Student engagement in the Flipped Classroom model implemented in online learning
Student engagement is a determinant factor of students' academic success, with added relevance for online learning. The aim of this study was to analyse students' cognitive, affective, and behavioural engagement in a pedagogical proposal based on the Flipped Classroom model, with Portugues...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
| Published: |
Grupo de Investigación “Nodo Educativo” / Red Universitaria de Tecnología Educativa (RUTE)
2024-01-01
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| Series: | Revista Latinoamericana de Tecnología Educativa |
| Subjects: | |
| Online Access: | https://relatec.unex.es/index.php/relatec/article/view/4452 |
| _version_ | 1797361767112769536 |
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| author | Teresa Ribeirinha Bento Silva |
| author_facet | Teresa Ribeirinha Bento Silva |
| author_sort | Teresa Ribeirinha |
| collection | DOAJ |
| description | Student engagement is a determinant factor of students' academic success, with added relevance for online learning. The aim of this study was to analyse students' cognitive, affective, and behavioural engagement in a pedagogical proposal based on the Flipped Classroom model, with Portuguese secondary school students. The study, conducted during the COVID-19 pandemic, combined asynchronous and synchronous lessons divided into learning episodes (Summary, Quiz and Rooms). Mixed methods were used to analyse students' discourses, behaviours, perceptions of the experience and academic performance. The results showed that the proposal enhanced a high level of behavioural engagement in the students as expressed by the indicators of task completion, peer interaction and participation. Students showed higher levels of cognitive engagement in the Rooms episodes as they were conducive to peer interaction, explicitness of knowledge and reflection facilitated by interaction with the teacher. Satisfaction was the most prominent indicator of student affective engagement. This study offers a better understanding of the factors that influence student engagement in the Flipped Classroom model and suggests practical implications for enhancing it in online learning. |
| first_indexed | 2024-03-08T15:59:12Z |
| format | Article |
| id | doaj.art-0b0d9abd398644478536dd3fe483968c |
| institution | Directory Open Access Journal |
| issn | 1695-288X |
| language | English |
| last_indexed | 2024-03-08T15:59:12Z |
| publishDate | 2024-01-01 |
| publisher | Grupo de Investigación “Nodo Educativo” / Red Universitaria de Tecnología Educativa (RUTE) |
| record_format | Article |
| series | Revista Latinoamericana de Tecnología Educativa |
| spelling | doaj.art-0b0d9abd398644478536dd3fe483968c2024-01-08T11:04:11ZengGrupo de Investigación “Nodo Educativo” / Red Universitaria de Tecnología Educativa (RUTE)Revista Latinoamericana de Tecnología Educativa1695-288X2024-01-012314359https://doi.org/10.17398/1695-288X.23.1.43Student engagement in the Flipped Classroom model implemented in online learningTeresa Ribeirinha0https://orcid.org/0000-0002-5678-3476Bento Silva1https://orcid.org/0000-0001-5394-5620Escola Superior de Educação de Santarém. Politécnico de Santarem (Portugal)Escola Superior de Educação de Santarém. Politécnico de Santarem (Portugal)Student engagement is a determinant factor of students' academic success, with added relevance for online learning. The aim of this study was to analyse students' cognitive, affective, and behavioural engagement in a pedagogical proposal based on the Flipped Classroom model, with Portuguese secondary school students. The study, conducted during the COVID-19 pandemic, combined asynchronous and synchronous lessons divided into learning episodes (Summary, Quiz and Rooms). Mixed methods were used to analyse students' discourses, behaviours, perceptions of the experience and academic performance. The results showed that the proposal enhanced a high level of behavioural engagement in the students as expressed by the indicators of task completion, peer interaction and participation. Students showed higher levels of cognitive engagement in the Rooms episodes as they were conducive to peer interaction, explicitness of knowledge and reflection facilitated by interaction with the teacher. Satisfaction was the most prominent indicator of student affective engagement. This study offers a better understanding of the factors that influence student engagement in the Flipped Classroom model and suggests practical implications for enhancing it in online learning.https://relatec.unex.es/index.php/relatec/article/view/4452student engagementflipped classroomonline learningstudent-centred learningstudent experience |
| spellingShingle | Teresa Ribeirinha Bento Silva Student engagement in the Flipped Classroom model implemented in online learning Revista Latinoamericana de Tecnología Educativa student engagement flipped classroom online learning student-centred learning student experience |
| title | Student engagement in the Flipped Classroom model implemented in online learning |
| title_full | Student engagement in the Flipped Classroom model implemented in online learning |
| title_fullStr | Student engagement in the Flipped Classroom model implemented in online learning |
| title_full_unstemmed | Student engagement in the Flipped Classroom model implemented in online learning |
| title_short | Student engagement in the Flipped Classroom model implemented in online learning |
| title_sort | student engagement in the flipped classroom model implemented in online learning |
| topic | student engagement flipped classroom online learning student-centred learning student experience |
| url | https://relatec.unex.es/index.php/relatec/article/view/4452 |
| work_keys_str_mv | AT teresaribeirinha studentengagementintheflippedclassroommodelimplementedinonlinelearning AT bentosilva studentengagementintheflippedclassroommodelimplementedinonlinelearning |