Gender perspectives on a flipped classroom environment
The present paper investigates the gender perspective of flipped classroom. In particular, it considers how the collaborative setting of in-class group-work affect the female population of students. The paper draws on an in-depth analysis of the interview with one such student. The focus of this int...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
| Published: |
Taylor & Francis Group
2022-12-01
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| Series: | Cogent Education |
| Subjects: | |
| Online Access: | https://www.tandfonline.com/doi/10.1080/2331186X.2022.2115832 |
| _version_ | 1797761968703012864 |
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| author | Ragnhild Johanne Rensaa Helge Fredriksen |
| author_facet | Ragnhild Johanne Rensaa Helge Fredriksen |
| author_sort | Ragnhild Johanne Rensaa |
| collection | DOAJ |
| description | The present paper investigates the gender perspective of flipped classroom. In particular, it considers how the collaborative setting of in-class group-work affect the female population of students. The paper draws on an in-depth analysis of the interview with one such student. The focus of this interview was on interactional collaboration between peers during group work activities in a mathematics course. Such work is vital in a flipped classroom arrangement. The student, called Sofia, highlighted arguments of value for a deeper investigation. The analysis draws on Bjerrum Nielsen’s framework with four different gender perspectives (2003). Our analysis illuminates a number of arguments about interactions and interpretations of gender and challenges when collaborating in groups in a flipped classroom setting. Arguments informs both context and individual levels of the setting. What is realised in the case of Sofia is that there are dualistic viewpoints raised within all gender perspectives, sometimes conflicting each other. Result is that guidance from a teacher in formation of groups is necessary but will need careful considerations. |
| first_indexed | 2024-03-12T19:20:41Z |
| format | Article |
| id | doaj.art-30540a1dddf44feaa5cd339d89d64e05 |
| institution | Directory Open Access Journal |
| issn | 2331-186X |
| language | English |
| last_indexed | 2024-03-12T19:20:41Z |
| publishDate | 2022-12-01 |
| publisher | Taylor & Francis Group |
| record_format | Article |
| series | Cogent Education |
| spelling | doaj.art-30540a1dddf44feaa5cd339d89d64e052023-08-02T05:09:27ZengTaylor & Francis GroupCogent Education2331-186X2022-12-019110.1080/2331186X.2022.2115832Gender perspectives on a flipped classroom environmentRagnhild Johanne Rensaa0Helge Fredriksen1Department of Electrical Engineering, The Arctic University of Norway, Narvik, NorwayDepartment of Computer Science and Computational Engineering, The Arctic University of Norway, Narvik, NorwayThe present paper investigates the gender perspective of flipped classroom. In particular, it considers how the collaborative setting of in-class group-work affect the female population of students. The paper draws on an in-depth analysis of the interview with one such student. The focus of this interview was on interactional collaboration between peers during group work activities in a mathematics course. Such work is vital in a flipped classroom arrangement. The student, called Sofia, highlighted arguments of value for a deeper investigation. The analysis draws on Bjerrum Nielsen’s framework with four different gender perspectives (2003). Our analysis illuminates a number of arguments about interactions and interpretations of gender and challenges when collaborating in groups in a flipped classroom setting. Arguments informs both context and individual levels of the setting. What is realised in the case of Sofia is that there are dualistic viewpoints raised within all gender perspectives, sometimes conflicting each other. Result is that guidance from a teacher in formation of groups is necessary but will need careful considerations.https://www.tandfonline.com/doi/10.1080/2331186X.2022.2115832Genderengineering studentsflipped classroomcollaboration in groupsmathematics |
| spellingShingle | Ragnhild Johanne Rensaa Helge Fredriksen Gender perspectives on a flipped classroom environment Cogent Education Gender engineering students flipped classroom collaboration in groups mathematics |
| title | Gender perspectives on a flipped classroom environment |
| title_full | Gender perspectives on a flipped classroom environment |
| title_fullStr | Gender perspectives on a flipped classroom environment |
| title_full_unstemmed | Gender perspectives on a flipped classroom environment |
| title_short | Gender perspectives on a flipped classroom environment |
| title_sort | gender perspectives on a flipped classroom environment |
| topic | Gender engineering students flipped classroom collaboration in groups mathematics |
| url | https://www.tandfonline.com/doi/10.1080/2331186X.2022.2115832 |
| work_keys_str_mv | AT ragnhildjohannerensaa genderperspectivesonaflippedclassroomenvironment AT helgefredriksen genderperspectivesonaflippedclassroomenvironment |