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Flipping the classroom effectively: evaluation results from a course at the University of Queensland
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| 3.34 MB | Adobe PDF |
Orientador(es)
Resumo(s)
The flipped classroom is regarded as a valuable approach to engage students more deeply in the learning process and as a strategy to promote active learning within the classroom. As more educators resort to it to enhance teaching and learning, it is important to assess its effectiveness and determine its pedagogical value. This paper examines the results of the evaluation of a flipped psychology course. The evaluation process was comprised of interviews, surveys and the analysis of clickstream data. The evaluation included the students, tutors and the course creators and it highlighted the aspects that were successful and the improvements that can be made in future editions of the flipped course.
Descrição
Palavras-chave
Flipped classroom Evaluation Clickstream data Psychology course
Contexto Educativo
Citação
Isaias, P., McKimmie, B., Bakharia, A. & Zornig, J. (2018). Flipping the Classroom Effectively: Evaluation Results from a Course at The University of Queensland. In T. Bastiaens, J. Van Braak, M. Brown, L. Cantoni, M. Castro, R. Christensen, G. Davidson-Shivers, K. DePryck, M. Ebner, M. Fominykh, C. Fulford, S. Hatzipanagos, G. Knezek, K. Kreijns, G. Marks, E. Sointu, E. Korsgaard Sorensen, J. Viteli, J. Voogt, P. Weber, E. Weippl & O. Zawacki-Richter (Eds.), Proceedings of EdMedia: World Conference on Educational Media and Technology (pp. 1864-1873). Amsterdam, Netherlands: Association for the Advancement of Computing in Education (AACE).
Editora
Association for the Advancement of Computing in Education (AACE)