Flipped Classroom in the Czech Republic
The result's identifiers
Result code in IS VaVaI
<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F44555601%3A13440%2F24%3A43898683" target="_blank" >RIV/44555601:13440/24:43898683 - isvavai.cz</a>
Result on the web
<a href="https://papers.academic-conferences.org/index.php/ecel" target="_blank" >https://papers.academic-conferences.org/index.php/ecel</a>
DOI - Digital Object Identifier
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Alternative languages
Result language
angličtina
Original language name
Flipped Classroom in the Czech Republic
Original language description
The Flipped Classroom approach, advocated since the 1990s by scholars such as Alison King, Eric Mazur, MaureenJ. Lage, Glenn J. Platt, and Michael Treglia, involves students independently learning theoretical content before class via elearning resources like video recordings and self-directed programmes. This allows educators to use class time fordiscussions and scaffolding as students engage in problem-solving tasks individually and in groups. Notable milestonesinclude the establishment of Khan Academy in 2004, MEF University's adoption of flipped teaching in 2011, the founding ofthe Flipped Learning Network in 2016, and the extensive use of e-learning during the COVID-19 pandemic. This paperexamines implementing a flipped classroom project in environmental education in the Czech Republic. In 2018, threeacademics from different universities initiated the flipping of environmental education courses. The research, framed ascombined action research, employed a questionnaire as the primary tool. Data were collected twice: in 2021, at the end ofmandatory online teaching due to the COVID-19 pandemic, and in 2024, after three years of regular education. Responsesfrom 288 students were analysed using standard statistical methods, while open-ended responses from 82 students andinterviews with four university lecturers were qualitatively assessed. The findings underscore the benefits of electronicmaterials, particularly students? appreciation for interactive elements, time flexibility, and the ability to review contentmultiple times. Students' willingness to watch digital lectures at home decreased post-pandemic, and the perceivedefficacy of this method was higher among students during the pandemic. Although students find the flipped classroommethod effective, they favour its combination with traditional teaching methods. Educators, cognisant of the method'spotential, interpret these results as indicative of ?virtual environment fatigue?, noting students? reluctance to prepare inadvance as a significant barrier. They advocate for the widespread implementation of the flipped classroom model acrossfaculties to optimise instruction and eliminate the need for switching between traditional and flipped approaches. Thisstudy offers a practical example and insights for educators seeking to integrate the flipped classroom methodology with elearning tools into their teaching practices.
Czech name
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Czech description
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Classification
Type
D - Article in proceedings
CEP classification
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OECD FORD branch
50301 - Education, general; including training, pedagogy, didactics [and education systems]
Result continuities
Project
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Continuities
I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace
Others
Publication year
2024
Confidentiality
S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů
Data specific for result type
Article name in the collection
Proceedings of the 23rd European Conference on e-Learning, ECEL 2024
ISBN
978-1-917204-21-7
ISSN
2048-8637
e-ISSN
2048-8645
Number of pages
9
Pages from-to
129-137
Publisher name
Academic Conferences International Ltd
Place of publication
Reading
Event location
Porto
Event date
Oct 24, 2024
Type of event by nationality
EUR - Evropská akce
UT code for WoS article
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