The use of the flipped classroom as a teaching-learning strategy in emergency remote education in Speech, Language and Hearing Sciences

Abstract

Introduction: Emergency remote education has been adopted in Brazil due to the SARS-CoV-2 pandemic. Among the pedagogical possibilities, the flipped classroom stands out. Objective: To describe the experience report of the flipped classroom as a teaching-learning strategy in a course of the Speech, Language and Hearing Sciences. Method: Optional module of an undergraduate course in Speech, Language and Hearing Sciences was offered remotely for five weeks, adopting the flipped classroom. Digital platforms were used to provide content for asynchronous classes. The synchronous sessions, carried out on the Google Meet platform, were performed through simulated cases discussed orally and playful activities. At the end of the course, a Portfolio was delivered (as an evaluation of the module), and a student self-assessment was completed. There was a virtual discussion, among the teachers, of the results obtained. Results: A total of 19 participants. The teachers evaluated the satisfactory and pertinent method because of the pandemic. The previous reading of the material provided allowed the knowledge of the content. In the synchronous meetings, there was a reflection of the simulated cases and the elucidation of doubts. As negative points, the course’s duration, the difficulty of the group’s notion, and the exposition of ideas stood out. As positive, the playful strategies that motivated the adhesion in the module’s proposal. The average of evaluative activities and self-assessment were close, showing similar perceptions between teachers and students. Conclusion: The flipped classroom was an efficient strategy for remote academic activities due to its easy applicability and motivational factor.