Flipped classroom is not for every kind of student

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dc.contributor.authorSobral, Sónia Rolland
dc.date.accessioned2021-03-25T16:24:46Z
dc.date.available2021-03-25T16:24:46Z
dc.date.issued2021
dc.description.abstractFlipped classroom is a teaching strategy which has been greatly studied and utilized in various types and areas of teaching. Basically, it means that classes start being taught reverse to traditional classes. The teacher or instructor sends contents to students before lectures, adding the fact that students must study the subject matter before attending class. The advantages are clear: the time that each class takes with the teacher and classmates starts being used not to explain the subject, but for more complex questions which may be put only after clear knowledge of the subject. For this teaching strategy to work it is necessary that students do their homework, and that the teacher sends the correct and interesting study materials to students. In a phase of state of emergency-teaching or mixed teaching (presently and distance) caused by the COVID-19 global pandemic, flipped classroom started being much more used, namely in higher education and in areas such as IT. In this article we analyse 78 students of two IT courses, finding what type of students consulted the study materials sent by the teacher before lectures: we compare the characteristics of students, namely gender, age, course, attendance to classes (synchronous distance classes and laboratory classes at the university), as well as final classifications (divided into 4 levels and dropout). Thus, we will get to know for which type of students the effective use of the flipped classroom strategy may cause efficient learning and who are the students who will never do their previous homework.pt_PT
dc.identifier.citationSobral, S. R. (2021). Flipped classroom is not for every kind of student. In INTED2021 Proceedings of the 15th Annual International Technology, Education and Development Conference, pp. 7391-7396. Online Conference, 8-9 March, 2021. doi: http://dx.doi.org/10.21125/inted.2021.1478. Disponível no Repositório UPT, http://hdl.handle.net/11328/3397pt_PT
dc.identifier.doihttp://dx.doi.org/10.21125/inted.2021.1478pt_PT
dc.identifier.isbn978-84-09-27666-0
dc.identifier.issn2340-1079
dc.identifier.urihttp://hdl.handle.net/11328/3397
dc.language.isoengpt_PT
dc.rightsopen accesspt_PT
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/pt_PT
dc.subjectFlipped classroomspt_PT
dc.subjectCOVID-19pt_PT
dc.subjecte-Learningpt_PT
dc.subjectProgramming fundamentalspt_PT
dc.titleFlipped classroom is not for every kind of studentpt_PT
dc.typeconferenceObjectpt_PT
degois.publication.firstPage7391pt_PT
degois.publication.lastPage7396pt_PT
degois.publication.locationOnline conferencept_PT
degois.publication.titleINTED2021 Proceedingspt_PT
dspace.entity.typePublicationen
person.affiliation.nameREMIT – Research on Economics, Management and Information Technologies
person.familyNameSobral
person.givenNameSónia Rolland
person.identifier.ciencia-idED15-C9EC-5996
person.identifier.orcid0000-0002-5041-3597
person.identifier.ridG-2227-2014
person.identifier.scopus-author-id37091626900
relation.isAuthorOfPublication2eea0284-22be-4cb8-8a14-192e56671b77
relation.isAuthorOfPublication.latestForDiscovery2eea0284-22be-4cb8-8a14-192e56671b77

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