The Flipped Learning approach: quantitative research on the perception of Italian teachers
The Flipped Learning (FL) approach is attracting increasing interest in schools of every kind and level. Although the research results seem promising, they often appear limited, not particularly rigorous, and occasionally contradictory. An international quantitative research has been conducted to id...
| Authors: | ; |
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| Format: | Article |
| Status: | Published version |
| Publication date: | 2019 |
| Country: | España |
| Institution: | Universidad de La Rioja (UR) |
| Repository: | RIUR. Repositorio Institucional de la Universidad de La Rioja |
| OAI Identifier: | oai:portal.dialnet.es:doc/5e7b9f4829995256e6179f82 |
| Online Access: | https://investigacion.unirioja.es/documentos/5e7b9f4829995256e6179f82 |
| Access Level: | Open access |
| Keyword: | flipped learning flipped classroom teachers perceptions apprendimento capovolto classe capovolta insegnanti percezioni |
| Summary: | The Flipped Learning (FL) approach is attracting increasing interest in schools of every kind and level. Although the research results seem promising, they often appear limited, not particularly rigorous, and occasionally contradictory. An international quantitative research has been conducted to identify the perception of teachers who regularly apply the FL approach concerning the impact of their teaching practices. The results of the survey carried out in Italy, show that students can work at their own pace and with the materials they consider appropriate in relation to their learning style, according to the teachers’ perception. The cooperative approach and the use of educational technologies facilitate the development of relational and digital skills. While FL promotes students’ participation, as well as inclusive and experiential teaching practices, the results highlight critical issues inherent to the accessibility of educational technologies, consistency in planning activities, as well as the involvement of colleagues and students’ parents. |
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