(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

Autores

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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Biografia do Autor

Teresa Ribeirinha, Universidade do Minho - UMINHO-PT

Doutora em Ciências da Educação, especialidade de Tecnologia Educativa, pela Universidade do Minho (Braga/Portugal), bolseira de investigação do Centro de Investigação em Qualidade de Vida (Santarém/Portugal). Email: teresaribeirinha@hotmail.com. Orcid:  https://orcid.org/0000-0002-5678-3476

Bento Silva, Universidade do Minho - UMINHO-PT

Doutor em Ciências da Educação, especialidade de Tecnologia Educativa, pela Universidade do Minho (Braga/Portugal), Professor Catedrático, Investigador do Centro de Investigação em Educação da Universidade do Minho (Braga/Portugal). Email: bento@ie.uminho.pt. Orcid: https://orcid.org/0000-0001-5394-5620

 

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02/08/2023
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RIBEIRINHA, T.; SILVA, B. (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. Revista Cocar, [S. l.], n. 17, 2023. Disponível em: https://periodicos.uepa.br/index.php/cocar/article/view/7370. Acesso em: 19 jul. 2024.

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