachers' and students' perspectives on the intensive use of technology for teaching and learning [Perspectivas de profesorado y alumnado sobre el uso intensivo de la tecnología para la enseñanza y el aprendizaje]. Educar, 59(1), 213-229.
https://doi.org/10.5565/rev/educar.1551
Panadero, E. (2017). A review of self-regulated learning: Six models and four directions for research. Frontiers in Psychology, 8.
https://doi.org/10.3389/fpsyg.2017.00422
Prtieto, A., Barbarroja, J., álvarez, S., & Corell, A. (2021). Effectiveness of the flipped classroom model in university education: a synthesis of the best evidence [Eficacia del modelo de aula invertida (flipped classroom) en la enseñanza universitaria una síntesis de las mejores evidencias]. Revista de Educación, 391, 143-170.
Sein-Echaluce, M.L., Fidalgo-Blanco, Á., Balbín, A.M. et al. Flipped Learning 4.0. (2022). An extended flipped classroom model with Education 4.0 and organisational learning processes. Univ Access Inf Soc.
https://doi.org/10.1007/s10209-022-00945-0
Silverajah, V. S. G., Wong, S. L., Govindaraj, A., Khambari, M. N. M., Rahmat, R. W. B. O. K., & Deni, A. R. M. (2022). A systematic review of self-regulated learning in flipped classrooms: key findings, measurement methods, and potential directions. IEEE Access, 10, 20270-20294.
https://doi.org/10.1109/ACCESS.2022.3143857
Sosa Díaz, M. J., Guerra Antequera, J., & Cerezo Pizarro, M. (2021). Flipped Classroom in the Context of Higher Education: Learning, Satisfaction and Interaction. Education Sciences, 11(8), 416. MDPI AG.
https://doi.org/10.3390/educsci11080416
Sun, Z., Xie, K., & Anderman, L.H. (2018). The role of self-regulated learning in students' success in flipped undergraduate math courses. The Internet and Higher Education, 36, 41-53.
https://doi.org/10.1016/j.iheduc.2017.09.003
Weiss, L.-F., & Friege, G. (2021). The flipped classroom: Media hype or empirically based effectiveness? Problems of education in the 21st century, 79(2), 312-332.
