University students' preference for flexible teaching models that foster constructivist learning practices
Noguera, Ingrid (Universitat Autònoma de Barcelona. Departament de Teories de l'Educació i Pedagogia Social)
Albó, Laia (Universitat Pompeu Fabra)
Beardsley, Marc (Universitat Pompeu Fabra)

Date:	2022
Description:	18 pàg.
Abstract:	In recent years, universities have intensified their use of technologies and implemented various modes of flexible teaching. This study sought to demonstrate that students prefer flipped learning with combined forms of synchronous and asynchronous learning that foster constructivist learning practices. To this aim, two case studies (N = 221) for online teaching at two face-to-face universities during the 2020-2021 academic year are presented. Results show that students appreciate flipped models of learning that foster social constructivist practices, autonomous access and consultation of resources, self-regulation of time management and consciousness of learning needs. Such virtual self-paced learning results in more productive and interactive real-time classes. This combination of autonomous learning and synchronous instruction is preferred by students attending online and hybrid modes of teaching. Overall, this study demonstrates that the flipped classroom adapts well to online and hybrid modes of teaching with first-year undergraduate students. To effectively foster social constructivism through the flipped classroom in university contexts, course design should consider both synchronous and asynchronous learning spaces, amplifying opportunities to learn autonomously and to collaborate and get feedback in synchronous contexts.
Rights:	Aquest document està subjecte a una llicència d'ús Creative Commons. Es permet la reproducció total o parcial, la distribució, i la comunicació pública de l'obra, sempre que no sigui amb finalitats comercials, i sempre que es reconegui l'autoria de l'obra original. No es permet la creació d'obres derivades.
Language:	Anglès
Document:	Article ; recerca ; Versió publicada
Subject:	Flexible learning ; Social constructivism ; Flipped classroom ; Online learning ; Hybrid learning ; Student perspectives ; Case study
Published in:	Australasian Journal of Educational Technology, Vol. 38 Núm. 4 (2022) , p. 22-39

18 p, 866.6 KB

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