University students' preference for flexible teaching models that foster constructivist learning practices

In recent years, universities have intensified their use of technologies and implemented various modes of flexible teaching. This study sought to demonstrate that students prefer flipped learning with combined forms of synchronous and asynchronous learning that foster constructivist learning practic...

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Detalhes bibliográficos
Autores: Noguera, Ingrid|||0000-0002-6902-5818, Albó, Laia, Beardsley, Marc|||0000-0002-3874-0739
Formato: artículo
Fecha de publicación:2022
País:España
Recursos:Universitat Autònoma de Barcelona
Repositorio:Dipòsit Digital de Documents de la UAB
Idioma:inglés
OAI Identifier:oai:ddd.uab.cat:290489
Acesso em linha:https://ddd.uab.cat/record/290489
Access Level:acceso abierto
Palavra-chave:Flexible learning
Social constructivism
Flipped classroom
Online learning
Hybrid learning
Student perspectives
Case study
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spelling University students' preference for flexible teaching models that foster constructivist learning practicesNoguera, Ingrid|||0000-0002-6902-5818Albó, LaiaBeardsley, Marc|||0000-0002-3874-0739Flexible learningSocial constructivismFlipped classroomOnline learningHybrid learningStudent perspectivesCase studyIn recent years, universities have intensified their use of technologies and implemented various modes of flexible teaching. This study sought to demonstrate that students prefer flipped learning with combined forms of synchronous and asynchronous learning that foster constructivist learning practices. To this aim, two case studies (N = 221) for online teaching at two face-to-face universities during the 2020-2021 academic year are presented. Results show that students appreciate flipped models of learning that foster social constructivist practices, autonomous access and consultation of resources, self-regulation of time management and consciousness of learning needs. Such virtual self-paced learning results in more productive and interactive real-time classes. This combination of autonomous learning and synchronous instruction is preferred by students attending online and hybrid modes of teaching. Overall, this study demonstrates that the flipped classroom adapts well to online and hybrid modes of teaching with first-year undergraduate students. To effectively foster social constructivism through the flipped classroom in university contexts, course design should consider both synchronous and asynchronous learning spaces, amplifying opportunities to learn autonomously and to collaborate and get feedback in synchronous contexts. 22022-01-0120222022-01-01Articlehttp://purl.org/coar/resource_type/c_6501VoRhttp://purl.org/coar/version/c_970fb48d4fbd8a85info:eu-repo/semantics/articleapplication/pdfhttps://ddd.uab.cat/record/290489reponame:Dipòsit Digital de Documents de la UABinstname:Universitat Autònoma de BarcelonaInglésengopen accesshttp://purl.org/coar/access_right/c_abf2Aquest document està subjecte a una llicència d'ús Creative Commons. Es permet la reproducció total o parcial, la distribució, i la comunicació pública de l'obra, sempre que no sigui amb finalitats comercials, i sempre que es reconegui l'autoria de l'obra original. No es permet la creació d'obres derivades.https://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccessoai:ddd.uab.cat:2904892026-06-06T12:50:31Z
dc.title.none.fl_str_mv University students' preference for flexible teaching models that foster constructivist learning practices
title University students' preference for flexible teaching models that foster constructivist learning practices
spellingShingle University students' preference for flexible teaching models that foster constructivist learning practices
Noguera, Ingrid|||0000-0002-6902-5818
Flexible learning
Social constructivism
Flipped classroom
Online learning
Hybrid learning
Student perspectives
Case study
title_short University students' preference for flexible teaching models that foster constructivist learning practices
title_full University students' preference for flexible teaching models that foster constructivist learning practices
title_fullStr University students' preference for flexible teaching models that foster constructivist learning practices
title_full_unstemmed University students' preference for flexible teaching models that foster constructivist learning practices
title_sort University students' preference for flexible teaching models that foster constructivist learning practices
dc.creator.none.fl_str_mv Noguera, Ingrid|||0000-0002-6902-5818
Albó, Laia
Beardsley, Marc|||0000-0002-3874-0739
author Noguera, Ingrid|||0000-0002-6902-5818
author_facet Noguera, Ingrid|||0000-0002-6902-5818
Albó, Laia
Beardsley, Marc|||0000-0002-3874-0739
author_role author
author2 Albó, Laia
Beardsley, Marc|||0000-0002-3874-0739
author2_role author
author
dc.subject.none.fl_str_mv Flexible learning
Social constructivism
Flipped classroom
Online learning
Hybrid learning
Student perspectives
Case study
topic Flexible learning
Social constructivism
Flipped classroom
Online learning
Hybrid learning
Student perspectives
Case study
description In recent years, universities have intensified their use of technologies and implemented various modes of flexible teaching. This study sought to demonstrate that students prefer flipped learning with combined forms of synchronous and asynchronous learning that foster constructivist learning practices. To this aim, two case studies (N = 221) for online teaching at two face-to-face universities during the 2020-2021 academic year are presented. Results show that students appreciate flipped models of learning that foster social constructivist practices, autonomous access and consultation of resources, self-regulation of time management and consciousness of learning needs. Such virtual self-paced learning results in more productive and interactive real-time classes. This combination of autonomous learning and synchronous instruction is preferred by students attending online and hybrid modes of teaching. Overall, this study demonstrates that the flipped classroom adapts well to online and hybrid modes of teaching with first-year undergraduate students. To effectively foster social constructivism through the flipped classroom in university contexts, course design should consider both synchronous and asynchronous learning spaces, amplifying opportunities to learn autonomously and to collaborate and get feedback in synchronous contexts.
publishDate 2022
dc.date.none.fl_str_mv 2
2022-01-01
2022
2022-01-01
dc.type.none.fl_str_mv Article
http://purl.org/coar/resource_type/c_6501
VoR
http://purl.org/coar/version/c_970fb48d4fbd8a85
dc.type.openaire.fl_str_mv info:eu-repo/semantics/article
format article
dc.identifier.none.fl_str_mv https://ddd.uab.cat/record/290489
url https://ddd.uab.cat/record/290489
dc.language.none.fl_str_mv Inglés
eng
language_invalid_str_mv Inglés
language eng
dc.rights.none.fl_str_mv open access
http://purl.org/coar/access_right/c_abf2
https://creativecommons.org/licenses/by-nc-nd/4.0/
dc.rights.openaire.fl_str_mv info:eu-repo/semantics/openAccess
rights_invalid_str_mv open access
http://purl.org/coar/access_right/c_abf2
https://creativecommons.org/licenses/by-nc-nd/4.0/
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.source.none.fl_str_mv reponame:Dipòsit Digital de Documents de la UAB
instname:Universitat Autònoma de Barcelona
instname_str Universitat Autònoma de Barcelona
reponame_str Dipòsit Digital de Documents de la UAB
collection Dipòsit Digital de Documents de la UAB
repository.name.fl_str_mv
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