The Flipped Classroom, Lethal Mutations, and the Didactical Contract: A Cautionary Tale

Bagley, Spencer

doi:10.1080/10511970.2018.1555196

Cited by 14 publications

(11 citation statements)

References 18 publications

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“…Organizing and operating the resources, tasks, students, and knowledge simultaneously can create complicated problems for teachers who need to improve their technology use competencies (Trigueros et al 2020 ). In addition, while flipping the classes, teachers may have to deal with some additional challenges, such as dissatisfaction, unwillingness, and bias against FC (Bagley 2020 ; Chen 2016 ).…”

Section: Introductionmentioning

confidence: 99%

Flipped classroom as a reform-oriented approach to teaching mathematics

Çevikbaş

Kaiser

2020

ZDM Mathematics Education

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Innovative methods can change the paradigm of teaching mathematics and inspire teachers to espouse new ideas and gain new experiences. The flipped classroom (FC) is currently an innovative pedagogical approach that has high potential to transform the teaching of mathematics. In the case study described in this paper, we investigated one mathematics teacher’s transformation of teaching in two mathematics classrooms through implementing interventions based on FC methods; furthermore, we identified several key points of FC design as well as challenges and opportunities afforded by teaching mathematics in FCs. The results of the study showed that the tasks posed by the teacher, the implemented discourse, teacher feedback and scaffolding, and the teaching–learning environment were changed in FCs, although the approaches used by the teacher to analyze the tasks and students’ learning were similar to those used in non-FCs, which points out the strengths of traditional teaching approaches. The study indicates that although teaching mathematics in FCs created some difficulties for teaching, well-designed FCs offered a great opportunity to promote students’ mathematical thinking and understanding. Overall, the results highlight that through FC, teachers can develop students’ mathematical potential with FCs.

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Section: Introductionmentioning

confidence: 99%

Flipped classroom as a reform-oriented approach to teaching mathematics

Çevikbaş

Kaiser

2020

ZDM Mathematics Education

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“…Flipped classrooms consist of three distinct activity types namely pre-class, in-class and postclass activities. Several resources used a learning taxonomy to illustrate the difference in intent between these activities (Bagley 2020;Bicen and Beheshti 2019;Selby 2015) as we illustrate in Figure 4 by mapping the learning levels of Bloom's taxonomy (Anderson and Krathwohl 2001;Krathwohl 2002) to flipped classroom activities:…”

Section: Flipped Classroom Activitiesmentioning

confidence: 99%

Converting to inclusive online flipped classrooms in response to Covid-19 lockdown

Gerber

Eybers

2021

SAJHE

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The global Covid-19 pandemic caused havoc in higher education teaching routines and several residential institutions encouraged instructors to convert existing modules to flipped classrooms as part of an online, blended learning strategy. Even though this seems a reasonable request, instructors straightaway encountered challenges which include a vague concept of what an online flipped classroom entails within a higher education context, a lack of guidelines for converting an existing module, facilitating learner engagement as well as unique challenges for inclusion of all learners in a digitally divided developing country in Covid-19 lockdown. In order to respond, we embarked on a study to identify the distinguishing characteristics of flipped classrooms to understand the as-is and to-be scenarios using a systematic literature review. The characteristics were used to develop of design considerations to convert to an online flipped classroom for higher education taking our diverse learner profiles into account. We subsequently converted a short module in an information systems department and shortly report on our experience.

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“…En concordancia, Bagley (2020) define el FC como un enfoque de instrucción que intercambia las actividades en clase con las asignadas fuera de ella, es decir, una parte del contenido que normalmente es presentado en el aula se asigna previamente al estudiante (generalmente por medio de videos); liberando tiempo de la clase para implementar metodologías activas y dar un seguimiento y apoyo puntual a las necesidades de cada estudiante (Martínez-Olvera y Esquivel-Gámez, 2018).…”

Section: Concepto De Flipped Classroomunclassified

“…Del mismo modo, otros autores consideran que, aunque no es el único recurso audiovisual útil en el modelo FC, los videos tienen un importante impacto en la comprensión de conceptos y procedimientos involucrados en la exploración del conocimiento por parte de los estudiantes (Bagley, 2020;Basso-Aránguiz et al, 2018;Matzumura-Kasano et al, 2018; Mcgivney-Burelle y Xue, 2013; Uzunboylu y Karagözlü, 2017).…”

Section: Experiencias Del Flipped Classroom En Las Clases De Matemáticaunclassified

“…En este sentido, pudo notarse que al momento de invertir el aula siguiendo esta secuencia didáctica los videos no sustituyeron la instrucción del docente y sus clases sincrónicas (aprendizaje asistido) bajo ningún motivo podían ser omitidas, pues fueron fundamentales en el aprendizaje del estudiante. Esto coincide con las ideas de Bagley (2020) quien asegura que el docente debe crear las condiciones necesarias para la adquisición del conocimiento y que su ausencia significaría un incumplimiento al contrato didáctico.…”

Section: Complementación Del Tema Con Las Clases Sincrónicasunclassified

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El Modelo flipped classroom en educación virtual: Una experiencia en matemáticas universitarias

Arias-Rueda

2021

educareupelipb

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El objetivo de esta investigación fue determinar la eficacia del modelo Flipped Classroom aplicado en las clases virtuales de matemática respecto a la participación de los estudiantes en sus procesos de aprendizaje. La metodología estuvo enmarcada bajo un enfoque cualitativo con un diseño de investigación-acción con una muestra conformada por 133 estudiantes repartidos entre dos cursos de álgebra lineal y dos de cálculo diferencial correspondientes a un primer nivel de ingeniería. Para la recolección de información se utilizó la observación y una encuesta semiestructurada. Se concluyó que el modelo Flipped Classroom al aplicarse en las clases virtuales de matemática con videos interactivos y actividades de repaso con retroalimentación inmediata, contribuye a la participación de los estudiantes en sus procesos de aprendizajes, aunque no optimiza el tiempo en las clases sincrónicas.

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The Flipped Classroom, Lethal Mutations, and the Didactical Contract: A Cautionary Tale

Cited by 14 publications

References 18 publications

Flipped classroom as a reform-oriented approach to teaching mathematics

Flipped classroom as a reform-oriented approach to teaching mathematics

Converting to inclusive online flipped classrooms in response to Covid-19 lockdown

El Modelo flipped classroom en educación virtual: Una experiencia en matemáticas universitarias

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