Comparison Effects of Flipped and In-Class Flipped Classroom Models on Academic Achievement and Planning Skills

Demir, Elif Güven; Öksüz, Yücel

doi:10.16986/huje.2021067072

Cited by 1 publication

(2 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…An alternative solution would be to implement a flipped classroom model supported by Massive Open Online Courses (MOOCs). This would allow educators to be trained by solving problems, engaging in stimulating debates, applying newly learned concepts to real-world situations, and other interactive activities [11].…”

Section: Introductionmentioning

confidence: 99%

“…Based on our review of the recent scientific literature [12][13][14], the development of digital competencies has become crucial in the modern educational field. Especially in the face of a challenging and constantly evolving curriculum [15], it is appropriate to use the flipped classroom strategy with MOOCs [11,[16][17][18][19] as this approach represents a change from the dynamics of traditional teaching to a more active and participatory one by offering study material, whether in the form of videos, readings, or interactive resources, prior to class [20,21].…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Proposal for a Flipped Classroom Program with Massive Open Online Courses to Improve Access to Information and Information Literacy in Primary School Teachers

Lendínez Turón,

Ortiz Marcos,

Lorenzo Quiles

et al. 2024

Societies

View full text Add to dashboard Cite

The objective of this study was to propose a teacher training program based on the flipped classroom model with MOOCs to strengthen access to information and information literacy among primary education teachers in the Lambayeque region of Peru. The non-experimental design was assumed with a quantitative approach and a propositional, descriptive type. A diagnosis was made using a questionnaire given to 917 primary school teachers. It was discovered that nearly all of the items in the questionnaire revealed a deficiency in the ability to navigate, search, and filter information, data, and digital content; the highest percentages were at the Basic level, with the exception of the item expressing information needs in an organized manner, which was at the Advanced C2 level. The lowest percentage was at the Advanced C1 level, and the majority of the lower percentages were at the Advanced level. In addition, there are competency deficiencies in the evaluation of information, data, and digital content of nearly all the items: the highest percentages were at the Basic level, with the exception of the item involving the processing of information, data, and digital content, where 26.4% were at the Intermediate B1 level and just 2.8% managed to be at the highest level, which is Advanced C2. Furthermore, when it came to storage and retrieval of information, data, and digital content competency, all the high percentages were at the Basic level, and all the low percentages were at the highest level, that is, Advanced. These findings helped us to understand that teachers have only a basic knowledge of information literacy and information competency. As a result, it is necessary to advocate for a teacher training program based on the flipped classroom model with MOOCs. This idea was supported by the opinions of five experts, who stated that its implementation would enable primary teachers of Regular Basic Education in the region of Lambayeque (Peru) to develop their access to information and information literacy competency area.

show abstract

Section: Introductionmentioning

confidence: 99%