Key Components of Learning Environments in Creating a Positive Flipped Classroom Course Experience

Hyypiä, Mareena; Sointu, Erkko; Hirsto, Laura; Valtonen, Teemu

doi:10.26803/ijlter.18.13.4

Cited by 10 publications

(11 citation statements)

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“…Por lo tanto, la sesión presencial se utiliza más para aclarar dudas, redefinir conceptos o compartir experiencias prácticas, con lo que se privilegia que los estudiantes sean protagonistas de su proceso de aprendizaje (González et al, 2017;Sergis et al, 2018). En los últimos años, el AI ha demostrado ser eficiente en diversos contextos educativos favoreciendo el proceso académico (Bravo et al, 2019;Del Pino et al, 2016;Espada et al, 2020;Hyypiä et al, 2019;Lucena et al, 2019;Mclaughlin y Kang, 2017;Nielsen et al, 2018;Shih y Tsai, 2017;Torrecilla, 2018).…”

Section: Issn 1390-9304unclassified

“…Hyypiä et al (2019), en la utilización del AI, la actuación del docente influye de manera significativa en el aprendizaje de los estudiantes. Por lo tanto, el éxito de la metodología depende del compromiso y disposición de los estudiantes; personalidad, recursos tecnológicos y pedagógicos del docente.En la asignatura de DR, el estudiante llegó a la sesión con conocimiento y habilidades desarrolladas previamente permitiendo que el tiempo se optimizará a manera de asesoría, corrección de ideas o aplicación práctica.…”

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“…Por lo tanto, el éxito de la metodología depende del compromiso y disposición de los estudiantes; personalidad, recursos tecnológicos y pedagógicos del docente.En la asignatura de DR, el estudiante llegó a la sesión con conocimiento y habilidades desarrolladas previamente permitiendo que el tiempo se optimizará a manera de asesoría, corrección de ideas o aplicación práctica. En este sentido, paraHyypiä et al (2019), la orientación y el asesoramiento durante el proceso de aprendizaje son fundamentales en la satisfacción de los estudiantes. La concordancia en resultados sugiere que el AI permite utilizar el tiempo de sesión presencial en el desarrollo de competencias específicas que son de interés para los estudiantes Domínguez et al (2017).…”

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Programa de formación pedagógica para docentes universitarios

et al. 2021

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El modelo de educación por competencias representa un cambio en el paradigma educativo a nivel universitario, dejando de lado metodologías tradicionales de enseñanza en las que el docente fue el centro del proceso educativo. Existe una tendencia hacia la utilización de metodologías activas de enseñanza que tienen como principal característica colocar al estudiante como protagonista de su aprendizaje. El objetivo de este estudio fue diseñar, aplicar y analizar un programa de formación pedagógica con docentes universitarios, incluyó metodologías activas y se desarrolló en el contexto de la licenciatura en Educación Física en México. Se partió del paradigma sociocrítico, con enfoque cualitativo combinando las metodologías de estudio de caso e investigación acción; participaron dos docentes de licenciatura de una universidad pública, 14 estudiantes en la etapa diagnóstica y 6 en la intervención docente. Los resultados demostraron que el programa de formación docente favoreció la adquisición de competencias con la utilización de aula invertida, los docentes fueron reflexivos y autocríticos de su desempeño. Se concluyó que los programas de formación docente en pedagogía deben incluir metodologías de enseñanza novedosas y deben ser continuos.

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Programa de formación pedagógica para docentes universitarios

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“…Furthermore, in regard to teacher characteristics, little research has been conducted on interventions to address this (Table 4, section 6). Hyypiä, Sointu, Hirsto, and Valtonen (2019) -Encourage class attendance and participation -Provide possibilities to support the development of selfregulated learning skills, such as prompts or feedback -Provide the students structure by organizing the learning process into stages and by giving a guideline -Use a detailed rubric to show students their progress and how they can develop -Give a small proportion of the course grade to formative assessment to show that you value it -Manage the working load of students by making homework optional (Blair et al, 2016;Bouwmeester et al, 2019;Casselman et al, 2019;Hao, 2016;Heo & Chun, 2016;Karaoğlan Yılmaz et al, 2017;Kühl et al, 2017;Kurban, 2019;Luo et al, 2019;Murphy et al, 2016;Patanwala et al, 2017;Shibukawa & Taguchi, 2019;Sukut et al, 2021;Tomas et al, 2019;Yilmaz & Baydas, 2017;Zheng, Ward, & Stanulis, 2020) -Be adaptive and provide justin-time interventions Learning attitude (1c)…”

Section: Student Characteristicsmentioning

confidence: 99%

Enhancing the Effectiveness of Flipped Classroom in Health Science Education: A State-of-the-art Review

Oudbier¹,

Spaai²,

Timmermans³

et al. 2021

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Background. In a flipped classroom, students acquire knowledge before class and deepen and apply this knowledge during class. This way, lower-order learning goals are achieved before class and higher-order skills are reached during class. This study aims to provide an overview of the factors that contribute to the effectiveness of the flipped classroom and how these factors can be stimulated. The effectiveness of the flipped classroom is conceptualized in this study as learning achievement, the achievement of higher learning goals, and student perceptions. Methods. A state-of-the-art review was conducted. The databases MEDLINE, PsycINFO, PubMed, Web of Science, and Scopus were consulted. The timeframe is 2016 till 2020. The studies were qualitatively analyzed according to the grounded theory method. Results. After screening the studies based on the inclusion-and exclusion criteria, 60 studies were included in this review. The qualitative analysis of these studies revealed six main factors that affect the effectiveness of the flipped classroom: student characteristics, teacher characteristics, implementation, task characteristics, out-of-class activities, and in-class activities. Mediating factors are, amongst other factors, the learner’s level of self-regulated learning, teacher’s role and motivation, assessment approach, and guidance during self-study. These factors can be positively stimulated by structuring the learning process and focusing the teacher training on competencies and learning-and teaching approaches that are essential for the flipped classroom. Conclusion. This paper provides insight into the factors that contribute to the effectiveness of the flipped classroom and how these factors could be stimulated. In order to stimulate the effectiveness of the flipped classroom, the positively and negatively affecting factors and mediating factors should be taken into account in the design of the flipped classroom. The interventions mentioned in this paper could also be used to enhance the effectiveness.

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“…According to the well-known SAMR model, digital or information technologies can be used to solve various problems: from primitive "substitution" to the "transformation" and the solution of educational problems that cannot be solved without digital technologies. For the participants in the educational process to use digital resources at the level of "transformation", school biological education should considerably change [5,6]. Currently most biology teachers strive to provide students with a large amount of empirical knowledge.…”

Section: Introductionmentioning

confidence: 99%

Digitalization of School Biological Education: Problems and Solutions

et al. 2020

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In the article the use of digital technologies for the educational process in biology has been studied. The study has aimed at developing and testing the methodology for developing a block of educational tasks in biology by using digital educational resources. Surveys, testing, and the pedagogical experiment have been used as research methods. It has been determined that biology teachers need the methodology that allows the competent use of digital educational resources in teaching activities. In the article the methodology for developing educational tasks in biology by using digital educational resources has been introduced. It is based on the taxonomy of B. Bloom’s educational objectives. The efficiency of the methodology has been confirmed by the results of testing students in the control and experimental groups: the level of development of students’ universal learning activities (ULA) has considerably increased, and the rate of students with project skills has grown.

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Key Components of Learning Environments in Creating a Positive Flipped Classroom Course Experience

Cited by 10 publications

References 42 publications

Programa de formación pedagógica para docentes universitarios

Programa de formación pedagógica para docentes universitarios

Enhancing the Effectiveness of Flipped Classroom in Health Science Education: A State-of-the-art Review

Digitalization of School Biological Education: Problems and Solutions

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