The flipped classroom model potential in online learning: an assessment focused on pedagogical interactions

Ribeirinha, Teresa; Silva, Bento Duarte da

doi:10.30827/publicaciones.v51i3.18076

Cited by 3 publications

(2 citation statements)

References 29 publications

(30 reference statements)

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“…Na aprendizagem online, as abordagens pedagógicas que adotaram o Modelo Flipped Classroom (MFC) revelaram-se pedagogicamente eficazes (Ribeirinha & Silva, 2021). Teoricamente fundamentado na teoria da aprendizagem colaborativa e no construtivismo (Bishop & Verleger, 2013), o modelo propõe uma inversão na ordem como as atividades são propostas aos alunos.…”

Section: Introductionunclassified

“…Teoricamente fundamentado na teoria da aprendizagem colaborativa e no construtivismo (Bishop & Verleger, 2013), o modelo propõe uma inversão na ordem como as atividades são propostas aos alunos. Nesse sentido, desloca o processo de transmissão de conhecimento (conhecimentos factuais) para ambientes virtuais, através de simples leituras ou visualização de vídeos didáticos, reservando para o encontro com o professor e colegas os processos de expansão de conhecimentos (Ribeirinha & Silva, 2021). O modelo oferece aos alunos várias vantagens pedagógicas (Lai et al, 2021): (1) permite flexibilidade de leitura associada à componente pré-aula, onde a grande variedade de formatos, através dos quais o conteúdo pode ser disponibilizado, atende a diferentes estilos de aprendizagem dos alunos; (2) integra a tecnologia, pois as propriedades dos recursos tecnológicos (plataformas e vídeos didáticos) permitem aos alunos um maior controlo da sua aprendizagem, quer através do ritmo e da frequência com que interagem com os conteúdos, bem como do feedback recebido, e (3) facilita a aprendizagem ativa que está associada as interações significativas com os pares e professor.…”

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Student engagement in the Flipped Classroom model implemented in online learning

Ribeirinha,

Silva

2024

RELATEC

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Student engagement is a determinant factor of students' academic success, with added relevance for online learning. The aim of this study was to analyse students' cognitive, affective, and behavioural engagement in a pedagogical proposal based on the Flipped Classroom model, with Portuguese secondary school students. The study, conducted during the COVID-19 pandemic, combined asynchronous and synchronous lessons divided into learning episodes (Summary, Quiz and Rooms). Mixed methods were used to analyse students' discourses, behaviours, perceptions of the experience and academic performance. The results showed that the proposal enhanced a high level of behavioural engagement in the students as expressed by the indicators of task completion, peer interaction and participation. Students showed higher levels of cognitive engagement in the Rooms episodes as they were conducive to peer interaction, explicitness of knowledge and reflection facilitated by interaction with the teacher. Satisfaction was the most prominent indicator of student affective engagement. This study offers a better understanding of the factors that influence student engagement in the Flipped Classroom model and suggests practical implications for enhancing it in online learning.

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Section: Introductionunclassified

Student engagement in the Flipped Classroom model implemented in online learning

Ribeirinha,

Silva

2024

RELATEC

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Artificial Intelligence-Based Simulation Research on the Flipped Classroom Mode of Listening and Speaking Teaching for English Majors

Wang

2021

Mobile Information Systems

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Information technology has become an important carrier for the implementation of flipped classrooms, giving full play to the role of modern education technology and transforming the traditional classroom teaching form into an important form in today’s education reform. This article mainly studies the simulation of the flipped classroom model of listening and speaking teaching for English majors based on artificial intelligence. A total of 31 English majors were selected for the experiment, including 7 boys and 24 girls. After obtaining the consent of school leaders and teachers, 16 weeks of experimental teaching were carried out in the class. The experimental subjects had not been exposed to the flipped classroom teaching mode before the start of the experiment, and they were willing to participate in this experiment. After the phased flipped classroom teaching mode was carried out in the experimental class, the teaching objects in the experimental class were selected in the form of interview questionnaires to understand students’ attitudes and acceptance of the flipped classroom teaching mode in English listening and speaking classes. Adjust and improve the poststage flipped classroom teaching model to provide reference. During the experiment, the control class adopted the multimedia courseware-assisted oral teaching method and, in the experimental class, flipped the classroom oral teaching mode. Teachers integrate resources when preparing lessons to design flip-flop classroom oral English teaching, and teachers guide students to use the internet to search for resources and preview independently. The average value of the English self-management learning ability of the students of this major was 27.48 points before the experiment started. After passing the experiment, the score increased to 38.90 points, and the average value increased significantly (t = −20.189, P < 0.01 ). A comparatively complete comparison of English listening and speaking teaching results was carried out. Before the implementation of the flipped classroom, the students’ average professional English score was 76.23 points, and the average score after the launch was 84.39 points. The overall average score increased by 8.16 points. With regard to students’ English learning scores, there has been some improvement. The results show that, through the implementation of flipped classrooms, students have exercised their ability to self-manage their learning and strengthened their ability to make learning plans, implement them, and reflect on the effectiveness of learning.

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English Listening Teaching Model in Flipped Classroom Based on Artificial Intelligence Fusion Control Algorithm

2021

Mathematical Problems in Engineering

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In our contemporary life, various information technologies are changing our lives, and the development of information technology has also provided a certain degree of convenience for the development of education. Now, every country attaches great importance to the development of the informatization of education. This article aims to study how to apply artificial intelligence content and control algorithms to the English listening mode of a flipped classroom. The main purpose of the article is how to make the flipped classroom more intelligent, enrich the content of the classroom, and devote itself to improving children's learning efficiency. This article proposes the application of the PSO algorithm in the flipped classroom to help students learn more intelligently and conveniently in this mode of teaching. They can help children improve their academic performance faster and learn more efficiently. The experimental results of this article show that nearly 65.63% of students are familiar with the teaching method of using animation video to train English listening, and nearly 70% of students are very willing to use this teaching method to learn; using more artificial intelligence fusion control algorithms for us, this teaching mode is used for some simplification and assistance. The average test score of the experimental class (82.95 points) is higher than the posttest score of the control class (79.9 points), the excellence rate of the experimental class is 38%, the pass rate is 100%, and the control class has an excellent rate of 32% in the posttest score. The passing rate was 86.7%. Further analysis shows that, in the posttest scores of the experimental class, the excellent rate and the passing rate have increased, respectively. After the test, the scores of the students in the experimental class have improved greatly compared with the control class. The overall performance of the students has improved significantly.

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The flipped classroom model potential in online learning: an assessment focused on pedagogical interactions

Cited by 3 publications

References 29 publications

Student engagement in the Flipped Classroom model implemented in online learning

Student engagement in the Flipped Classroom model implemented in online learning

Artificial Intelligence-Based Simulation Research on the Flipped Classroom Mode of Listening and Speaking Teaching for English Majors

English Listening Teaching Model in Flipped Classroom Based on Artificial Intelligence Fusion Control Algorithm

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