scholarly journals Flipped learning and good teaching practices in secondary education

Comunicar ◽  
2021 ◽  
Vol 29 (68) ◽  
Author(s):  
Antonio-José Moreno-Guerrero ◽  
Rebeca Soler-Costa ◽  
José-Antonio Marín-Marín ◽  
Jesús López-Belmonte
Keyword(s):  
Secondary Education ◽  
Information And Communication Technologies ◽  
Flipped Classroom ◽  
Classroom Teacher ◽  
Teaching Experience ◽  
Flipped Learning ◽  
Quantitative Methodology ◽  
Good Practices ◽  
Conditioning Factors ◽  
Buenas Prácticas

Flipped learning is a didactic method that requires the teacher to have a series of competences for its application. The aim of this research is to analyse the abilities of Spanish teachers of Compulsory Secondary Education (CSE) to develop good practices in flipped learning and to discover the factors which influence the development of good practices in these teachers. The research method is based on a quantitative methodology with a descriptive and correlational design. A total of 1,743 teachers in Spain participated in the study. The instrument used was the Flipped Classroom Teacher Scale (FCTS) questionnaire. The results show that 758 teachers, less than half the teachers surveyed, show competences to adequately develop a methodology based on flipped learning, where age, use of information and communication technologies (ICTs) in education, time spent using them in the personal sphere, number of devices and teaching experience have an influence on the application of the method. The conclusion reached is that there is a linear relationship between institutional support, technological self-efficacy, teaching beliefs and teaching strategies for the development of good practices in flipped learning in the teachers analysed, so these factors are postulated as conditioning factors. El flipped learning se considera un método didáctico en el que el docente requiere de una serie de competencias para su aplicación. El objetivo de esta investigación es analizar las capacidades para desarrollar buenas prácticas sobre flipped learning en docentes españoles de Educación Secundaria Obligatoria (ESO) y descubrir los factores que influyen en el desarrollo de buenas prácticas en dichos docentes. El método de investigación se fundamenta en una metodología cuantitativa, con un diseño de tipo descriptivo y correlacional. En el estudio participaron 1.743 docentes del territorio español. El instrumento usado es el cuestionario Flipped Classroom Teacher Scale (FCTS). Los resultados muestran que menos de la mitad de los docentes encuestados revelan competencias para desarrollar de forma adecuada una metodología fundamentada en el flipped learning, concretamente 758 docentes, donde la edad, el uso de las tecnologías de la información y comunicación (TIC) en el ámbito educativo, el tiempo de uso de las mismas en el ámbito personal, el número de dispositivos y la experiencia docente influyen en la aplicación del método. Se concluye que existe una relación lineal entre el apoyo institucional, la autoeficacia tecnológica, las creencias docentes y las estrategias de enseñanza para el desarrollo de buenas prácticas con flipped learning en el profesorado analizado, por lo que se postulan como factores condicionantes.

Flipping the Classroom to Gain Time

2019 ◽  
pp. 2146-2164
Author(s):  
Paula Peres ◽  
Anabela Mesquita
Keyword(s):  
Secondary Education ◽  
Information And Communication Technologies ◽  
Flipped Classroom ◽  
Online Courses ◽  
Communication Technologies ◽  
Open Educational Resources ◽  
Online Course ◽  
Information And Communication ◽  
Master Model ◽  
Educational Field

This article describes the European project GainTime developed in the educational field. The objectives of the project concern the development of professional and pedagogical competences among teachers and trainers. It intends to enhance learning through the use of Information and Communication Technologies and increase the access to Open Educational Resources (OER) with the aim to combine higher levels of excellence and attractiveness with increased opportunities for all. To attain the objectives, an online course that teaches teachers on how to innovate in their classroom, specially using flipped classroom and games supported on OER, will be developed. The target of the project is secondary education. In order to identify the best practices in Portugal concerning the use of flipped classroom and games as well as creative classroom, a questionnaire was administered and results are presented. Furthermore, the handbook regarding the master model developed as well as the online courses are also presented.

scholarly journals Impact of Educational Stage in the Application of Flipped Learning: A Contrasting Analysis with Traditional Teaching

2019 ◽  
Vol 11 (21) ◽  
pp. 5968 ◽  
Author(s):  
Santiago Pozo Sánchez ◽  
Jesús López Belmonte ◽  
Antonio José Moreno Guerrero ◽  
Juan Antonio López Núñez
Keyword(s):  
Secondary Education ◽  
Ad Hoc ◽  
Teaching Method ◽  
Preschool Education ◽  
Traditional Teaching ◽  
Flipped Learning ◽  
Quantitative Methodology ◽  
Primary And Secondary Education ◽  
Data Collection Instrument ◽  
Autonomous Management

The effectiveness of flipped learning depends largely on student typology. This study analyzes the applicability of this approach, according to the characteristics inherent to students based on their educational stage. The objective of the research is to verify the effectiveness of flipped learning compared to a traditional methodology during the stages of preschool, primary, and secondary education. For this study, a descriptive and correlational experimental research design was followed, based on a quantitative methodology. Two types of analysis groups (control and experimental) were established in each of the mentioned educational stages. As a data collection instrument, a validated ad hoc questionnaire was applied to a sample of 168 students from the Autonomous City of Ceuta (Spain). The results show that the applicability of flipped learning is more positive in primary and secondary education when compared to a traditional teaching method. However, the results found in preschool education reflect the difficulties in adapting the model to the needs of the students of that stage, due to the difficulties in the autonomous management of digital teaching platforms and the requirement of a minimum level of abstraction to apply this approach.

scholarly journals Flipped learning y competencia digital: Una conexión docente necesaria para su desarrollo en la educación actual

2020 ◽  
Vol 23 (2) ◽  
Author(s):  
Santiago Pozo Sánchez ◽  
Jesús López Belmonte ◽  
Antonio José Moreno Guerrero ◽  
Francisco Javier Hinojo-Lucena
Keyword(s):  
Information And Communication Technologies ◽  
Ad Hoc ◽  
Communication Technologies ◽  
Flipped Learning ◽  
Quantitative Methodology ◽  
Digital Competence ◽  
Correlational Design ◽  
Educational Professionals ◽  
Information And Communication ◽  
Competencia Digital

Las tecnologías de la información y comunicación (TIC) son usadas cada vez más para el desarrollo de prácticas educativas innovadoras en las distintas etapas educativas. El objetivo de la presente investigación es conocer si el profesorado tiene adquiridas las competencias digitales necesarias para desarrollar acciones pedagógicas mediante el enfoque de enseñanza flipped learning. El método de investigación se ha efectuado mediante un diseño no experimental de corte descriptivo y correlacional, fundamentado en una metodología cuantitativa. El instrumento utilizado es un cuestionario ad hoc. La muestra está conformada por 627 docentes. Los resultados muestran que el profesorado no utiliza habitualmente el flipped learning en los procesos formativos, principalmente por la falta de confianza hacia dicha metodología y por presentar un bajo nivel competencial en destrezas tecnopedagógicas digitales. Se concluye que los profesionales de la educación analizados no presentan una adecuada competencia digital para poder aplicar flipped learning debido al deficiente nivel de competencia digital revelado, hecho que conlleva una escasa utilización de dicho método. Information and communication technologies (ICT) are increasingly used for the development of innovative educational practices at different educational stages. The objective of this research is to know if teachers have acquired the digital skills necessary to develop pedagogical actions through the flipped learning teaching approach. The research method has been carried out through a non-experimental descriptive and correlational design, based on a quantitative methodology. The instrument used is an ad hoc questionnaire. The sample is made up of 627 teachers. The results show that teachers do not routinely use flipped learning in training processes, mainly due to the lack of confidence towards said methodology and because they have a low level of competence in digital techno-pedagogical skills. It is concluded that the educational professionals analyzed do not have adequate digital competence to be able to apply flipped learning due to the deficient level of digital competence revealed, a fact that implies a low use of said method.

scholarly journals Transforming Forms and Methods of Learning: Challenges and Opportunities

2021 ◽  
Vol 18 (2) ◽  
pp. 90-98
Author(s):  
L. S. Babynina ◽  
L. V. Kartashova ◽  
Yu. G. Odegov
Keyword(s):  
Distance Learning ◽  
Information And Communication Technologies ◽  
Flipped Classroom ◽  
Educational Programs ◽  
Educational Process ◽  
Information Support ◽  
Full Time ◽  
Flipped Learning ◽  
Research Activities ◽  
Methods Of Learning

The article examines the state of forms, methods and technologies of education during the period of introduced restrictive measures caused by coronavirus infection. For a generalized assessment of the current situation in the educational environment, the authors used international and Russian studies during 2020 (UNESCO global monitoring of education, reports of the International Talent Development Association, Analytical report of the Ministry of Science and Higher Education, survey results of the RAEX rating agency), scientific articles and their own developments obtained within the framework of research activities in the preparation of management personnel in the framework of the Federal Presidential Program. The problems of the implementation of training that have arisen as a result of the transition to distance learning, both on the part of teachers and on the part of students, are considered. The article analyzes the reaction of students to the preservation of distance learning during the transition to the full-time format. The development of information and communication technologies allows the use of asynchronous, synchronous and blended learning. The authors identified three main problems faced by educational programs. They are associated with the forms and methods of teaching, technical and information support of the educational process, the ratio of distance learning, the transformation of digital and personal competencies of professors. It is noted that forms of blended and distance learning are becoming more and more attractive. To adapt educational programs of all levels to current trends and student needs, the authors propose to use the technology of "flipped classroom" (Flipped Classroom) or "flipped learning" (Flipped Learning).

scholarly journals Flipped Classroom model before and during COVID-19: using technology to develop 21st century skills

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Cecilia Latorre-Cosculluela ◽  
Cristina Suárez ◽  
Sonia Quiroga ◽  
Natalia Sobradiel-Sierra ◽  
Raquel Lozano-Blasco ◽  
...  
Keyword(s):  
University Students ◽  
21St Century ◽  
Flipped Classroom ◽  
Flipped Learning ◽  
Quantitative Methodology ◽  
Content Type ◽  
Use Of Technology ◽  
The Future ◽  
Development Of Competencies ◽  
Teaching Learning

Purpose The confidence placed in the use of technology and other computing resources is an important support for the deep transformation toward processes of very high quality teaching-learning based on active learning. This paper aims to present and describe a higher education experience with Flipped Learning before and during the transformation of education due to the COVID-19 pandemic. In addition, the study analyzes the effectiveness perceived by university students of Flipped Learning for the development of competencies for the 21st century. Design/methodology/approach For this study, a quantitative methodology is used in which 376 university students fill out a questionnaire after experiencing several sessions with an inverted classroom under both onsite and online instructions. Findings On average, the results show a high agreement among students on the benefits or effectiveness that learning designs with Flipped Classroom have on the development of skills that will be useful for their personal and professional future. These competencies include character building, collaboration, communication, citizenship, critical thinking and creativity. At the same time, and depending on some control variables such as the modality of teaching (onsite or online), the course, the predisposition to innovate or previous experience with innovation, significant differences are also observed. Originality/value Education and learning have the need to respond to the different educational and training needs for the future. In this sense, the Flipped Classroom methodology allows the development of skills for the 21st century. In turn, this approach also makes it possible to approach blended learning. Experiences such as the one described in this study will characterize the future of education.

scholarly journals La percepción de la conflictividad en el profesorado de Educación Secundaria: estudio de caso

2019 ◽  
pp. 27-38
Author(s):  
María Isabel Rojo Guillamón
Keyword(s):  
Secondary Education ◽  
Qualitative Methodology ◽  
Teaching Experience ◽  
Point Of View ◽  
Job Dissatisfaction ◽  
The Other ◽  
Teaching Staff ◽  
Quantitative Methodology ◽  
Structured Interviews ◽  
Well Yield

El objetivo de este trabajo es conocer y analizar los tipos de conflictos entre el profesorado de un Instituto de Enseñanza Secundaria (IES) en la Región de Murcia. Los instrumentos utilizados han seguido una doble metodología. Por una parte, una metodología cuantitativa con aplicación de la técnica de la encuesta y, por otra parte, con una metodología cualitativa en aplicación de las técnicas de grupo de discusión y entrevistas semiestructuradas. Los participantes fueron 35 docentes seleccionados sobre una población total de 92. Los resultados indican que los tipos de conflictos principales son: discrepancias y desacuerdos entre estos y el equipo directivo y la administración. Al mismo tiempo, otro de los tipos de conflictos que se generan es la distribución de horarios y las franjas horarias en las que el profesorado desea impartir las asignaturas. Igualmente, se destacó que el profesorado percibe el conflicto de manera distinta en función de la edad, así pues, el profesorado con edades comprendidas entre los 36 y 45 años prefiere evitar el conflicto, frente al grupo del profesorado de mayor edad que percibe el conflicto como “lucha para vencer”. Sin embargo, el grupo de profesorado más joven y el grupo con mayor experiencia docente, lo percibe como oportunidad de cambio, desde el punto de vista positivo. El sexo femenino ante el conflicto, prefiere bien, ceder o ignorar a la otra parte. Siendo la principales causas de los conflictos: ideológicas, comunicación deficiente, insatisfacción laboral o diferencia de funciones.   The objective of this work is to know and analyze the types of conflicts between the teaching staff of a Secondary Education Institute (IES) in the Region of Murcia. The instruments used have followed a double methodology. On the one hand, a quantitative methodology with application of the technique of the survey and, on the other hand, with a qualitative methodology in application of the techniques of discussion group and semi-structured interviews. The participants were 35 selected teachers out of a total population of 92. The results indicate that the main types of conflicts are: discrepancies and disagreements between them and the management team and the administration. At the same time, another of the types of conflicts that are generated is the distribution of schedules and the time slots in which the teaching staff wishes to teach the subjects. Likewise, it was highlighted that teachers perceive the conflict differently depending on their age, therefore, teachers aged between 36 and 45 prefer to avoid conflict, compared to the group of older teachers who perceive the conflict as "fight to win". However, the group of younger teachers and the group with the most teaching experience perceive it as an opportunity for change, from a positive point of view. The female sex in the face of conflict, prefers well, yield or ignore the other party. Being the main causes of conflicts: ideological, poor communication, job dissatisfaction or difference of functions. KEY WORDS: Secondary education, conflicts, teachers, job dissatisfaction.

Students' perceptions regarding the use of ICT in learning

2019 ◽  
Author(s):  
Ana Elisa Carreta de Sousa
Keyword(s):  
Labor Market ◽  
Public Schools ◽  
Information And Communication Technologies ◽  
Questionnaire Survey ◽  
Teaching And Learning ◽  
Communication Technologies ◽  
Good Practices ◽  
Private And Public ◽  
Information And Communication ◽  
Vocational Courses

This study focuses on how students of vocational courses related to Information and Communication Technologies (ICT) perceive the use they make of technologies in their learning. A questionnaire survey was applied in classroom to 314 students from 4 private and public schools, with the aim of understanding if the students recognize benefits in the use of ICT in teaching and learning, by answering the 34 premises presented to them. Most students recognize benefits from the use of ICT in teaching considering it improves and facilitates learning. They recognize the need to improve the pedagogical use of ICT and that teachers from the scientific and sociocultural components still make little use of the technologies in the classroom. These students consider that the courses they take prepare them to integrate the labor market, indicating good practices in learning with and from technologies in the technical classes. The premises about the disadvantages and obstacles resulting from the use of ICT were the ones that gathered the lowest consensus among students. They consider that the use of ICT is essential in learning and preparing to work with ICT and in a broader sense to live in a society of information and knowledge.

Towards Flipped Learning in Upper Secondary Mathematics Education

2020 ◽  
Vol 5 (1) ◽  
pp. 1-15
Author(s):  
Robert Weinhandl ◽  
Zsolt Lavicza ◽  
Stefanie Schallert
Keyword(s):  
Secondary Education ◽  
Mathematics Education ◽  
Mathematics Learning ◽  
Flipped Learning ◽  
Educational Innovations ◽  
Design Based Research ◽  
Secondary Mathematics Education ◽  
Upper Secondary Education ◽  
Mathematics Classrooms ◽  
Upper Secondary

Challenges for students in the 21st century, such as acquiring technology, problem-solving and cooperation skills, also necessitates changes in mathematics education to be able to respond to changing educational needs. One way to respond to these challenges is utilising recent educational innovations in schools, for instance, among others are flipped learning (FL) approaches. In this paper, we outline our explorative educational experiment that aims to investigate key elements of mathematics learning in FL approaches in upper secondary education. We describe the methodologies and findings of our qualitative study based on design-based research to discover key elements of FL approaches in upper secondary education. Analysing the data collected over ten months suggested categories (a) confidence when learning; (b) learning by working; and (c) flexibility when learning could be essential to understand FL approaches practices in mathematics classrooms.

scholarly journals ‘Flipped Learning’ in Disaster Triage – Polarising Medical Student Attainment?

2020 ◽  
pp. 1-3
Author(s):  
Anthony Mark Monaghan ◽  
Jake Hudson ◽  
Arion Romanos Alexopoulos
Keyword(s):  
Medical Education ◽  
Medical Student ◽  
Flipped Classroom ◽  
Independent Learning ◽  
Flipped Learning ◽  
Potential Utility ◽  
Self Directed Learning ◽  
Learning Skills ◽  
Directed Learning

Abstract ‘Flipped learning’ has become increasingly popular in medical education as a means of developing independent learning skills in students. The article by Zheng at al. (2020) highlights the potential utility of this approach in disaster triage training. However, the article also highlights to us some concerns regarding how ‘flipped learning’ may favour certain learners over others in the provision of disaster triage education. Specifically, the article demonstrates the necessity for increased pre-classroom preparation when a ‘flipped classroom’ model is employed which inevitably privileges those with a higher ability to engage with self-directed learning. Whilst such a skill is important to develop in medical education, we fear it may lead to polarised student attainment rather than ensuring a maximum number of students achieve the requisite standard required. More research is consequently needed to inform the most efficacious means of facilitating disaster triage training that supports all students sufficiently whilst also helping to nurture their independent learning skills.

scholarly journals A Implementação da Telemedicina em Cabo Verde: Fatores Influenciadores

2017 ◽  
Vol 30 (4) ◽  
pp. 255 ◽  
Author(s):  
Artur Correia ◽  
Vanda Azevedo ◽  
Luís Velez Lapão
Keyword(s):  
Information And Communication Technologies ◽  
Success Factors ◽  
New Technology ◽  
Policy Instruments ◽  
Critical Factor ◽  
Communication Technologies ◽  
Cape Verde ◽  
Structured Interviews ◽  
Conditioning Factors ◽  
Information And Communication

Introduction: Telemedicine is the provision of health services, where distance is a critical factor, using information and communication technologies. Cape Verde has bet on using this tool to increase access of the population of its islands to specialized care.Material and Methods: Qualitative study, covering the period between 2013 and 2014. It uses document analysis, semi-structured interviews and focus groups to collect data and analysis of content for their analysis. The participant population includes doctors, nurses and professionals from some institutions related to telemedicine.Results: The priorities of the National Telemedicine Program are set, the cores and reference centers are operational, with trained personnel and equipment installed. Several other policy instruments and conditioning factors and facilitators of the program have been identified.Discussion: Telemedicine is contributing to the reduction of inequalities in access to health, in Cape Verde. However, the full adoption of a service based on a new technology depends on conditioning factors and facilitators, and several success factors of telemedicine, identified in the literature, are not observed and in conjunction with other existing weaknesses affect the overall development of the National Telemedicine Program. However the strengths and capabilities are highlighted opportunities to act.Conclusion: Despite the progress, some telemedicine success factors highlighted on the literature are not seen in the country.

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