Benefits and Limits of Flipped Classroom Implementation in Higher Education

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F61989592%3A15410%2F22%3A73615779" target="_blank" >RIV/61989592:15410/22:73615779 - isvavai.cz</a>

Výsledek na webu

<a href="https://czasopisma.marszalek.com.pl/10-15804/tner/1128-tner2022/tner70/9885-tner2022409" target="_blank" >https://czasopisma.marszalek.com.pl/10-15804/tner/1128-tner2022/tner70/9885-tner2022409</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.15804/tner.2022.70.4.09" target="_blank" >10.15804/tner.2022.70.4.09</a>

Jazyk výsledku

angličtina

Název v původním jazyce

Benefits and Limits of Flipped Classroom Implementation in Higher Education

Popis výsledku v původním jazyce

This theoretical study explores the flipped classroom concept as an innovative teaching method within higher education. The main aim is to present the benefits and limits of implementing the flipped classroom in the Czech higher educational context. The authors evaluate problematic areas of implementing the flipped classroom based on a content analysis of research studies from selected European countries and specify possible bottlenecks affecting its implementation in the Czech university environment. Referring to the results, the flipped classroom concept promotes student-centred learning, the activation and development of students’ competence to learn, but its effective implementation in the university environment is contextually conditioned.

Název v anglickém jazyce

Benefits and Limits of Flipped Classroom Implementation in Higher Education

Popis výsledku anglicky

This theoretical study explores the flipped classroom concept as an innovative teaching method within higher education. The main aim is to present the benefits and limits of implementing the flipped classroom in the Czech higher educational context. The authors evaluate problematic areas of implementing the flipped classroom based on a content analysis of research studies from selected European countries and specify possible bottlenecks affecting its implementation in the Czech university environment. Referring to the results, the flipped classroom concept promotes student-centred learning, the activation and development of students’ competence to learn, but its effective implementation in the university environment is contextually conditioned.

Druh

J_SC - Článek v periodiku v databázi SCOPUS

CEP obor

—

OECD FORD obor

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

Projekt

—

Návaznosti

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2022

Kód důvěrnosti údajů

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

Název periodika

New Educational Review

ISSN

1732-6729

e-ISSN

—

Svazek periodika

70

Číslo periodika v rámci svazku

4

Stát vydavatele periodika

PL - Polská republika

Počet stran výsledku

11

Strana od-do

107-117

Kód UT WoS článku

—

EID výsledku v databázi Scopus

2-s2.0-85146917414