flipped classroom

  • Flipped Classroom in the Higher Education System: a Pilot Study in Finland and Russia

    Author: Natalya Antonova
    E-mail: n-tata@mail.ru
    Institution: Ural Federal University
    Author: Iuliia Shnai
    E-mail: iuliia.shnai@lut.fi
    Institution: Lappeenranta University of Technology
    Author: Mariia Kozlova
    E-mail: mariia.kozlova@lut.fi
    Institution: Lappeenranta University of Technology,
    Year of publication: 2017
    Source: Show
    Pages: 17-27
    DOI Address: https://doi.org/10.15804/tner.2017.48.2.01
    PDF: tner/201702/tner20170201.pdf

    This article shows specifics of the transition from conventional educational practice to the Flipped classroom model in modern education system. It is focused on professors’ perception of the video-based teaching approach. Conducted sociological survey involves the teaching staff from one European and one Russian university, namely the Lappeenranta University of Technology (LUT) and Ural Federal University (URFU). The survey investigated professors’ awareness of the Inverted classroom, their readiness to employ it and prime barriers they face. Results reveal that teachers from Russia have less information about the model and practically do not embed it in the education arrangement comparing to professors from Finland. Lack of time, lack of support and assistance are shown to be the prime barriers preventing them from fl ipped classroom implementation. Drawn implications are of use for the integration of the fl ipped classroom.

  • Investigating the effectiveness of the flipped classroom in an introductory programming course

    Author: Manoj Joseph D Souza
    Author: Paul Rodrigues
    Year of publication: 2015
    Source: Show
    Pages: 129-139
    DOI Address: https://doi.org/10.15804/tner.2015.40.2.11
    PDF: tner/201502/tner20150211.pdf

    A flipped classroom is a  teaching-learning environment in which students self-learn content by watching video lectures outside of the classroom and engage in learner-centered activities in the classroom with the guidance of an instructor. Earlier research into programming education has shown that students in the traditional classroom find introductory programming courses hard. This experimental study compared the effectiveness of a flipped classroom (experimental group, N=48) with a traditional classroom (control group, N=52) in two areas: 1. programming self-efficacy; and 2. academic performance. The results show that the students in the flipped classroom increased programming self-efficacy and achieved higher grades.

Wiadomość do:



© 2017 Adam Marszałek Publishing House. All rights reserved.

Projekt i wykonanie Pollyart