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Flipping Classroom: Some Experiments with University and K-12 Classes
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... Khan Academy is a non-profit online platform, where you can upload video lessons. The objective of this platform is to allow the spread of knowledge to anyone in any location, through its repository of resources for flipped classroom (Giglio, 2014). In the studies carried out by Giglio (2014) and Hao (2016), the Khan-Academy platform and YouTube were used for a foreign language class in which PowerPoint presentations integrated with audio and video were delivered as pre-class activities. ...
... The objective of this platform is to allow the spread of knowledge to anyone in any location, through its repository of resources for flipped classroom (Giglio, 2014). In the studies carried out by Giglio (2014) and Hao (2016), the Khan-Academy platform and YouTube were used for a foreign language class in which PowerPoint presentations integrated with audio and video were delivered as pre-class activities. Even though the academic results were similar to those of traditional teaching methods; the flipped classroom model helps develop collaborative and social skills and promotes student motivation. ...
Aim/Purpose: The purpose is a bibliographic review that seeks to offer a clearer vision of the impact of technological tools on the implementation of the flipped classroom model. Background: This document reviews the flipped classroom and secondary education literature to analyze what technological tools are used to implement this model in secondary education settings and their impact on students. Methodology: For the review, an analysis of 61 articles found in SCOPUS and WOS was carried out, processed with a scientometric tool, where the implementation of the inverted classroom model in high school is evident, and, according to these, an in-depth analysis was carried out on which tools are most used and in which contexts they are applied. Contribution: This document offers new researchers a more unobstructed view of what type of technological tools have been implemented in the flipped classroom model in the context of high school and how students perceive them. Findings: This review analyzes the following aspects: • Analysis of the leading countries where the flipped classroom model is applied in secondary education. • Analysis of the subjects where the flipped classroom model has been implemented. • It offers an analysis of the most used technological tools and in which contexts they are applied (online or offline). Impact on Society: This document helps new researchers make a conscious decision about the type of tool to implement to support the flipped classroom model and shows the importance of developing technological tools that are not limited by the use of the internet so that they can reach a more significant number of people. Future Research: Carry out research that focuses on applications that support low connectivity contexts, in order to improve the implementation of the flipped classroom model.
... This study showed that most flipped classroom implementations only make use of technological resources for the sections before class, and the most used technological resource in the studies analyzed are videos/conferences [24,25,26,27,28,29]. Regarding the use of tools for the management of academic content, it could be observed that all the tools found were applied in contexts where the internet service was available, and mostly, these platforms, were only used to deliver the content to students [30,31,32,31,33,34]. In consequence, it can be a problem, since there is no way to verify the actions, participation, or behavior of students outside the classroom [28]. ...
This article presents the SmartFC mobile application, an application aimed at students which allows the implementation of the flipped classroom model compatible with the use of ICT (Information and Communications Technologies) even in conditions of low or no connectivity. This proposal not only allows the visualization of open educational resources but also capturing the record of the effort made by students during the development of an academic activity, which represents a significant advantage over the majority of applications used to deliver thematic content. Besides, this application allows two-way communication between students and teachers.
... This study showed that most flipped classroom implementations only make use of technological resources for the sections before class, and the most used technological resource in the studies analyzed are videos/conferences [24,25,26,27,28,29]. Regarding the use of tools for the management of academic content, it could be observed that all the tools found were applied in contexts where the internet service was available, and mostly, these platforms, were only used to deliver the content to students [30,31,32,31,33,34]. In consequence, it can be a problem, since there is no way to verify the actions, participation, or behavior of students outside the classroom [28]. ...
This article presents the SmartFC mobile application, an application aimed at students which allows the implementation of the flipped classroom model compatible with the use of ICT (Information and Communications Technologies) even in conditions of low or no connectivity. This proposal not only allows the visualization of open educational resources but also capturing the record of the effort made by students during the development of an academic activity, which represents a significant advantage over the majority of applications used to deliver thematic content. Besides, this application allows two-way communication between students and teachers.
This article presents the SmartFC mobile application, an application aimed at students which allows the implementation of the flipped classroom model compatible with the use of ICT (Information and Communications Technologies) even in conditions of low or no connectivity. This proposal not only allows the visualization of open educational resources but also capturing the record of the effort made by students during the development of an academic activity, which represents a significant advantage over the majority of applications used to deliver thematic content. Besides, this application allows two-way communication between students and teachers.
This contribution aims to reflect on the role of the oral activities and tools used to practice oral skills in foreign language educational contexts. After focusing on the traditional ways of teaching and learning a foreign language online, and after reflecting on how audio skills have been taught in the past, we will present some oral activities conducted in an Italian for Beginners course issued by Dalarna University. In such course, oral activities have been developed consistently, so that they have moved from oral, interactional, synchronous activities to asynchronous, recorded oral monologues. In the current semester, students are also testing the use of an audio social network, SoundCloud, to focus their attention on their oral performances and to get more content-related comments by the teacher. In the future, such activities would likely become even more interactional, collaborative and, if possible, social, in order to practice students’ oral skills when learning online the Italian language.
Elementary teachers often struggle with how to design and implement inquiry instruction with their students. For many, just understanding what inquiry is can be difficult--let alone designing activities that support high levels of inquiry. In this article, the authors present a continuum by which to evaluate an activity's level of inquiry. Then, using a fifth-grade unit exploring sinking and floating, they describe examples of each type of inquiry from low-level structured inquiry to high-level open inquiry. (Contains 1 figure and lists 1 online resource.) (http://www.nsta.org/publications/browse_journals.aspx?action=issue&thetype=all&id=10.2505/3/sc08_046_02)
Advisor: Martin Sharp. Paper (M. Ed.)--Pennsylvania State University, Great Valley, 1995.
The active participation in the learning process by the child might result in the following hypothesized benefits: an increase in intellectual potency so as to make the acquired information more readily viable in problem solving, the enaction of the learning activities in terms of the intrinsic reward of discovery itself (as contrasted with the drive-reduction model of learning), learning the heuristics of discovery, and making material more readily accessible in memory. From Psyc Abstracts 36:01:1FD21B. (PsycINFO Database Record (c) 2010 APA, all rights reserved) (http://psycnet.apa.org/psycinfo/1962-00777-001)
NMC Horizon report: 2012 Higher Education Edition
- L F Johnson
- Adams Becker
- S Cummins
Johnson, L. F., Adams Becker, S., & Cummins, M. (2012). NMC Horizon report: 2012 Higher
Education Edition. Austin, Texas: The New Media Consortium.
How the flipped classroom is radically transforming learning
- J Bergmann
- A Sams
Bergmann, J., & Sams, A. (2012b). How the flipped classroom is radically transforming learning.
The Daily Riff, 1-3.
C'era una volta il metodo. Tendenze attuali nella didattica delle lingue straniere
- C Serra Borneto
Serra Borneto, C. (1998). C'era una volta il metodo. Tendenze attuali nella didattica delle lingue
straniere. Roma: Carocci.