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Advisor(s)
Abstract(s)
In recent years there have been several proposals for alternative pedagogical practices. Most of these
proposals are based in the, so called, “active learning”, in opposition to the common “passive
learning”, which is centered on transmission of information inside classrooms as well as recognized as
teacher-centered procedure. In an active learning pedagogical structure, students have a more
participative role in the overall learning/teaching process, being encouraged to face new learning
challenges like, for instance, solving problems and developing projects, in an autonomous approach
trying to make them, consequently, able to build their own knowledge. The flipped or “inverted”
classroom is one of these active learning pedagogical methodologies that emphasizes a learnercentered
instruction. According to this approach, the first contact that students have with the content
on a particular curriculum subject is not transmitted by the lecturer in the classroom, this teaching
strategy requires students to assess and analyze the specific subject before attending to class,
therefore the informational component from the lecture is the homework, and class time is dedicated
to exercises and assignments, always with support from the instructor, who acts as a facilitator,
helping students when needed and offering supplementary explanation as required.
The main objective of this paper is to discuss and explore how the use of different types of
instructional videos and online activities may be implemented in the flipped classroom procedure (as
means of incorporating new content and teaching new competencies) and to describe students’
perceptions of this approach within a course in a Higher Education Institution (HEI), presenting some
positive and negative features of this pedagogical practice.
Description
Keywords
Online learning Flipped classroom Higher education Video lectures