EVALUATING THE EFFECTIVENESS OF THE FLIPPED CLASSROOM ONLINE COMPONENT: AN ACTION RESEARCH STUDY
DOI:
https://doi.org/10.23925/1809-3876.2020v18i2p568-589Keywords:
Flipped classroom, Online class, Didactic video, Educational innovation.Abstract
This text presents the design, implementation and evaluation of an educational proposal, for the flipped classroom (FC) online component. In FC the learning process begins in online environment, usually with the use of videos, whose contents are then discussed and expanded in the classroom class. The success of the FC is influenced by the design and structuring of the online environment. An action research cycle, developed in a school context in Portuguese secondary school class, allowed the collection of quantitative and qualitative data to evaluate and understand the students' perceptions about the proposal presented. The result analysis shows the effectiveness of the proposal, as it allowed 68% of the students to make a satisfactory preparation of the FC online component. Students perceive the effectiveness of the proposal based on the individual study /learning that it promotes through the functional aspects of the video. Although online component and the design aspects of the videos have been satisfactory evaluated by the most students, "interactivity" is an aspect to be improved in later cycles.References
Almeida, M. E. B., Valente, J. A. (2011) Tecnologias e currículo: trajetórias convergentes ou divergentes? São Paulo: Paulus.
Al-Said, K. (2015).Students’ Perceptions of Edmodo and Mobile Learning and Their Real Barriers towards Them. Turkish Online Journal of Educational Technology - TOJET, 14(2), pp. 167–180. Available in: http://www.tojet.net/articles/v14i2/14220.pdf.
Balasubramanian, K., Jaykumar, V., Fukey L. N. (2014). A Study on “Student Preference towards the Use of Edmodo as a Learning Platform to Create Responsible Learning Environment”, Procedia - Social and Behavioral Sciences, Volume 144, pp. 416-422. Available in: https://doi.org/10.1016/j.sbspro.2014.07.311.
Bauman, Z. (2007). Los retos de la Educación en la modernidade líquida. Barcelona: Editorial Gedisa.
Benkada, C., Moccozet, L. (2012). Enriched Interactive Videos for Teaching and Learning. In: 21st International Conference Information Visualisation (IV), p. 344–349. IEEE.
Bergmann, J., Sams, A. (2012). Flip your Classroom: Reach Every Student in Every Class Every Day. Washington DC: International Society for Technology in Education.
Brame, C. (2016). Effective Educational Videos: Principles and Guidelines for Maximizing Student Learning from Video Content. CBE life sciences education, vol. 15, 4.
Buchner, J. (2018). How to create Educational Videos: From watching passively to learning actively. Open Online Journal for Research and Education. Available in: https://www.researchgate.net/publication/327423659_How_to_create_Educational_Videos_From_watching_passively_to_learning_actively.
Caldas, J., Silva, B. (2002). The Video Technology in Communication Interaction and Learning. In: A. M. Vilas, J. M. González, I. S. Zaldívar (Cords.). Educational Technology: International Conference on ICT’s in Education, tomo II. Badajoz: Junta de Extremadura, pp. 1010-1014. Available in: http://hdl.handle.net/1822/14661.
Chase, E. (2019). A New Edmodo for the New Decade. Disponível em: https://medium.com/edmodoblog/a-new-edmodo-for-the-new-decade-717fded7015.
Figueiredo, A. D. (2016). The pedagogy of learning contexts. Revista e-Curriculum, p. 809-836. Available in: https://revistas.pucsp.br/curriculum/article/view/28989
Fleming, N. D. (1995). I'm different; not dumb. Modes of presentation (V.A.R.K.) in the tertiary classroom. Available in: https://www.vark-learn.com/wp-content/uploads/2014/08/different_not_dumb.pdf.
Guo, P. J., Kim, J., Rubin, R. (2014). How video production affects student engagement: an empirical study of MOOC videos. In: Proceedings of the first ACM Conference on Learning@ Scale Conference. New York: ACM, pp. 41–50.
Halm, J. et al. (2012). Use of Social Networking Tools in Unit 5. SNT White Paper. Unit 5 Citizens Advisory Counsel.
Harari, Y. N. (2018). 21 Lições para o Século XXI. Amadora: Elsinore.
Holland, C., Muilenburg, L. (2011). Supporting Student Collaboration: Edmodo in the Classroom. In: M. Koehler, P. Mishra (Eds.). Proceedings of SITE 2011--Society for Information Technology & Teacher Education International Conference (pp. 3232-3236). Nashville, Tennessee, USA: Association for the Advancement of Computing in Education (AACE).
Horn, M. B., Staker, H. (2015). Blended: Using Disruptive Innovation to Improve Schools. San Francisco, CA: Jossey-Bass.
Kalyuga, S., Sweller, J. (2014). The Redundancy Principle in Multimedia Learning. In: R. E. Mayer (Ed.). The Cambridge Handbook of Multimedia Learning (pp. 247–262.). Cambridge, UK: Cambridge University Press.
Kemmis, S. (2007). Action research. In: M. Hammersley (Ed.). Educational research and evidence based practice (pp. 167-180). Londres: Sage Publications.
Kongchan, C. (2012). How a Non-Digital-Native Teacher Makes Use of Edmodo. Available in: https://conference.pixel-online.net/conferences/ICT4LL2012/common/download/Paper_pdf/90-IBT18-FP-Kongchan-ICT2012.pdf.
Krathwohl, D. R. (2002). A Revision of Bloom’s Taxonomy: An Overview. Theory Into Practice, 41(4), p. 212–218. Available in: doi: 10.1207/s15430421tip4104_2.
Kurzweil, R. (2005). The singularity is near: when humans transcend biology. New York: Viking Penguin.
Lawson, T. J., Bodle, J. H., Mcdonough, T. A. (2007).Techniques for Increasing Student Learning From Educational Videos: Notes Versus Guiding Questions. Teaching of Psychology, 34:2, pp. 90-93. Available in: doi: 10.1080/00986280701291309.
Lipovetsky, G., Serroy, J. (2010). A cultura-mundo. Resposta a uma sociedade desorientada. Lisboa: Edições 70.
Lo, C. K., Hew, K. F. (2017). A critical review of flipped classroom challenges in K-12 education : possible solutions and recommendations for future. Research and Practice in Technology Enhanced Learning, 12(4), pp. 1–22. Available in: https://doi.org/10.1186/s41039-016-0044-2.
Mayer, R. (2001). Multimedia Learning. Cambridge: Cambridge University Press.
Mayer, R. E. (2002). Multimedia learning. Psychology of Learning and Motivation, 41, pp. 85–139.
Mayer, R., Moreno, R. (2003). Nine Ways to Reduce Cognitive Load in Multimedia Learning. Educational Psychologist, 1(38), pp. 43–52.
Mcniff, Jean; Whitehead, J. (2011). You and your action research project. London: Sage Publications. 2011.
Moran, J. M. (1995). The Video in the Classroom. Comunicação & Educação, (2), p. 27-35. Available in: https://doi.org/10.11606/issn.2316-9125.v0i2p27-35.
Moran, J. M. (2014). Nova personalidade. Brasília: Correio Braziliense. Entrevista concedida para Olivia Meireles. Disponível em: http://www2.eca.usp.br/moran/wp-content/uploads/2014/01/Jos%C3%A9- Moran.pdf.
Oliveira, A. (2009). Medida e avaliação da carga cognitiva em ambientes virtuais. In: G. L. Miranda (Org.). Ensino online e aprendizagem multimédia (pp. 327-351). Lisboa. Relógio d´ água Editores.
Pallares-Burke, M. L. G. (2004). Entrevista com Zygmunt Bauman. Tempo Social, v.16, n.1, São Paulo, USP, jun. 2004, p. 302-325. Disponível em: https://doi.org/10.1590/S0103-20702004000100015.
Phillips, D., Carr, K. (2010). Becoming a teacher through action research: Process, context, and self-study. New York, NY: Routledge.
Rowland, C. (2014). The effect of testing versus restudy on retention: a meta-analytic review of the testing effect. Psychological Bulletin, 140, p. 1432–1463.
Santos, E. (2014). Pesquisa-formação na cibercultura. Santo Tirso: Whitebooks.
Silva, A., Peres, P., Oliveira, L., Jesus, Â. (2017). Linguagem Audiovisual – como Planificar um Vídeo para o Ensino a Distância e para Flipped Classroom. Practice e-Learning, 1, pp. 1-17. Disponível em: http://parc.ipp.pt/index.php/elearning/Article1.
Silva, A., Quadros-Flores, P. (2019). Mediated Information and Flipped Classroom - Information Retention Level Assessment. International Journal of Advanced Engineering Research and Science, 6(8), pp. 19–22. 2019. Available in: https://dx.doi.org/10.22161/ijaers.68.3.
Silva, B. (2001). Questionar os pressupostos da utilização do audiovisual no ensino: audiovisual / rendimento da aprendizagem / democratização do ensino. In: B. Silva, L. S. Almeida (Orgs.), Actas do VI Congresso Galaico-Português de Psicopedagogia, Braga: Centro de Estudos em Educação e Psicologia da Universidade do UMinho, pp. 313-331. Disponível em: http://hdl.handle.net/1822/530.
Silva, M. (2012). Sala de aula interativa: educação, comunicação, mídia clássica, internet, tecnologias digitais, arte, mercado, sociedade, cidadania (6. ed.). São Paulo: Edições Loyola.
Stringer, E. (2007). Action research. (3nd. ed.). Los Angeles: Sage Publications.
Sweller, J. (2003). Cognitive Load Theory: A Special Issue of educational Psychologist. LEA, Inc.
Tarouco, L., Cunha, L. (2006). Aplicação de teorias cognitivas ao projeto de objetos de aprendizagem. RENOTE - Revista Novas Tecnologias na Educação, Centro Interdisciplinar de Novas Tecnologias na Educação (CINTED/UFRGS), V. 4 Nº 2, Dezembro, 2006. Disponível em: doi: 10.22456/1679-1916.14143.
Valente, J. A. (2014). Blended learning e as mudanças no ensino superior: a proposta da sala de aula invertida. Educar em Revista, (spe4), pp. 79-97. Disponível em: doi: 10.1590/0104-4060.38645.
Wiley, D. (2000). The instructional use of learning objects. Logan: Utah State University. 2000. Disponível em: http://www.reusability.org/read/.
Downloads
Published
Issue
Section
License
Os autores concedem à revista todos os direitos autorais referentes aos trabalhos publicados. Os conceitos emitidos em artigos assinados são de absoluta e exclusiva responsabilidade de seus autores.Todo o conteúdo da Revista e-Curriculum é aberto para acesso público, propiciando maior visibilidade, alcance e disseminação dos trabalhos publicados.
