(Re)desenhando o modelo Flipped Classroom no contexto online: um estudo de investigação-ação nos dois anos da Pandemia de COVID-19
(Re)designing the Flipped Classroom model in the online context: a 2-years action-research study during the COVID-19 Pandemic
Palavras-chave:
Modelo Flipped Classroom; Aprendizagem Online; Design Instrucional.Resumo
Durante a pandemia, o modelo Flipped Classroom (MFC) ganhou ênfase pelo potencial de melhoria da aprendizagem em contexto online. Para avaliar como a tecnologia, através do MFC, pode apoiar a aprendizagem dos alunos no contexto online, desenvolveram-se dois ciclos de investigação-ação com alunos do ensino secundário português, durante os quais se implementou duas propostas baseadas no MFC e recolheram-se as perceções dos alunos obtidas por entrevista. O design e a avaliação das propostas seguiram o modelo triple E. Os resultados mostraram que o uso da tecnologia na projeção do MFC, ao ser combinado com estratégias pedagógicas que realcem as suas vantagens, permitiu o envolvimento do aluno, o enriquecimento e extensão das aprendizagens. Porém, detectaram-se aspectos a melhorar que originaram algumas orientações para otimizar a aprendizagem dos alunos num ambiente suportado pela tecnologia.
Palavras-chave: Modelo Flipped Classroom; Aprendizagem Online; Design Instrucional.
Abstract
During the pandemic, the Flipped Classroom (FCM) model gained emphasis due to its potential for improving learning in an online context. To assess how technology, through FCM, can support students' learning in the online context, two action-research cycles were developed with Portuguese secondary school students, during which two proposals based on the FCM were implemented and the students' perceptions obtained through interviews were collected. The design and evaluation of the proposals followed the triple E model. The results showed that the use of technology in the projection of the FCM, when combined with pedagogical strategies that emphasize its advantages, allowed the student's engagement, enhancement, and extension of learning. However, aspects to be improved were detected which gave rise to some guidelines to optimize student learning in an environment supported by technology.
Keywords: Flipped Classroom Model; Online Learning; Instructional Design.
Downloads
Referências
BARDIN, Laurence. Análise de conteúdo. São Paulo: Edições 70, 2011.
BERGDAHL, Nina; BOND, Melissa. Negotiating K-12 (Dis-)engagement in Blended Learning. Education and Information Technologies, v. 27, n.2, p. 2635–2660, ago. 2021. Disponível em: https://link.springer.com/article/10.1007/s10639-021-10714-w. Acesso em: 3 out. 2022.
BERGMANN, Jonathan; SAMS, Aaron. Flip your Classroom: Reach Every Student in Every Class Every Day. Oregon: International Society for Technology in Education World, 2012.
BOND, Melissa. Facilitating student engagement through the flipped learning approach in K-12: A systematic review. Computers & Education, v. 151, p. 103819, jul. 2020. Disponível em: https://doi.org/10.1016/j.compedu.2020.103819. Acesso em: 3 out. 2022.
CAVINATO, Anna G. et al. Promoting student interaction, engagement, and success in an online environment. Analytical and Bioanalytical Chemistry, v. 413, p. 1513–1520, jan. 2021. Disponível em: https://link.springer.com/article/10.1007/s00216-021-03178-x. Acesso em: 4 out. 2022.
CHEN, Baiyun et al. Students’ mobile learning practices in higher education: A multiyear study. EDUCAUSE Review, v. 7, n. 3, p. 225-235, out. 2015. Disponível em: https://er.educause.edu/articles/2015/6/students-mobile-learning-practices-in-higher-education-a-multiyear-study. Acesso em: 5 out. 2022.
DIESEL, Aline; BALDEZ, Alda Leila Santos; MARTINS, Silvana Neumann. Os princípios das metodologias ativas de ensino: uma abordagem teórica. Revista Thema, Lajeado, v. 14, n .1, p. 268–288, 2017. Disponível em: https://periodicos.ifsul.edu.br/index.php/thema/article/view/404. Acesso em: 12 out. 2022.
FORBES, Dianne; KHOO, Elaine. Voice over Distance: A Case of Podcasting for Learning in Online Teacher Education. Distance Education, v. 36, n. 3, p. 335-350, out. 2015. Disponível em: https://doi.org/10.1080/01587919.2015.1084074. Acesso em: 12 out. 2022.
HAFTADOR, Alireza M.; SHIRAZI, Fatemeh; MOHEBBI, Zinat. Online class or flipped-jigsaw learning? Which one promotes academic motivation during the COVID-19 pandemic? BMC Medical Education, v. 21, n. 1, p. 1-8, set. 2021. Disponível em: https://pubmed.ncbi.nlm.nih.gov/34548075/. Acesso em: 3 out. 2022.
JIA, Chengyuan et al. Adaptation of a conventional flipped course to an online flipped format during the Covid-19 pandemic: Student learning performance and engagement. Journal of Research on Technology in Education, v. 54, n. 2, p. 281-301, feb. 2021. Disponível em: https://doi.org/10.1080/15391523.2020.1847220. Acesso em: 6 out. 2022.
KEMMIS, Stephen. Action research. In: HAMMERSLEY, Martyn (Ed.). Educational Research and Evidence-based Practice. London: Sage Publications, 2007. p. 167-180.
KOLB, Liz. Learning First, Technology Second. The Educator’s Guide to Designing Authentic Lessons. Oregon: ISTE, 2017.
KOLB, Liz. Learning First, Technology Second in Practice. New Strategies, Research and Tools for Student Success. Oregon: ISTE, 2020.
LAM, Yau W.; HEW, Khe Foon; JIA, Chengyuan. Toward a flipped 5E model for teaching problem- solution writing in ESL courses: A two-year longitudinal experiment. Language Learning & Technology, v. 26, n. 1, p. 1–40, mar. 2022. Disponível em: https://www.lltjournal.org/item/10125-73467/. Acesso em: 6 out. 2022.
LEDERMAN, Doug. Most teaching is going remote. Will that help or hurt online learning? Inside Higher Ed, p. 1–24, 2020. Disponível em: https://www.insidehighered.com/digital-learning/ article/2020/03/18/most-teaching-going-remote-will-help-or-hurt-online-learning. Acesso em: 22 out. 2022.
LO, Chung K.; HEW, Khe Foon. A critical review of flipped classroom challenges in K-12 education: Possible solutions and recommendations for future research. Research and Practice in Technology Enhanced Learning, v. 12, n. 4, p. 1–22, jan. 2017. Disponível em: https://telrp.springeropen.com/articles/10.1186/s41039-016-0044-2. Acesso em: 6 out. 2022.
LO, Chung K.; HEW, Khe Foon. Design principles for fully online flipped learning in health professions education: a systematic review of research during the COVID-19 pandemic. BMC Medical Education, v. 22, n. 1, p. 1-14, out. 2022. Disponível em: https://bmcmededuc.biomedcentral.com/articles/10.1186/s12909-022-03782-0. Acesso em: 8 out. 2022.
LUKAS, José Francisco; SANTIAGO, Karlos. Evaluación educativa. Madrid: Alianza Editorial, 2004.
MAIMAITI, Gulipari; JIA, Chengyuan; HEW, Khe Foon. Student disengagement in web-based videoconferencing supported online learning: an activity theory perspective. Interactive Learning Environments, p. 1-20, out. 2021. Disponível em: https://doi.org/10.1080/10494820.2021.1984949. Acesso em: 6 out. 2022.
MUJTABA ASAD, Muhammad et al. Impact of Flipped Classroom Approach on Students’ Learning in Post-Pandemic: A Survey Research on Public Sector Schools. Education Research International, v. 2022, jun. 2022. Disponível em: https://doi.org/10.1155/2022/1134432. Acesso em: 12 out. 2022.
OECD. Teaching for the Future: Effective classroom practices to transform education. Paris: OECD Publishing. 2018. Disponível em: https://doi.org/10.1787/9789264293243-en. Acesso em: 22 out. 2022.
PELIKAN, Elisabeth Rosa et al. Learning during COVID-19: The role of self-regulated learning, motivation, and procrastination for perceived competence. Zeitschrift für Erziehungswissenschaft, v. 24, n. 2, p.393–418, mar. 2021. Disponível em: https://doi.org/10.1007/s11618-021-01002-x. Acesso em: 12 out. 2022.
PRATAMA, Putu Yoga Sathya. Viewing Technology Integration in Current Classroom Through Triple-E Framework. Proceedings Series on Physical & Formal Sciences, v. 3, p. 12-17, mar. 2022. Disponível em: http://dx.doi.org/10.30595/pspfs.v3i.258. Acesso em: 22 out. 2022.
SCHINDLER, Laura A. et al. Computer-based technology and student engagement: A critical review of the literature. International Journal of Educational Technology in Higher Education, v. 14, n. 1, p. 1-28, out. 2017. Disponível em: https://educationaltechnologyjournal.springeropen.com/articles/10.1186/s41239-017-0063-0. Acesso em: 22 out. 2022.
SILVA, Bento Duarte da; RIBEIRINHA, Teresa. Cinco lições para a educação escolar no pós COVID-19. Educação – Interfaces Científicas, Aracaju, v. 10, n. 1, p. 194–210, 2020. Disponível em: https://periodicos.set.edu.br/educacao/article/view/9075. Acesso em: 6 out. 2022.
TANG, Wanjie et al. The role of alexithymia in the mental health problems of home-quarantined university students during the COVID-19 pandemic in China. Personality and Individual Differences, v. 165, p. 110-131, out. 2020. Disponível em: https://pubmed.ncbi.nlm.nih.gov/32518435/. Acesso em: 22 out. 2022.
VAN ALTEN, David C.D. et al. Effects of flipping the classroom on learning outcomes and satisfaction: A meta-analysis. Educational Research Review, v. 28, p. 1-18, Nov. 2019. Disponível em: https://doi.org/10.1016/j.edurev.2019.05.003. Acesso em: 8 out. 2022.
Downloads
Publicado
- Visualizações do Artigo 111
- pdf downloads: 65
