Abstract:

The Bologna process should be considered a turning point for higher education [1]. From then on, skill-based and student-centred learning activities are expected to be implemented by all members of European Higher Education Area’s institutions [2]. It’s not just about fulfilling European obligations, but planning effective learning experiences which look toward the ultimate goal of the university teaching: young people's integration into the labour market. This key element, together with other higher education specific features – to consider the student as an adult learner and the spread of educational technologies – stress the need for a development of teaching practices [3] [4].

Flipped learning could be considered a pedagogical approach which meets these needs [5]. Fairly widespread in Italian K-12 education [6], flipped classroom experiences seem to be rare in higher education contexts. This paper focuses on the explanation of a flipped classroom experience in the “Methodology of pedagogical research” course, Bachelor's degree in Organizational Training, University of Verona (Italy). Professionalization has to be considered one of the essential characteristic of this Bachelor's degree, therefore academics are asked to planning courses aimed at gaining not only knowledge, but especially skills. This specific course has a double goal: firstly, providing students with the knowledge necessary to understand the places of training and education and how they can play a transformative role, when introducing opportunities for research and reflection, aimed at professional development; additionally, to acquire skills concerning those methods and instruments that should be considered essential for experts in educational processes who intend to do research and inquire-based learning activities.

The full paper presents the development process of the flipped classroom activities. Particular emphasis is given to instructional strategies, methodologies and resources that have been planned and developed for in-class and home activities. As a pilot experience, together with positive aspects, specific attention has been given to problematic issues in order to set off moments of reflection on teaching practices. Conclusions provides some hints on facilitating the adoption of this approach.

References:
[1] European Commission (2011), Supporting growth and jobs – an agenda for the modernisation of Europe's higher education systems, Luxembourg: Publications Office of the European Union.
[2] Todorovski B., Nordal E., Isoski T (2015), Overview on student-centred learning in Higher Education in Europe – research study, Brussels: the European Students’ Union.
[3] Adams Becker S., Cummins M., Davis A. et al. (2017), NMC Horizon Report: 2017 Higher Education Edition. Austin, Texas: The New Media Consortium.
[4] Alberici A. (eds) (2001), La parola al soggetto Le metodologie qualitative nella ricerca e nella didattica universitaria, Guerini, Milano.
[5] Aronson N., Arfstrom K.M., Tam K. (2013), Flipped Learning in Higher Education, retrieved from http://flippedlearning.org/wp-content/uploads/2016/07/HigherEdWhitePaper-FINAL.pdf (2017.03.20).
[6] Flipnet - Associazione per la promozione della didattica capovolta (2017), La mappa dei docenti capovolti, retrieved from http://flipnet.it/mappa/ (2017.03.20).

Keywords:

Flipped learning, flipped classroom, undergraduate course, skill-based learning, student-centred learning.