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Perceções de estudantes do ensino secundário sobre o modelo flipped classroom em contexto online
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Advisor(s)
Abstract(s)
Durante a pandemia, o modelo flipped classroom (MFC) totalmente online constituiu-se como uma alternativa ao MFC híbrido. Para avaliar a adequação do MFC ao contexto online, desenvolveu-se um ciclo de investigação-ação com estudantes do ensino secundário português que conjugou aulas assíncronas com aulas síncronas. A configuração das aulas teve por base
o modelo dos 5E: Engage, Explore, Explain, Elaborate e Evaluate. Os dados foram recolhidos através de um questionário e das interações dos estudantes nas atividades síncronas. Os resultados mostram que as aulas assíncronas despertaram o interesse dos estudantes pelo tema (Engage), permitindo-lhes adquirir uma compreensão inicial do tema (Explore) e demonstrar a aprendizagem adquirida (Explain). As aulas síncronas destacaram o papel ativo dos estudantes na resolução de problemas complexos em grupo e a ampliação das aprendizagens autónomas (Elaborate e Evaluate). Porém, no processo de ampliação das aprendizagens os estudantes apoiaram-se mais no feedback imediato do docente do que propriamente nos colegas de grupo. Os resultados do estudo confirmam que o MFC se adequa ao contexto online, promove a personalização das aprendizagens e o desenvolvimento da autonomia dos estudantes.
During the pandemic, the fully online flipped classroom model (FCM) became an alternative to the hybrid FCM. To assess the application of FCM in an online environment, an action research study combining asynchronous and synchronous classes was carried out with Portuguese secondary school students. The design of the lessons was based on the 5E Model: Engage, Explore, Explain, Elaborate and Evaluate. Data were collected using a questionnaire and students interactions in the synchronous activities. The results show that the asynchronous lessons stimulated students’ interest in the topic (Engage), and enabled them to gain an initial understanding of the topic (Explore) and to demonstrate the learning they had acquired (Explain). Synchronous lessons highlighted the active role of students in solving complex problems in groups and extending autonomous learning (Elaborate and Evaluate). However, in the process of extending their learning, students were found to rely more on immediate feedback from the teacher than from their peers. The results of the study confirm the suitability of FCM in an online environment, and its promotion of personalised learning and student autonomy.
During the pandemic, the fully online flipped classroom model (FCM) became an alternative to the hybrid FCM. To assess the application of FCM in an online environment, an action research study combining asynchronous and synchronous classes was carried out with Portuguese secondary school students. The design of the lessons was based on the 5E Model: Engage, Explore, Explain, Elaborate and Evaluate. Data were collected using a questionnaire and students interactions in the synchronous activities. The results show that the asynchronous lessons stimulated students’ interest in the topic (Engage), and enabled them to gain an initial understanding of the topic (Explore) and to demonstrate the learning they had acquired (Explain). Synchronous lessons highlighted the active role of students in solving complex problems in groups and extending autonomous learning (Elaborate and Evaluate). However, in the process of extending their learning, students were found to rely more on immediate feedback from the teacher than from their peers. The results of the study confirm the suitability of FCM in an online environment, and its promotion of personalised learning and student autonomy.
Description
Keywords
design instrucional educação a distância flipped classroom sala de aula virtual distance education instructional design virtual classroom
Citation
Ribeirinha, T., Correia, M., & Silva, B. (2024). Secondary school students’ perceptions of the online flipped classroom model in an online context. Revista De Estudios E Investigación En Psicología Y Educación, 11(1). https://doi.org/10.17979/reipe.2024.11.1.10024
Publisher
Universidade da Corunha