Flipped Classroom in the Czech Republic

Kód výsledku v 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>

Výsledek na webu

<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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Jazyk výsledku

angličtina

Název v původním jazyce

Flipped Classroom in the Czech Republic

Popis výsledku v původním jazyce

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&apos;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&apos; 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&apos;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.

Název v anglickém jazyce

Flipped Classroom in the Czech Republic

Popis výsledku anglicky

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&apos;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&apos; 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&apos;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.

Druh

D - Stať ve sborníku

CEP obor

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OECD FORD obor

50301 - Education, general; including training, pedagogy, didactics [and education systems]

Projekt

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Návaznosti

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2024

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název statě ve sborníku

Proceedings of the 23rd European Conference on e-Learning, ECEL 2024

ISBN

978-1-917204-21-7

ISSN

2048-8637

e-ISSN

2048-8645

Počet stran výsledku

9

Strana od-do

129-137

Název nakladatele

Academic Conferences International Ltd

Místo vydání

Reading

Místo konání akce

Porto

Datum konání akce

24. 10. 2024

Typ akce podle státní příslušnosti

EUR - Evropská akce

Kód UT WoS článku

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