Characterisation of flipped classroom teaching in multigrade rural schools

Castillo-López, Javier y Domínguez-Figaredo, Daniel . (2022) Characterisation of flipped classroom teaching in multigrade rural schools. South African Journal of Education, Volume 42, Supplement 1, December 2022

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Título Characterisation of flipped classroom teaching in multigrade rural schools
Autor(es) Castillo-López, Javier
Domínguez-Figaredo, Daniel
Materia(s) Educación
Abstract Multi-age classrooms are student-centred classrooms. Flipped classroom teaching promotes active learning. In the research reported on here, we analysed the characteristics of flipped classroom teaching in the context of multigrade rural schools. Two main questions were raised: whether the characteristics of rural multigrade classrooms require adapting the flipped classroom method, and whether there is a particular framework for applying this method in such classrooms. A questionnaire was administered to and interviews held with teachers who used flipped classroom in their multigrade classrooms. The data show a typology of flipped classroom strategies adapted to multigrade classrooms. It is also concluded that applying flipped classroom in multi-grade classrooms requires significant changes in the instructional design and classroom learning phase. No changes were detected during the previous phase of individual work outside the classroom. A regular framework for the application of the flipped classroom method in multigrade rural schools could not be determined due to the heterogeneity of this kind of class.
Palabras clave flipped classroom
instructional design
multigrade classroom
rural schools
Editor(es) University of Pretoria, Faculty of Education
Fecha 2022-12-01
Formato application/pdf
Identificador bibliuned:DptoTEPS-FEDU-Articulos-Ddominguez-007
DOI - identifier 10.15700/saje.v42ns1a2211
ISSN - identifier 0256-0100
Nombre de la revista South African Journal of Education
Número de Volumen 42
Número de Issue Supplement 1
Página inicial S1
Página final S14
Publicado en la Revista South African Journal of Education, Volume 42, Supplement 1, December 2022
Tipo de recurso Article
Derechos de acceso y licencia http://creativecommons.org/licenses/by-nc/4.0
info:eu-repo/semantics/openAccess
Tipo de acceso Acceso abierto
Notas adicionales The registered version of this article, first published in South African Journal of Education, is available online at the publisher's website: University of Pretoria, Faculty of Education, https://doi.org/10.15700/saje.v42ns1a2211
Notas adicionales La versión registrada de este artículo, publicado por primera vez en South African Journal of Education, está disponible en línea en el sitio web del editor: University of Pretoria, Faculty of Education, https://doi.org/10.15700/saje.v42ns1a2211

 
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Creado: Fri, 24 Nov 2023, 22:32:32 CET