The Flipped Learning approach: quantitative research on the perception of Italian teachers

The Flipped Learning (FL) approach is attracting increasing interest in schools of every kind and level. Although the research results seem promising, they often appear limited, not particularly rigorous, and occasionally contradictory. An international quantitative research has been conducted to id...

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Detalhes bibliográficos
Autores: Raúl Santiago Campión [0000-0002-1256-5338], Alessia Bevilacqua
Formato: artículo
Estado:Versión publicada
Fecha de publicación:2019
País:España
Recursos:Universidad de La Rioja (UR)
Repositorio:RIUR. Repositorio Institucional de la Universidad de La Rioja
OAI Identifier:oai:portal.dialnet.es:doc/5e7b9f4829995256e6179f82
Acesso em linha:https://investigacion.unirioja.es/documentos/5e7b9f4829995256e6179f82
Access Level:acceso abierto
Palavra-chave:flipped learning
flipped classroom
teachers
perceptions
apprendimento capovolto
classe capovolta
insegnanti
percezioni
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spelling The Flipped Learning approach: quantitative research on the perception of Italian teachersRaúl Santiago Campión [0000-0002-1256-5338]Alessia Bevilacquaflipped learningflipped classroomteachersperceptionsapprendimento capovoltoclasse capovoltainsegnantipercezioniThe Flipped Learning (FL) approach is attracting increasing interest in schools of every kind and level. Although the research results seem promising, they often appear limited, not particularly rigorous, and occasionally contradictory. An international quantitative research has been conducted to identify the perception of teachers who regularly apply the FL approach concerning the impact of their teaching practices. The results of the survey carried out in Italy, show that students can work at their own pace and with the materials they consider appropriate in relation to their learning style, according to the teachers’ perception. The cooperative approach and the use of educational technologies facilitate the development of relational and digital skills. While FL promotes students’ participation, as well as inclusive and experiential teaching practices, the results highlight critical issues inherent to the accessibility of educational technologies, consistency in planning activities, as well as the involvement of colleagues and students’ parents.L’approccio Flipped Learning (FL) riscontra un interesse crescente nelle scuole di ogni ordine e grado. Anche se i risultati delle ricerche sembrano promettenti, essi spesso appaiono limitati, non rigorosi e talvolta contraddittori. Una ricerca quantitativa internazionale è stata condotta al fine di identificare le percezioni degli insegnanti che applicano tale modello riguardo l’impatto delle loro pratiche didattiche. I risultati dell’indagine svolta in Italia, evidenziano come, secondo i docenti, gli studenti abbiano la possibilità di lavorare con ritmi e materiali che ritengono adeguati in relazione al proprio stile di apprendimento. L’approccio cooperativo e l’utilizzo delle tecnologie didattiche facilitano lo sviluppo delle competenze relazionali e digitali. Pur favorendo il FL la partecipazione attiva degli studenti, nonché la promozione di una didattica inclusiva ed esperienziale, si evidenziano criticità inerenti all’accessibilità delle tecnologie didattiche, il rilevante impegno nella progettazione delle attività, nonché il coinvolgimento dei colleghi e dei genitori degli studenti.Firenze University Press (FUP)2019info:eu-repo/semantics/articleSubtype: Articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://investigacion.unirioja.es/documentos/5e7b9f4829995256e6179f82reponame:RIUR. Repositorio Institucional de la Universidad de La Riojainstname:Universidad de La Rioja (UR)Inglésinfo:eu-repo/semantics/altIdentifier/eissn/1825-7321The Flipped Learning approach: quantitative research on the perception of Italian teachers, 2019, vol. 19, pág. 405-422info:eu-repo/semantics/openAccessoai:portal.dialnet.es:doc/5e7b9f4829995256e6179f822026-06-14T12:47:17Z
dc.title.none.fl_str_mv The Flipped Learning approach: quantitative research on the perception of Italian teachers
title The Flipped Learning approach: quantitative research on the perception of Italian teachers
spellingShingle The Flipped Learning approach: quantitative research on the perception of Italian teachers
Raúl Santiago Campión [0000-0002-1256-5338]
flipped learning
flipped classroom
teachers
perceptions
apprendimento capovolto
classe capovolta
insegnanti
percezioni
title_short The Flipped Learning approach: quantitative research on the perception of Italian teachers
title_full The Flipped Learning approach: quantitative research on the perception of Italian teachers
title_fullStr The Flipped Learning approach: quantitative research on the perception of Italian teachers
title_full_unstemmed The Flipped Learning approach: quantitative research on the perception of Italian teachers
title_sort The Flipped Learning approach: quantitative research on the perception of Italian teachers
dc.creator.none.fl_str_mv Raúl Santiago Campión [0000-0002-1256-5338]
Alessia Bevilacqua
author Raúl Santiago Campión [0000-0002-1256-5338]
author_facet Raúl Santiago Campión [0000-0002-1256-5338]
Alessia Bevilacqua
author_role author
author2 Alessia Bevilacqua
author2_role author
dc.subject.none.fl_str_mv flipped learning
flipped classroom
teachers
perceptions
apprendimento capovolto
classe capovolta
insegnanti
percezioni
topic flipped learning
flipped classroom
teachers
perceptions
apprendimento capovolto
classe capovolta
insegnanti
percezioni
description The Flipped Learning (FL) approach is attracting increasing interest in schools of every kind and level. Although the research results seem promising, they often appear limited, not particularly rigorous, and occasionally contradictory. An international quantitative research has been conducted to identify the perception of teachers who regularly apply the FL approach concerning the impact of their teaching practices. The results of the survey carried out in Italy, show that students can work at their own pace and with the materials they consider appropriate in relation to their learning style, according to the teachers’ perception. The cooperative approach and the use of educational technologies facilitate the development of relational and digital skills. While FL promotes students’ participation, as well as inclusive and experiential teaching practices, the results highlight critical issues inherent to the accessibility of educational technologies, consistency in planning activities, as well as the involvement of colleagues and students’ parents.
publishDate 2019
dc.date.none.fl_str_mv 2019
dc.type.none.fl_str_mv info:eu-repo/semantics/article
Subtype: Article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.none.fl_str_mv https://investigacion.unirioja.es/documentos/5e7b9f4829995256e6179f82
url https://investigacion.unirioja.es/documentos/5e7b9f4829995256e6179f82
dc.language.none.fl_str_mv Inglés
language_invalid_str_mv Inglés
dc.relation.none.fl_str_mv info:eu-repo/semantics/altIdentifier/eissn/1825-7321
The Flipped Learning approach: quantitative research on the perception of Italian teachers, 2019, vol. 19, pág. 405-422
dc.rights.none.fl_str_mv info:eu-repo/semantics/openAccess
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Firenze University Press (FUP)
publisher.none.fl_str_mv Firenze University Press (FUP)
dc.source.none.fl_str_mv reponame:RIUR. Repositorio Institucional de la Universidad de La Rioja
instname:Universidad de La Rioja (UR)
instname_str Universidad de La Rioja (UR)
reponame_str RIUR. Repositorio Institucional de la Universidad de La Rioja
collection RIUR. Repositorio Institucional de la Universidad de La Rioja
repository.name.fl_str_mv
repository.mail.fl_str_mv
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