About this paper

Appears in:
Pages: 8688-8695
Publication year: 2016
ISBN: 978-84-608-8860-4
ISSN: 2340-1117
doi: 10.21125/edulearn.2016.0890

Conference name: 8th International Conference on Education and New Learning Technologies
Dates: 4-6 July, 2016
Location: Barcelona, Spain

VIDEO LECTURES AND ONLINE ACTIVITIES TO ENGAGE STUDENTS IN A FLIPPED CLASSROOM

A.P. Lopes1, F. Soares2

1Polytechnic Institute of Porto (IPP) / ISCAP – CICE / UIE (PORTUGAL)
2Polytechnic Institute of Porto (IPP) / ESEIG (PORTUGAL)
In recent years there have been several proposals for alternative pedagogical practices. Most of these proposals are based in the, so called, “active learning”, in opposition to the common “passive learning”, which is centered on transmission of information inside classrooms as well as recognized as teacher-centered procedure. In an active learning pedagogical structure, students have a more participative role in the overall learning/teaching process, being encouraged to face new learning challenges like, for instance, solving problems and developing projects, in an autonomous approach trying to make them, consequently, able to build their own knowledge. The flipped or “inverted” classroom is one of these active learning pedagogical methodologies that emphasizes a learner-centered instruction. According to this approach, the first contact that students have with the content on a particular curriculum subject is not transmitted by the lecturer in the classroom, this teaching strategy requires students to assess and analyze the specific subject before attending to class, therefore the informational component from the lecture is the homework, and class time is dedicated to exercises and assignments, always with support from the instructor, who acts as a facilitator, helping students when needed and offering supplementary explanation as required.

The main objective of this paper is to discuss and explore how the use of different types of instructional videos and online activities may be implemented in the flipped classroom procedure (as means of incorporating new content and teaching new competencies) and to describe students’ perceptions of this approach within a course in a Higher Education Institution (HEI), presenting some positive and negative features of this pedagogical practice.
@InProceedings{LOPES2016VID,
author = {Lopes, A.P. and Soares, F.},
title = {VIDEO LECTURES AND ONLINE ACTIVITIES TO ENGAGE STUDENTS IN A FLIPPED CLASSROOM},
series = {8th International Conference on Education and New Learning Technologies},
booktitle = {EDULEARN16 Proceedings},
isbn = {978-84-608-8860-4},
issn = {2340-1117},
doi = {10.21125/edulearn.2016.0890},
url = {http://dx.doi.org/10.21125/edulearn.2016.0890},
publisher = {IATED},
location = {Barcelona, Spain},
month = {4-6 July, 2016},
year = {2016},
pages = {8688-8695}}
TY - CONF
AU - A.P. Lopes AU - F. Soares
TI - VIDEO LECTURES AND ONLINE ACTIVITIES TO ENGAGE STUDENTS IN A FLIPPED CLASSROOM
SN - 978-84-608-8860-4/2340-1117
DO - 10.21125/edulearn.2016.0890
PY - 2016
Y1 - 4-6 July, 2016
CI - Barcelona, Spain
JO - 8th International Conference on Education and New Learning Technologies
JA - EDULEARN16 Proceedings
SP - 8688
EP - 8695
ER -
A.P. Lopes, F. Soares (2016) VIDEO LECTURES AND ONLINE ACTIVITIES TO ENGAGE STUDENTS IN A FLIPPED CLASSROOM, EDULEARN16 Proceedings, pp. 8688-8695.
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