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Inverting the Classroom: A Gateway to Creating an Inclusive Learning Environment

Authors:
Maureen J Lage at HealthMetrics Outcomes Research
Maureen J Lage
  • HealthMetrics Outcomes Research
Glenn Platt at Miami University
Glenn Platt
Michael Treglia
Michael Treglia
Michael Treglia
  • This person is not on ResearchGate, or hasn't claimed this research yet.
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Abstract

An example is given of an inclusive learning environment built on the cornerstone of new learning technologies that is conducive to reaching students with diverse learning styles.
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... Rotineiramente, docentes utilizam diferentes metodologias ativas nas quais, invariavelmente, o aluno estuda previamente um determinado conteúdo e em sala de aula parte-se à discussão do pressuposto de que o aluno já conhece aquele conteúdo (Medeiros et al., 2024). Este conceito, conhecido como sala de aula invertida (flipped classroom), significa, em resumo, transferir eventos que tradicionalmente eram feitos em aula para fora da sala de aula (Lage;Platt;Treglia, 2000). Trata-se de uma abordagem pela qual o aluno assume a responsabilidade pelo estudo teórico e a aula presencial serve como aplicação prática dos conceitos estudados previamente (Platero Jaime;Tejeiro Koller;Reis Graeml, 2015). ...
... Rotineiramente, docentes utilizam diferentes metodologias ativas nas quais, invariavelmente, o aluno estuda previamente um determinado conteúdo e em sala de aula parte-se à discussão do pressuposto de que o aluno já conhece aquele conteúdo (Medeiros et al., 2024). Este conceito, conhecido como sala de aula invertida (flipped classroom), significa, em resumo, transferir eventos que tradicionalmente eram feitos em aula para fora da sala de aula (Lage;Platt;Treglia, 2000). Trata-se de uma abordagem pela qual o aluno assume a responsabilidade pelo estudo teórico e a aula presencial serve como aplicação prática dos conceitos estudados previamente (Platero Jaime;Tejeiro Koller;Reis Graeml, 2015). ...
... Rotineiramente, docentes utilizam diferentes metodologias ativas nas quais, invariavelmente, o aluno estuda previamente um determinado conteúdo e em sala de aula parte-se à discussão do pressuposto de que o aluno já conhece aquele conteúdo (Medeiros et al., 2024). Este conceito, conhecido como sala de aula invertida (flipped classroom), significa, em resumo, transferir eventos que tradicionalmente eram feitos em aula para fora da sala de aula (Lage;Platt;Treglia, 2000). Trata-se de uma abordagem pela qual o aluno assume a responsabilidade pelo estudo teórico e a aula presencial serve como aplicação prática dos conceitos estudados previamente (Platero Jaime;Tejeiro Koller;Reis Graeml, 2015). ...
Aplicação de um jogo de tabuleiro como estratégia de metodologia ativa no ensino de parasitologia
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O ensino de parasitologia entre os cursos da área da saúde tem sua importância, mesmo em vista dos crescentes avanços na farmacologia anti-helmíntica e o desprezo clássico com a disciplina, o que torna seu aprendizado penoso e negligente. Este trabalho descreve as experiências com o uso da metodologia ativa ao longo dos anos 2018, 2019, e 2022 a 2024. Durante o desenvolvimento do método de ensino, diferentes abordagens foram experimentadas até que se chegasse a um modelo definitivo. A opinião dos alunos e a experiência em diferentes aplicações auxiliou na delimitação de regras e formatos, colocando o discente no centro do processo criativo. O engajamento e estímulo ao estudo prévio obtido com a presente metodologia, não costuma ser observado em outras estratégias de ensino, mesmo aquelas que contam com tecnologias de informação e comunicação mais avançadas ou engenhosas.
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... Enhancing English speaking proficiency among ESL students, especially within the engineering discipline, is of paramount importance; nevertheless, conventional instructional approaches frequently do not adequately cultivate these vital competencies [11,12]. This study explores the flipped classroom model, an educational approach that shifts instructional content delivery outside of the classroom and focuses class time on interactive activities [13,14]. ...
... Teachers face challenges too, including the substantial effort required to create and update engaging online materials [26,32]. Additionally, some students resist the flipped model, preferring traditional instruction and struggling with the self-directed aspects of the approach, which can impede their adjustment to active learning environments [11,39]. ...
Incorporating ‘Flipped Classroom Model’: Developing English Speaking Skills of Engineering Students
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The present study aims to assess the effectiveness of the flipped classroom model in improving engineering students’ speaking skills in fluency, accuracy, and pronunciation of English as a Second Language (ESL). Comparative studies on the flipped classroom’s impact on ESL learners’ speaking skills in engineering students are scarce. To fill this gap, the current study adopts an experimental design to perform the study. The experimental study encompasses two distinct cohorts: the experimental and control groups. The experimental group received intervention through a flipped classroom model, and the control received treatment through a communicative language teaching approach only to enhance the speaking skills of ESL learners over the 8 weeks. One hundred and twelve participants were selected employing random sampling from a private college in India. Data collection involved using assessments conducted before and after the intervention activities. The results of the study indicated that each group exhibited significant progress in the speaking abilities of engineering students. Compared to the control group, the flipped classroom model exhibited a remarkable advantage in fostering the speaking skills of engineering students, particularly in fluency, accuracy, and pronunciation. The implications of this study hold considerable pedagogical relevance for individuals engaged in curriculum design, the development of training programs for prospective engineering students, the creation of educational materials, as well as all stakeholders involved in the field of engineering education.
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... El método que se aplica permite que el estudiante trabaje los contenidos las veces que se requiera para la comprensión del tema, al estudiante se le ofrece una atención individualizada y se fomentan espacios para la participación y la retroalimentación. De acuerdo con Coufal (2014), Lage et al. (2000) y Talbert (2012), las actividades multimedia que se crean para el curso son una herramienta digital que permite al estudiante trabajar a su propio ritmo, aplicando los métodos y espacios que mejor resulte para él. ...
... Como se ha comentado anteriormente, el aula invertida o modelo de aprendizaje invertido, emplea la inversión de los momentos y los papeles de la enseñanza tradicional, esto quiere decir que, la clase del profesor se atiende en horas extraclase, en donde el estudiante deberá trabajar mediante las plataformas empleadas y actividades digitales y de práctica. Estas tareas serán atendidas en clase, mediante los métodos interactivos pedagógicos: aprendizaje basado en problemas, aprendizaje colaborativo y realización de proyectos, de acuerdo conCoufal (2014),Lage et al. (2000) yTalbert (2012).Por otro lado, Prieto (2017) destaca los beneficios que el estudiante adquiere en su desenvolvimiento: se promueve un aprendizaje activo, un aprendizaje social (cuando se ejerce el trabajo colaborativo con sus compañeros), promueve un aprendizaje inductivo mediante el desarrollo y la realización de proyectos, la solución de problemas y los estudios de caso.De acuerdo conMejía y Reyna (2022, p.3), al inicio del curso se debe informar al estudiante acerca de la planificación de este, se debe dar a conocer los objetivos, la planeación del módulo y la metodología a seguir, así como también las evaluaciones, lo que permitirá establecer los avances que el grupo tendrá a ritmos personalizados.Los contenidos que son tratados en el aula se manifiestan como un repaso de los conocimientos trabajados fuera de clase según Mejía y Reyna (2022); dichos contenidos "se trabajan mediante la taxonomía de Blomm en dos tipos de tareas: tareas cognitivas de bajo nivel (recordar y entender) y tareas cognitivas de alto nivel (aplicar, analizar, evaluar y crear)" ...
El aula invertida en la enseñanza y aprendizaje de lenguas.
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El artículo presenta los resultados de una investigación sobre las experiencias de aplicación de la metodología del aula invertida en el aprendizaje de una lengua extranjera en el nivel superior en México, considerando un corte temporal de los últimos 5 años (2019-2023). Se retomó un enfoque cualitativo con una técnica de investigación y análisis documental. Para la obtención de datos, se recurre al análisis de contenido por categorías emergentes. Se hallaron 23 artículos académicos relacionados con la temática. Entre los hallazgos, se menciona que la metodología del aula invertida (también llamada técnica o modelo pedagógico) presentó un gran desafío, tanto para docentes como para estudiantes. Ya que, debido a sus propias características, dicha metodología requiere de tiempo para su planeación y elaboración de recursos digitales.
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... It focuses on acquiring prior knowledge through online video lessons and preparing for discussion, problem-solving, collaborative, and higher-level activities in the classroom. It also supports a blended learning approach by encouraging students' active participation in inquiry-based learning methodologies (Afshari et al., 2021;Baker, 2000;Bergmann & Sams, 2012;Lage et al., 2000). ...
... The learning process was supported by group discussions, activities, and questions in the classroom, and the subject was reinforced with various activities after the students' questions were answered. This practice provided students with a learning environment where their responsibilities increased and were supported with additional materials (Lage et al., 2000). However, it took about seven years for FCM to become widespread. ...
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Many recent studies have shown that the Flipped Classroom Model [FCM] significantly benefits students’ learning processes. This study used bibliometric analysis to evaluate the existing studies on using the flipped classroom model at the primary school level from a broad perspective. According to the results of the bibliometric analysis, it was found that the most frequently used keywords in articles on the use of FCM at the primary school level were flipped classroom, flipped learning, blending learning, primary school, motivation, and academic achievement, respectively. According to the cocitation analysis, Bergman, Hwang, Zainuddin, Lo, and Bishop are the most cited authors in this field. The most cited journals were Computers & Education, Educational Technology & Society. In the content analysis, researchers include 30 articles with the highest citations among the studies on using FCM in primary school. The findings reveal that the number of studies in this field increased between 2014 and 2021 but then decreased. On the other hand, results show that FCM can improve primary school students’ academic achievement, critical thinking, motivation, self-efficacy and self-regulation skills. The data provides promising evidence that the flipped classroom model can be effective at the primary school level. This study provides a general perspective for researchers who will conduct studies on the relevant section.
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... In flipped learning, classroom activities are organized in groups, allowing students to discuss material previously studied. Students are expected to come to class prepared to engage in discussions on relevant topics (Lage et al., 2010). ...
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De la Teoría a la Práctica: El Aula Invertida como Estrategia Didáctica Emergente para la Enseñanza Aprendizaje en los Subniveles Básica Superior y Bachillerato
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An instrument, the Grasha-Riechmann Student Learning Style Scales (GRSLSS), was developed to assess six student learning styles. These styles are Independent, Dependent, Avoidant, Participant, Collaborative, and Competitive. A “rational approach” was used to develop the GRSLSS and evaluate its construct validity. The process included professional and student inputs in special procedures for selecting scale items and designing criterion items. The utility of this approach is considered and problems critiqued. The rational approach yielded relatively high temporal reliability coefficients (range across scales r = .76 to r = .83; N = 269) and numerous meaningful correlations between criterion items and scale scores.
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Experiential Learning Theory and Learning Experiences in Liberal Arts Education
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The Impact of the Internet on Economic Education
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  • Mar 1998
Use of the Internet in economic pedagogy is growing, but it has not received much attention in the economic education liter ature. Almost no studies have measured the impact of using Internet technolo gy on student learning and reten - tion, perceptions of instructor effectiveness, and changes in attitudes toward eco- nomics. We report the results from classroom experiments that tested the influ - ence of Internet use on economic education. Using Internet resources to enhance economic courses has two principal advantages for students. First, these resources offer a new medium of interaction that complements classroom instruction and facilitates learning. Second , they offer students the opportunity to learn and use Internet technolo gy and yield posi- tive externalities for future academic and career paths.
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Teaching Tools: Teaching Methods in Undergraduate Economics.
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Lectures have long been the dominant pedagogical approach in undergraduate economics courses but they are certainly no longer the exclusive approach. Much of the recent soul-searching in the discipline, dealing with the desirable characteristics of economics programs and their graduates, has largely ignored the issue of promoting the use of innovative and more active forms of teaching and learning. The authors review a considerable literature on new teaching approaches, developed by economists over the past twenty-five years, and argue that this should also be a part of the current debate about curriculum and training reforms for the profession. Copyright 1995 by Oxford University Press.
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Discovering Diversity in Introductory Economics
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Instructors can begin the process of integrating race and gender issues into introductory economics by reexamining their courses with a new lens of diversity. The content of introductory economics can be expanded by 'adding and stirring' race and gender data from standard statistical sources or from the students themselves. This paper offers some 'add-and-stir' macro- and microeconomic examples. To discover the appropriate mix of these examples and how to present them, this paper also offers ways of getting to know who your students are and how better to teach them with their diverse interests and learning styles. Copyright 1996 by American Economic Association.
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