Integrated Application of MOOCs and Flipped Classroom to Support Learning Processes
- Speaker: Aracele Fassbinder, University of São Paulo.
- Date: Tuesday, 23 June 2015 from 13:00
- Location: Room 151, Birkbeck Main Building
About the topic: The adoption of information and communication technologies (ICT) has been highlighted as an important mechanism for improving the quality and effectiveness of learning. Among the benefits pointed out, ICTs can contribute to make students more creative, motivated and critical, capable of solving problems in a more autonomous and, at the same time, collaborative way. However, there is still little evidence that the isolated use of computational technologies can really change educational practices. According to Partnership (2013), the effective learning occurs when computational technologies and teaching methods are applied in an integrated manner, contributing to the knowledge construction process of the students. In this perspective, some studies have indicated MOOCs (Massive Open Online Courses) and Flipped Classroom as new trends in order to better achieve the requirements of the emerging learning scenarios. MOOCs are characterized as online courses, with unlimited participation of students and open access via web (e.g., Coursera, edX, Veduca). Although promising, most of the MOOCs produced are still based on traditional classroom formats. Furthermore, the number of students that successfully finish a MOOC is very small, motivating the research on alternatives to deal with the high dropout rates observed. The Flipped Classroom Model, in turn, is an inverted version of the traditional learning model. Basically, there is an inversion between in-class and out-of-class activities: at first, students learn new content by reading and watching video lectures at home; and then, exercises and group activities are performed in the classroom with teacher mentoring. MOOCs and Flipped Classroom have been subject of research in the area of Applied Computing in Education. However, despite of the work already done, there is a need for research on mechanisms to support the integrated adoption of these strategies (MOOCs and Flipped Classroom) in e-learning contexts, providing the necessary support for educators to manage their MOOCs and for students (or MOOC users) to develop autonomy and creative skills.