Secondary school students' perceptions of the online flipped classroom model in an online context
DOI:
https://doi.org/10.17979/reipe.2024.11.1.10024Keywords:
distance education, flipped classroom, instructional design, virtual classroomAbstract
During the pandemic, the fully online flipped classroom model (FCM) became an alternative to the hybrid FCM. To assess the application of FCM in an online environment, an action research study combining asynchronous and synchronous classes was carried out with Portuguese secondary school students. The design of the lessons was based on the 5E Model: Engage, Explore, Explain, Elaborate and Evaluate. Data were collected using a questionnaire and students interactions in the synchronous activities. The results show that the asynchronous lessons stimulated students’ interest in the topic (Engage), and enabled them to gain an initial understanding of the topic (Explore) and to demonstrate the learning they had acquired (Explain). Synchronous lessons highlighted the active role of students in solving complex problems in groups and extending autonomous learning (Elaborate and Evaluate). However, in the process of extending their learning, students were found to rely more on immediate feedback from the teacher than from their peers. The results of the study confirm the suitability of FCM in an online environment, and its promotion of personalised learning and student autonomy.
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