Since this semester started, I have been applying (or trying to) several strategies that can be related to that current approach in teaching and learning, known as Flipped Classroom. Particularly I have been trying to apply it to lectures, which have been, in fact, transformed into a space where the contents (and objectives), previously received by students, are discussed, exemplified and, in general, analyzed; even sometimes lectures are transformed into seminar-like activities. I would like to know/discuses other experiences. Would you share yours?
Bonjour, à mon avis il faut bien distinguer classe inversée et cours préparé, dans la mesure où une partie de la pratique d'enseignement est faite à la maison et les activités , débats ou autres se font en classe. Pour le cours magistral, à mon avis il s'agit plutôt de cours préparé car l'enseignant envoie le contenu, l'apprenant l 'assimile et vient pour en discuter, ...personnellement, j' ai remarqué que c'est plus intéressant pour mes étudiants, en langue étrangères de recevoir de courtes capsules vidéos pour les initier au cours et leur donner le goût de chercher à s'informer de manière personnelle sur le Web, ce qui donne au cours en classe plus de poids, de participation et de richesse.
Dear Prof. Guerrero-Proenza!
May I comment, there is an ongoing international research project at LUT University, Finland: CEPHEI -Industrial E-Learning:
a) https://www.cephei.eu/en/
c) https://www.cephei.eu/en/resources/
In this initiative they have applied flipped classroom - approach, please see:
https://www.cephei.eu/en/resources/learning-design/
Please feel free to join the community. You might well find new partners for launching new projects related to flipped classroom: https://www.cephei.eu/en/online-courses/
You may also want to contact the Project Coordinator Prof Leonid Chechurin: [email protected]
Yours sincerely, Bulcsu Szekely
Dear Prof. Guerrero-Proenza!
Please see additional resources from the academic community of LUT University, I represent:
1) CEO & Founder Dr. Iuliia Shnai, Marble Ltd.:
https://fi.linkedin.com/in/iuliia-shnai
She specializes in the application of flipped classroom approach. Please see her doctoral dissertation , available at:
https://lutpub.lut.fi/bitstream/handle/10024/161608/Iuliaa%20Shnai%20A4.pdf?sequence=1&isAllowed=y
2) Mahyar Mohammadi 2021. CURRENT TRENDS OF BLENDED AND HYBRID LEARNING Case study: FABLE Project, Master’s Thesis 2021, LAPPEENRANTA-LAHTI UNIVERSITY OF TECHNOLOGY LUT School of Engineering Science Software Engineering, Free access: https://lutpub.lut.fi/bitstream/handle/10024/163534/master_thesis_mahyar_mohammadi.pdf?sequence=3
I am not a specialist in this topic, only applied the flipped classroom approach in football training at HJK Football Club where I coach children with disabilities (aged 6-12) for football. Digital platforms are well developed these days to be able to accommodate flipped classroom approach.
Yours sincerely, Bulcsu Szekely
Nabila Maarfia Thank you for your insightful comments, particularly the distinction (classification) you did regarding conceptual terms. I'll take them into account in the further problem approaching.
Bulcsu Szekely Thank you for the shared information, I'll consider carefully all these sources and contacts, including having in mind possible collaborations (the "silver bullet" of current innovation and investigation process).
Proponents of flipped classroom list numerous advantages of inverting teaching and learning in higher education according to the flipped classroom model: it allows students to learn in their own pace, it encourages students to actively engage with lecture material, it frees up actual class time for more effective.
The application of the flipped classroom approach is difficult to practice due to the traditional philosophy of the teacher
Nima A. Hussein And sometimes, might be, due the traditional expectations of students? What do you think?
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