Please use this identifier to cite or link to this item: http://hdl.handle.net/1822/43379

TitleImplementing flipped classroom in blended learning environments: a proposal based on the cognitive flexibility theory
Author(s)Andrade, Mariel
Coutinho, Clara Pereira
KeywordsFlipped Classroom
Cognitive Flexibility Theory
Blended Learning
Issue date2017
PublisherAssociation for the Advancement of Computing in Education (AACE)
JournalJournal of Interactive Learning Research
CitationAndrade, M. & Coutinho, C. (2016). Implementing Flipped Classroom in Blended Learning environments: a Proposal Based on the Cognitive Flexibility Theory. In Proceedings of E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2016 (pp. 1115-1125). Chesapeake, VA: Association for the Advancement of Computing in Education (AACE).
Abstract(s)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.
TypeArticle
URIhttp://hdl.handle.net/1822/43379
ISBN978-1-939797-25-4
ISSN1093-023X
Publisher versionhttps://www.learntechlib.org/p/174050/
Peer-Reviewedyes
AccessOpen access
Appears in Collections:CIEC - Comunicações

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