(Re)desenhando o modelo Flipped Classroom no contexto online: um estudo de investigação-ação nos dois anos da Pandemia de COVID-19
(Re)designing the Flipped Classroom model in the online context: a 2-years action-research study during the COVID-19 Pandemic
Palavras-chave:
Modelo Flipped Classroom; Aprendizagem Online; Design Instrucional.Resumo
Durante a pandemia, o modelo Flipped Classroom (MFC) ganhou ênfase pelo potencial de melhoria da aprendizagem em contexto online. Para avaliar como a tecnologia, através do MFC, pode apoiar a aprendizagem dos alunos no contexto online, desenvolveram-se dois ciclos de investigação-ação com alunos do ensino secundário português, durante os quais se implementou duas propostas baseadas no MFC e recolheram-se as perceções dos alunos obtidas por entrevista. O design e a avaliação das propostas seguiram o modelo triple E. Os resultados mostraram que o uso da tecnologia na projeção do MFC, ao ser combinado com estratégias pedagógicas que realcem as suas vantagens, permitiu o envolvimento do aluno, o enriquecimento e extensão das aprendizagens. Porém, detectaram-se aspectos a melhorar que originaram algumas orientações para otimizar a aprendizagem dos alunos num ambiente suportado pela tecnologia.
Palavras-chave: Modelo Flipped Classroom; Aprendizagem Online; Design Instrucional.
Abstract
During the pandemic, the Flipped Classroom (FCM) model gained emphasis due to its potential for improving learning in an online context. To assess how technology, through FCM, can support students' learning in the online context, two action-research cycles were developed with Portuguese secondary school students, during which two proposals based on the FCM were implemented and the students' perceptions obtained through interviews were collected. The design and evaluation of the proposals followed the triple E model. The results showed that the use of technology in the projection of the FCM, when combined with pedagogical strategies that emphasize its advantages, allowed the student's engagement, enhancement, and extension of learning. However, aspects to be improved were detected which gave rise to some guidelines to optimize student learning in an environment supported by technology.
Keywords: Flipped Classroom Model; Online Learning; Instructional Design.
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