Implementing Flipped Classroom in Blended Learning environments: a Proposal Based on the Cognitive Flexibility Theory
Mariel Andrade, Universidade Federal Rural de Pernambuco, Brazil, Brazil ; Clara Coutinho, Universidade do Minho, Portugal
Journal of Interactive Learning Research Volume 28, Number 2, ISSN 1093-023X Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
Flipped Classroom is an issue that gains increased attention in Blended Learning models. Generally, in the traditional classroom, the teacher uses the time in the classroom to explain the theoretical and conceptual body content and leaves the practices and exercises as extracurricular activities. In the Flipped Classroom, students study at home the theoretical component of the course and the classroom time is designed for practical activities and exercises monitored by the teacher. Although the definition presents an apparent simplicity, the Flipped Classroom model implies deep structural changes in the traditional classroom. The objective of this paper is to discuss the pedagogical changes and affordances brought by the methodology of Flipped Classroom and propose a model to implement Flipped Classroom based on the Cognitive Flexibility Theory.
Andrade, M. & Coutinho, C. (2017). Implementing Flipped Classroom in Blended Learning environments: a Proposal Based on the Cognitive Flexibility Theory. Journal of Interactive Learning Research, 28(2), 109-126. Chesapeake, VA: Association for the Advancement of Computing in Education (AACE).
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