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Analyses of the Flipped Classroom Application in Discussion Forum on LMS Moodle
Uma Análise da Aplicação de Flipped Classroom em Fórum de discussão no LMS Moodle
Prof. Dr. Gilvandenys Leite Sales [email protected]
Available on the site...
Introduction
• This study aims to answer the following questions: – How can the Flipped Classroom Methodology work
in distance education?• Como pode funcionar a Metodologia Ativa Flipped Classroom na EaD?
– What are the pillars of this methodology? • Quais os pilares dessa metodologia?
– These pillars were followed in the construction of the discussion forum using the Flipped Classroom?
• Esses pilares foram seguidos na construção do fórum de discussão utilizando a Flipped Classroom?
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Flipped Classroom promotes
More interaction between teachers and students; Promove a interação entre docentes e discentes;
The autonomy of students, who become responsible for their own learning; Promove a autonomia dos estudantes, que passam a ser responsáveis por seu próprio
aprendizado;
it boosts constructivist learning and provides students with content that allows them to be accessed when and how often they feel the need. Impulsiona a aprendizagem construtivista e oferece aos estudantes um conteúdo
que permite ser acessado quando e quantas vezes o mesmo sentir necessidade.
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Inverted Mastery LearningModelo Invertido de Aprendizagem para o Domínio
• In the Inverted Mastery Learning, all elements of the Flipped Classroom are preserved and there is even a greater individualization of the educational process. In this, – the student only advances to the next learning objective when there
is acquisition of the previous one, respecting his own learning pace. – The onus of learning is entirely of the students; – In order to be successful in the process, the student must take
responsibility for his own learning;– It is the student who sets when he feels empowered to make
assessments;– Only then will him pursue a new learning objective.
Tradicional Model vs Flipped Model
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Inverted Mastery LearningModelo Invertido de Aprendizagem para o Domínio
The proposal of the Inverted Mastery Learning of Bergmann and Sams is to reverse the sequence of thinking abilities proposed by Bloom in his taxonomy.
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The four pillars of Flipped Classroom and Inverted Mastery Learning
• For the development of Flipped Classroom and Inverted Mastery Learning, it is necessary that the educator incorporates in his pedagogical practice the four pillars:
• These pillars and Bloom's taxonomy were followed in the construction of the discussion forum using the Flipped Classroom?
LMS MOODLEAs subjects of this research were considered the participants of the discussion forum of the third topic of the Educational Assessment in Distance Education course in LMS Moodle, which are: the coordinating teacher, two tutors and 76 students.
General Discussion ForumGeneral theme
Guiding questions
General Discussion Forum
Results and the Analysis Results
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Analysis of Environmental Flexibility Análise quanto a Flexibilidade do Ambiente
It was verified that the general forum studied here is based
on one of the components of Inverted Mastery Learning,
because the students worked in small groups or individually
in their own rhythm before the big discussion.
FLIP
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It was verified that the discussion forum provides the
Culture of Learning in that it places the student as the
center of the educational process, as a more
autonomous subject and responsible for his own
learning, providing student-student and student-
teacher interaction.
FLIP
Learning Culture Analysis
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It was not possible to identify if the suggested texts
and video are intentional and directed to
collaborate with the student in the acquisition of the
learning objectives.
FLIP
Intentional or Directed Content Analysis
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Qualified Educator Analysis• When analyzing the actions of the tutor there is no way
to say if the Bloom Taxonomy and the 4 Pillars of Bergmann and Sams were actually employed, since the feedbacks were not given immediately. This is an important element in Flipped Classroom and Inverted Mastery Learning, since students must master one goal at a time to be able to move to the next.
FLIP
Bloom’s Taxonomy Analysis
• Even with efforts to reverse the thinking skills pyramid, there has been no progressive construction of knowledge between cognitive levels from the simplest to the most complex nor the correct use of Bloom's Taxonomy verbs.
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Final Considerations• For the appropriation of Flipped Classroom and
Inverted Mastery Learning in teacher practice, it is necessary, in addition to the adoption of the pedagogical pillars suggested by the Flipped Learning Network, that the educator understands that to reverse the classroom is to shift the pedagogical dynamics to The student and their learning.
• It was also found that the use of Bloom's Taxonomy of verbs have not been used in planning the forum activities. This is not
easy!
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Final Considerations• It’s hoped that this study can collaborate as a
reference for teachers who wish to adopt the Flipped Classroom Methodology and the Inverted Mastery Learning in distance education.
• As future studies, we intend to try this methodology and the pedagogical pillars in other LMS Moodle tools.
Grato por sua atenção! [email protected]
• Farias F., Sales G., Gonçalves A., Machado A., Leite E. (2017) Analyses of the Flipped Classroom Application in Discussion Forum on LMS Moodle. In: Rocha Á., Correia A., Adeli H., Reis L., Costanzo S. (eds) Recent Advances in Information Systems and Technologies. WorldCIST 2017. Advances in Intelligent Systems and Computing, vol 570. Springer, Cham
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