The Flipped Learning approach: quantitative research on the perception of Italian teachers
The Flipped Learning (FL) approach is attracting increasing interest in schools of every kind and level. Although the research results seem promising, they often appear limited, not particularly rigorous, and occasionally contradictory. An international quantitative research has been conducted to id...
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| Format: | Article |
| Language: | English |
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Firenze University Press
2019-07-01
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| Series: | Formare |
| Subjects: | |
| Online Access: | https://oaj.fupress.net/index.php/formare/article/view/3843 |
| _version_ | 1811227401398517760 |
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| author | Alessia Bevilacqua Raúl Santiago Campión |
| author_facet | Alessia Bevilacqua Raúl Santiago Campión |
| author_sort | Alessia Bevilacqua |
| collection | DOAJ |
| description | The Flipped Learning (FL) approach is attracting increasing interest in schools of every kind and level. Although the research results seem promising, they often appear limited, not particularly rigorous, and occasionally contradictory. An international quantitative research has been conducted to identify the perception of teachers who regularly apply the FL approach concerning the impact of their teaching practices. The results of the survey carried out in Italy, show that students can work at their own pace and with the materials they consider appropriate in relation to their learning style, according to the teachers’ perception. The cooperative approach and the use of educational technologies facilitate the development of relational and digital skills. While FL promotes students’ participation, as well as inclusive and experiential teaching practices, the results highlight critical issues inherent to the accessibility of educational technologies, consistency in planning activities, as well as the involvement of colleagues and students’ parents.
L’approccio Flipped Learning: un’indagine quantitativa sulle percezioni degli insegnanti italiani
L’approccio Flipped Learning (FL) riscontra un interesse crescente nelle scuole di ogni ordine e grado. Anche se i risultati delle ricerche sembrano promettenti, essi spesso appaiono limitati, non rigorosi e talvolta contraddittori. Una ricerca quantitativa internazionale è stata condotta al fine di identificare le percezioni degli insegnanti che applicano tale modello riguardo l’impatto delle loro pratiche didattiche. I risultati dell’indagine svolta in Italia, evidenziano come, secondo i docenti, gli studenti abbiano la possibilità di lavorare con ritmi e materiali che ritengono adeguati in relazione al proprio stile di apprendimento. L’approccio cooperativo e l’utilizzo delle tecnologie didattiche facilitano lo sviluppo delle competenze relazionali e digitali. Pur favorendo il FL la partecipazione attiva degli studenti, nonché la promozione di una didattica inclusiva ed esperienziale, si evidenziano criticità inerenti all’accessibilità delle tecnologie didattiche, il rilevante impegno nella progettazione delle attività, nonché il coinvolgimento dei colleghi e dei genitori degli studenti. |
| first_indexed | 2024-04-12T09:41:55Z |
| format | Article |
| id | doaj.art-1ba328df0bb94b60b320117340fb2ed3 |
| institution | Directory Open Access Journal |
| issn | 1825-7321 |
| language | English |
| last_indexed | 2024-04-12T09:41:55Z |
| publishDate | 2019-07-01 |
| publisher | Firenze University Press |
| record_format | Article |
| series | Formare |
| spelling | doaj.art-1ba328df0bb94b60b320117340fb2ed32022-12-22T03:38:03ZengFirenze University PressFormare1825-73212019-07-0119210.13128/formare-25174The Flipped Learning approach: quantitative research on the perception of Italian teachersAlessia Bevilacqua0Raúl Santiago Campión1Università degli Studi di VeronaUniversidad de La RiojaThe Flipped Learning (FL) approach is attracting increasing interest in schools of every kind and level. Although the research results seem promising, they often appear limited, not particularly rigorous, and occasionally contradictory. An international quantitative research has been conducted to identify the perception of teachers who regularly apply the FL approach concerning the impact of their teaching practices. The results of the survey carried out in Italy, show that students can work at their own pace and with the materials they consider appropriate in relation to their learning style, according to the teachers’ perception. The cooperative approach and the use of educational technologies facilitate the development of relational and digital skills. While FL promotes students’ participation, as well as inclusive and experiential teaching practices, the results highlight critical issues inherent to the accessibility of educational technologies, consistency in planning activities, as well as the involvement of colleagues and students’ parents. L’approccio Flipped Learning: un’indagine quantitativa sulle percezioni degli insegnanti italiani L’approccio Flipped Learning (FL) riscontra un interesse crescente nelle scuole di ogni ordine e grado. Anche se i risultati delle ricerche sembrano promettenti, essi spesso appaiono limitati, non rigorosi e talvolta contraddittori. Una ricerca quantitativa internazionale è stata condotta al fine di identificare le percezioni degli insegnanti che applicano tale modello riguardo l’impatto delle loro pratiche didattiche. I risultati dell’indagine svolta in Italia, evidenziano come, secondo i docenti, gli studenti abbiano la possibilità di lavorare con ritmi e materiali che ritengono adeguati in relazione al proprio stile di apprendimento. L’approccio cooperativo e l’utilizzo delle tecnologie didattiche facilitano lo sviluppo delle competenze relazionali e digitali. Pur favorendo il FL la partecipazione attiva degli studenti, nonché la promozione di una didattica inclusiva ed esperienziale, si evidenziano criticità inerenti all’accessibilità delle tecnologie didattiche, il rilevante impegno nella progettazione delle attività, nonché il coinvolgimento dei colleghi e dei genitori degli studenti.https://oaj.fupress.net/index.php/formare/article/view/3843flipped learningflipped classroomteachersperceptions. Apprendimento capovoltoclasse capovoltainsegnanti |
| spellingShingle | Alessia Bevilacqua Raúl Santiago Campión The Flipped Learning approach: quantitative research on the perception of Italian teachers Formare flipped learning flipped classroom teachers perceptions. Apprendimento capovolto classe capovolta insegnanti |
| title | The Flipped Learning approach: quantitative research on the perception of Italian teachers |
| title_full | The Flipped Learning approach: quantitative research on the perception of Italian teachers |
| title_fullStr | The Flipped Learning approach: quantitative research on the perception of Italian teachers |
| title_full_unstemmed | The Flipped Learning approach: quantitative research on the perception of Italian teachers |
| title_short | The Flipped Learning approach: quantitative research on the perception of Italian teachers |
| title_sort | flipped learning approach quantitative research on the perception of italian teachers |
| topic | flipped learning flipped classroom teachers perceptions. Apprendimento capovolto classe capovolta insegnanti |
| url | https://oaj.fupress.net/index.php/formare/article/view/3843 |
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