Flipped learning – Pedagogic dilemmas

Abstract

Scientific and practical examinations of pedagogues, educators and teachers are directed to finding the approach, methods and strategies which would motivate students and make them more active in the learning process. One of the ways to achieve this is flipped learning. This article aims to describe some characteristics of flipped learning, and also questions the pedagogic foundation, justification and limits of the usage possibilities and the potential challenges in the implementation of this model into the educational system. The research reports findings based on the trends in flipped learning. By replacing activities carried out in the classroom and at home, students are put into a new situation. A student independently realises the initial contact with the teaching content at home, whereas in the classroom, the activities (with the teacher and other students) that provide understanding and application of the learned are implemented. Keywords: Education, flipped learning, students, teacher, pedagogic.

The leading methodology for researching ideal methods in an ESP classroom

“…In the light of the results that are collected from two instruments that are discussed concerning the already raised hypotheses, the findings from both the teachers' Interviews and observation have given us a deep insight concerning the issue of integrating different approaches such as the Specialised Content-based approach in ESP settings. So, the results indicate that the majority of students suffer from many different problems which prevent their engagement in the ESP course (Klasnic, Duranovic & Vidic, 2021;Kurmanayeva, Tazhitova, Zhalelova, Ustelimova & Kurmanayeva, 2021).…”

The Effect of the Flipped Learning Approach on Engineering Students’ Technology Acceptance and Self-Directed Learning Perception

“…During interviews, many students expressed that having online lectures made their studies more manageable, allowing them to learn at their own pace and rewind videos as needed [70]. The technology-based flipped learning approach demonstrated superior learning outcomes compared to the conventional lecturebased approach, highlighting the critical role of students' attitudes toward technology acceptance and their behavioral intention to use it [71].…”

The Effect of the Flipped Learning Approach on Engineering Students' Technology Acceptance and Self-Directed Learning Perception

“…During interviews, many students expressed that having online lectures made their studies more manageable, allowing them to learn at their own pace and rewind videos as needed [43]. The technology-based flipped learning approach demonstrated superior learning outcomes compared to the conventional lecture-based approach, highlighting the critical role of students' attitudes towards technology acceptance and their behavioral intention to use it [41].…”