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Advisor(s)
Abstract(s)
Flipped classroom pedagogy has become popular in several different courses in Higher Educational
Institutions (HEI). Important advantages being the increased level of lecturer and student interaction,
which can have a strong impact on students’ motivation, engagement, satisfaction and performance. A
flipped based experiment was implemented in 2015-2016 and 2016-2017 in a Mathematics Course, at
the Institute of Accounting and Administration of Porto (ISCAP), using Moodle quizzes reinforced by
in-class activities and support via PowerPoint with audio support, YouTube tutorial videos and online
reading materials before and after classes. In this new organizational design for the teaching and
learning paradigm, as its name transmits, there was pedagogical switch of the traditional academic
procedure as students’ first contact with the subjects and themes was made outside the “four wall
classroom bounds”. Teachers’ role was transposed into a kind of guide and facilitator, indicating the
way to go, avoiding to walk in a parallel path, or even ahead, but indicating the way to go, motivating
students in their own knowledge construction, letting them lead the way, following and supporting,
constantly and carefully monitoring their learning outcomes, only interfering in the learning process as
an anchor where students can rely, adjusting the right paths when they seem to deviate from the
predefined learning goals. Classroom time was consumed with open discussions, solving tasks and
application problems, clarifying the supporting fundaments, in order to improve students’ engagement
into their learning process in a collaborative environment. The operational stages and procedures will
be described and, additionally, several results obtained during its implementation will be presented.
Description
Keywords
Mathematics Flipped classroom Video lectures Higher education Blended learning