Flipped Learning in Flipped Classrooms: A New Pathway to Prepare Future Special Educators

Brewer, Robin; Movahedazarhouligh, Sara

doi:10.1080/21532974.2019.1619110

Cited by 11 publications

(19 citation statements)

References 32 publications

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“…In this line, and connecting with the "action" dimension of inclusive pedagogy, the participants of this study carried out active pedagogies in their classrooms. In agreement with findings reported in previous studies [38,39], the development of participatory teaching methodologies, such as the use of peer tutorials, collaborative, cooperative and projectbased learning, flipped classroom, gamification and even participatory master classes, allowed the faculty members of this study to carry out participatory, active and collaborative learning processes. In fact, the literature shows that the use of these methods increases the motivation of the students, generating in these the scaffolding and knowledge-building proposed by the constructivist theories: The attainment of meaningful, active, participatory, accessible and relevant learning [35,36].…”

Section: Discussionsupporting

confidence: 89%

“…In this way, active pedagogies are identified as methodological strategies that promote the autonomy of the students and their active and participatory involvement in the construction of meaningful and reflective knowledge, always from their own experience. Some specific pedagogical strategies have been identified, such as problem-based learning, cooperative work, case studies, flipped classrooms, project-based learning and service-learning [38,39]. In this line, Miyazoe and Anderson [40] state that participation in the classroom and the use of group methodological strategies minimise anxiety in the students, as different social barriers and obstacles are temporarily disregarded, such as age, gender, social status and diverse capabilities.…”

Section: Introductionmentioning

confidence: 99%

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Methodological Strategies of Faculty Members: Moving toward Inclusive Pedagogy in Higher Education

et al. 2021

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This study presents findings that can pose an advancement in the development of inclusive teaching practices in the university scope. The aim of this work was to understand the methodological strategies that inclusive faculty members use in their classrooms and the difficulties that they find in the implementation of such strategies. A total of 119 faculty members from different fields of knowledge of 10 Spanish universities participated in this study. The data were gathered through semi-structured interviews and later analysed using an inductive system of categories and codes with computer software MaxQDA 12. The obtained data show the actions that these faculty members take to interact with their students, the methodologies they use to teach, the strategies they implement to promote their learning and the difficulties that hinder their inclusive practice in the classroom. This study concludes that there are faculty members who are committed to designing teaching projects based on the principles of Universal Design for Learning. They developing active methodologies in the classroom and attending to the diversity of the students through the necessary support and adjustments, from the approach of inclusive pedagogy.

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Section: Discussionsupporting

confidence: 89%

Section: Introductionmentioning

confidence: 99%

Methodological Strategies of Faculty Members: Moving toward Inclusive Pedagogy in Higher Education

et al. 2021

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“…The fifth step is the conclusion. The researcher learns that the implementation of TEL and flipped classrooms need more preparation in the beginning (Brewer & Movahedazarhouligh, 2019;McLaughlin et al, 2016). The students are also needed to be briefed in the very first session on how the class will be carried on.…”

Section: Resultsmentioning

confidence: 99%

Reflection on Technology-Enhanced Learning in Research Based Teaching Method Implementation

Putri

2020

Humaniora

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The research aimed to investigate the utilization of technological tools in implementing the research-based teaching method in English for Academic Writing Course. The narrative research design was implemented to reach the conclusion of the research. 66 (sixty-six) students enrolled in English for Academic Writing Course were observed. Lecturer’s reflective journal and portfolios were analyzed. An online interview was conducted to confirm the initial findings. There were six technological tools and applications utilized during the preparation process, instruction, and practice process, as well as in the assessment and transfer process. Through a structured reflection process based on Gibbs’ model of reflection, the result shows that the students’ motivation is increased during the use of technology. Technology also enables students to work collaboratively. Nevertheless, preparation and briefing are needed to be done before the class begins. Like the classic problem of technology implementation, internet access becomes the main challenge in conducting Technology-Enhanced Learning (TEL) in the classroom.

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“…Teacher candidates participated more in activities each week when compared to the previous week, which might be because they adopted the student role in their FLM better by living it over time. According to the study conducted by Brewer and Movahedazarhouligh (2019), teacher candidates need skills such as working independently, managing time, working from resources, and taking responsibility for learning to prepare for lessons, which, in return, cause a workload for students.…”

Section: Discussionmentioning

confidence: 99%

Ters Yüz Öğrenme Uygulamalarında Öğretmen Adaylarının Pedagojik Yeterliklerinin Gelişimi: Bir Eylem Araştırması

Aşiroğlu¹

2023

YED

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Bu araştırmada katılımcı öğretmen adaylarının sınıf yönetimi dersinde ters yüz öğrenmeye göre geliştirilen ve uygulanan eylem planları aracılığıyla pedagojik yeterliklerinin geliştirilmesi amaçlanmıştır. 43 öğretmen adayı, araştırmacı ve geçerlik komitesi araştırmanın katılımcılarını oluşturmuştur. Ters yüz öğrenme modeline (TÖM) dayalı sınıf yönetimi dersinde anlama ve hatırlama seviyesindeki öğrenme çıktılarına yönelik ders anlatım videoları ders öncesinde öğrencilerin kullanımına sunulmuş, yüz yüze ders süresinin tamamında uygulama seviyesi ve üstündeki öğrenme çıktılarına yönelik etkinliklere yer verilmiştir. Yüz yüze etkinliklerde pedagojik yeterliklerin gelişimini amaçlayan; derslik planı tasarlama, örnek sınıf olayı inceleme, sınıf ortamı anısını sınıf yönetimi açısından değerlendirme, sınıfta zamanı ve öğretimi yönetebilme açısından uygun bir ders planı hazırlama ve sınıfta problem çözme yaklaşımlarına uygun örnek olay kurgulama çalışmalarına yer verilmiştir. TÖM uygulamaları boyunca öğretmen adaylarının öğrenme çıktıları aracılığıyla pedagojik yeterlik ve alt boyutlarında gelişim gösterdikleri gözlemlenmiştir.

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Flipped Learning in Flipped Classrooms: A New Pathway to Prepare Future Special Educators

Cited by 11 publications

References 32 publications

Methodological Strategies of Faculty Members: Moving toward Inclusive Pedagogy in Higher Education

Methodological Strategies of Faculty Members: Moving toward Inclusive Pedagogy in Higher Education

Reflection on Technology-Enhanced Learning in Research Based Teaching Method Implementation

Ters Yüz Öğrenme Uygulamalarında Öğretmen Adaylarının Pedagojik Yeterliklerinin Gelişimi: Bir Eylem Araştırması

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