The flexibility of the flipped classroom for the design of mediated and self-regulated learning scenarios
The flipped classroom is a methodology recognised for its positive impact on the self-regulation of learning and academic performance. There is extensive literature that demonstrates its potential for educational flexibility,including the adaptation to online and blended modes of delivery that utili...
| Autores: | , , |
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| Tipo de recurso: | artículo |
| Fecha de publicación: | 2023 |
| País: | España |
| Institución: | Universitat Autònoma de Barcelona |
| Repositorio: | Dipòsit Digital de Documents de la UAB |
| Idioma: | inglés |
| OAI Identifier: | oai:ddd.uab.cat:290491 |
| Acceso en línea: | https://ddd.uab.cat/record/290491 https://dx.doi.org/urn:doi:10.5944/ried.26.2.36035 |
| Access Level: | acceso abierto |
| Palabra clave: | Flipped classroom Flexible learning Hybrid teaching Virtual education Performance Self-regulation Aula invertida Aprendizaje flexible Enseñanza híbrida Enseñanza virtual Rendimiento Autorregulación |
| Sumario: | The flipped classroom is a methodology recognised for its positive impact on the self-regulation of learning and academic performance. There is extensive literature that demonstrates its potential for educational flexibility,including the adaptation to online and blended modes of delivery that utilize digital technology successfully. There is, however, little evidence which proves that a unique flipped classroom design can be adjusted to different teaching modes without affecting student satisfaction and learning outcomes. In this research, we analyse eight cases of flipped classroom implementation during the 2020-2021 and 2021-2022 academic years in the Faculty of Education Sciences at Universitat Autònoma de Barcelona. According to the findings, students who seem to have a stronger perception of self-regulated learning development and technology appropriation also have higher perception of academic performance, although they do not achieve better results. There are no significant variations in pedagogical design satisfaction or learning outcomes depending on teaching modality. However, the study did find that the most flexible teaching modes, such as intermittent face-to-face and hybrid teaching, offered more benefits to students in terms of academic performance and self-regulated learning. The main conclusion is that flipped classroom is a flexible methodology that can be adapted to different teaching modes while maintaining student satisfaction and learning outcomes. |
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