Publicação
The flipped classroom model potential in online learning: an assessment focused on pedagogical interactions
| Resumo: | This work evaluates an educational proposal, based on the Flipped Classroom principles, implemented in online learning during the lockdown caused by Covid-19 pandemic. The proposal was implemented in a Portuguese secondary school class and combines asynchronous classes (ASC) with synchronous classes (SC). We collected data using quantitative and qualitative methods, to characterise the learning environment, and its influence on the students’ engagement. The integrated analysis of the data reveals that the proposal created an adequate learning environment, organised, and supported by a robust social presence of the teacher. The design of the ASC enhanced student-content interactions leading to high rates of commitment to the tasks, which ensured an efficient preparation of the ASC. The SC division into learning episodes allowed us to understand the influence of episode design on the interaction patterns developed. The dynamic and interactive approaches of SC allowed the development of subject contents initiated in ASC. Despite the design of some episodes it has allowed measurable improvements in the number of student-student interactions it has also conditioned the collaborative construction of knowledge based on research processes. |
|---|---|
| Autores principais: | Ribeirinha, Teresa |
| Outros Autores: | Silva, Bento Duarte |
| Assunto: | Flipped Classroom Online learning Multimodal discourse analysis Pedagogical interactions Ensino online Análise multimodal do discurso Interações Aula invertida Aprender en línea Análisis del discurso multimodal Interacciones pedagógicas |
| Ano: | 2021 |
| País: | Portugal |
| Tipo de documento: | artigo |
| Tipo de acesso: | acesso aberto |
| Instituição associada: | Universidade do Minho |
| Idioma: | inglês |
| Origem: | RepositóriUM - Universidade do Minho |
| _version_ | 1866878021275746304 |
|---|---|
| author | Ribeirinha, Teresa |
| author2 | Silva, Bento Duarte |
| author2_role | author |
| author_facet | Ribeirinha, Teresa Silva, Bento Duarte |
| author_role | author |
| contributor_name_str_mv | Universidade do Minho |
| country_str | PT |
| creators_json_txt | [{\"Person.name\":\"Ribeirinha, Teresa\"},{\"Person.name\":\"Silva, Bento Duarte\"}] |
| datacite.contributors.contributor.contributorName.fl_str_mv | Universidade do Minho |
| datacite.creators.creator.creatorName.fl_str_mv | Ribeirinha, Teresa Silva, Bento Duarte |
| datacite.date.Accepted.fl_str_mv | 2021-07-31T00:00:00Z |
| datacite.date.available.fl_str_mv | 2021-09-17T11:29:18Z |
| datacite.date.embargoed.fl_str_mv | 2021-09-17T11:29:18Z |
| datacite.rights.fl_str_mv | http://purl.org/coar/access_right/c_abf2 |
| datacite.subjects.subject.fl_str_mv | Flipped Classroom Online learning Multimodal discourse analysis Pedagogical interactions Ensino online Análise multimodal do discurso Interações Aula invertida Aprender en línea Análisis del discurso multimodal Interacciones pedagógicas |
| datacite.titles.title.fl_str_mv | The flipped classroom model potential in online learning: an assessment focused on pedagogical interactions O potencial do modelo flipped classroom no ensino online: uma avaliação centrada nas interações pedagógicas El potencial del modelo aula invertida en la educación en línea: una evaluación enfocada en las interacciones pedagógicas 翻转课堂模式在在线教育中的潜力：以教学互动为重点的评估 Потенциал модели «перевернутого класса» в онлайн-образовании: оценка, сосредоточенная на педагогическом взаимодействии |
| dc.contributor.none.fl_str_mv | Universidade do Minho |
| dc.creator.none.fl_str_mv | Ribeirinha, Teresa Silva, Bento Duarte |
| dc.date.Accepted.fl_str_mv | 2021-07-31T00:00:00Z |
| dc.date.available.fl_str_mv | 2021-09-17T11:29:18Z |
| dc.date.embargoed.fl_str_mv | 2021-09-17T11:29:18Z |
| dc.format.none.fl_str_mv | application/pdf |
| dc.identifier.none.fl_str_mv | https://hdl.handle.net/1822/74055 |
| dc.language.none.fl_str_mv | eng |
| dc.publisher.none.fl_str_mv | Universidad de Granada. Facultad de Ciencias de la Educación y del Deporte de Melilla |
| dc.rights.none.fl_str_mv | http://purl.org/coar/access_right/c_abf2 |
| dc.subject.none.fl_str_mv | Flipped Classroom Online learning Multimodal discourse analysis Pedagogical interactions Ensino online Análise multimodal do discurso Interações Aula invertida Aprender en línea Análisis del discurso multimodal Interacciones pedagógicas |
| dc.title.fl_str_mv | The flipped classroom model potential in online learning: an assessment focused on pedagogical interactions O potencial do modelo flipped classroom no ensino online: uma avaliação centrada nas interações pedagógicas El potencial del modelo aula invertida en la educación en línea: una evaluación enfocada en las interacciones pedagógicas 翻转课堂模式在在线教育中的潜力：以教学互动为重点的评估 Потенциал модели «перевернутого класса» в онлайн-образовании: оценка, сосредоточенная на педагогическом взаимодействии |
| dc.type.none.fl_str_mv | http://purl.org/coar/resource_type/c_6501 |
| description | This work evaluates an educational proposal, based on the Flipped Classroom principles, implemented in online learning during the lockdown caused by Covid-19 pandemic. The proposal was implemented in a Portuguese secondary school class and combines asynchronous classes (ASC) with synchronous classes (SC). We collected data using quantitative and qualitative methods, to characterise the learning environment, and its influence on the students’ engagement. The integrated analysis of the data reveals that the proposal created an adequate learning environment, organised, and supported by a robust social presence of the teacher. The design of the ASC enhanced student-content interactions leading to high rates of commitment to the tasks, which ensured an efficient preparation of the ASC. The SC division into learning episodes allowed us to understand the influence of episode design on the interaction patterns developed. The dynamic and interactive approaches of SC allowed the development of subject contents initiated in ASC. Despite the design of some episodes it has allowed measurable improvements in the number of student-student interactions it has also conditioned the collaborative construction of knowledge based on research processes. |
| dirty | 0 |
| eu_rights_str_mv | openAccess |
| format | article |
| fulltext.url.fl_str_mv | https://prod-dspace.uminho.pt/bitstreams/b315a053-3c35-4473-8bc8-d87dbda1b467/download |
| id | rum_cd2fb18fdacbf42e15ef4810d6d0ff15 |
| identifier.url.fl_str_mv | https://hdl.handle.net/1822/74055 |
| instacron_str | repositorium |
| institution | Universidade do Minho |
| instname_str | Universidade do Minho |
| language | eng |
| network_acronym_str | rum |
| network_name_str | RepositóriUM - Universidade do Minho |
| oai_identifier_str | oai:repositorium.uminho.pt:1822/74055 |
| organization_str_mv | urn:organizationAcronym:repositorium |
| person_str_mv | Ribeirinha, Teresa Silva, Bento Duarte |
| publishDate | 2021 |
| publisher.none.fl_str_mv | Universidad de Granada. Facultad de Ciencias de la Educación y del Deporte de Melilla |
| reponame_str | RepositóriUM - Universidade do Minho |
| repository_id_str | urn:repositoryAcronym:rum |
| service_str_mv | urn:repositoryAcronym:rum |
| spelling | engUniversidad de Granada. Facultad de Ciencias de la Educación y del Deporte de MelillaporThis work evaluates an educational proposal, based on the Flipped Classroom principles, implemented in online learning during the lockdown caused by Covid-19 pandemic. The proposal was implemented in a Portuguese secondary school class and combines asynchronous classes (ASC) with synchronous classes (SC). We collected data using quantitative and qualitative methods, to characterise the learning environment, and its influence on the students’ engagement. The integrated analysis of the data reveals that the proposal created an adequate learning environment, organised, and supported by a robust social presence of the teacher. The design of the ASC enhanced student-content interactions leading to high rates of commitment to the tasks, which ensured an efficient preparation of the ASC. The SC division into learning episodes allowed us to understand the influence of episode design on the interaction patterns developed. The dynamic and interactive approaches of SC allowed the development of subject contents initiated in ASC. Despite the design of some episodes it has allowed measurable improvements in the number of student-student interactions it has also conditioned the collaborative construction of knowledge based on research processes.application/pdfporThe flipped classroom model potential in online learning: an assessment focused on pedagogical interactionsAlternativeTitleporO potencial do modelo flipped classroom no ensino online: uma avaliação centrada nas interações pedagógicasAlternativeTitleporEl potencial del modelo aula invertida en la educación en línea: una evaluación enfocada en las interacciones pedagógicasAlternativeTitlepor翻转课堂模式在在线教育中的潜力：以教学互动为重点的评估AlternativeTitleporПотенциал модели «перевернутого класса» в онлайн-образовании: оценка, сосредоточенная на педагогическом взаимодействииRibeirinha, TeresaSilva, Bento DuarteHostingInstitutionOrganizationalUniversidade do Minhoe-mailmailto:repositorium@usdb.uminho.ptrepositorium@usdb.uminho.ptISSNIsPartOf1577-4147DOIIsPartOf10.30827/publicaciones.v51i3.180762021-09-17T11:29:18Z2021-07-312021-01-282021-07-31T00:00:00ZHandlehttps://hdl.handle.net/1822/74055http://purl.org/coar/access_right/c_abf2open accessFlipped ClassroomOnline learningMultimodal discourse analysisPedagogical interactionsEnsino onlineAnálise multimodal do discursoInteraçõesAula invertidaAprender en líneaAnálisis del discurso multimodalInteracciones pedagógicas856874 bytesliteraturehttp://purl.org/coar/resource_type/c_6501journal articlehttp://purl.org/coar/access_right/c_abf2application/pdffulltexthttps://prod-dspace.uminho.pt/bitstreams/b315a053-3c35-4473-8bc8-d87dbda1b467/download |
| spellingShingle | The flipped classroom model potential in online learning: an assessment focused on pedagogical interactions Ribeirinha, Teresa Flipped Classroom Online learning Multimodal discourse analysis Pedagogical interactions Ensino online Análise multimodal do discurso Interações Aula invertida Aprender en línea Análisis del discurso multimodal Interacciones pedagógicas |
| status | SINGLETON |
| subject.fl_str_mv | Flipped Classroom Online learning Multimodal discourse analysis Pedagogical interactions Ensino online Análise multimodal do discurso Interações Aula invertida Aprender en línea Análisis del discurso multimodal Interacciones pedagógicas |
| title | The flipped classroom model potential in online learning: an assessment focused on pedagogical interactions |
| title_full | The flipped classroom model potential in online learning: an assessment focused on pedagogical interactions |
| title_fullStr | The flipped classroom model potential in online learning: an assessment focused on pedagogical interactions |
| title_full_unstemmed | The flipped classroom model potential in online learning: an assessment focused on pedagogical interactions |
| title_short | The flipped classroom model potential in online learning: an assessment focused on pedagogical interactions |
| title_sort | The flipped classroom model potential in online learning: an assessment focused on pedagogical interactions |
| topic | Flipped Classroom Online learning Multimodal discourse analysis Pedagogical interactions Ensino online Análise multimodal do discurso Interações Aula invertida Aprender en línea Análisis del discurso multimodal Interacciones pedagógicas |
| topic_facet | Flipped Classroom Online learning Multimodal discourse analysis Pedagogical interactions Ensino online Análise multimodal do discurso Interações Aula invertida Aprender en línea Análisis del discurso multimodal Interacciones pedagógicas |
| url | https://hdl.handle.net/1822/74055 |
| visible | 1 |