Educational issues, Vol. 1 No. 1-2, 2018.
Preliminary communication
Flipped learning as a way of designing innovative learning environment: the importance of a thorough introduction, gradual implementation and in-depthevaluation of innovation
Milena Valenčič Zuljan
; University of Ljubljana, Faculty of Education
Romina Plešec Gašparič
; University of Ljubljana, Faculty of Education
Abstract
The contribution deals with the definition and the meaning of didactical innovation of instruction in the context of contemporary innovative learning environment. The focus is on innovations that facilitate student-centred instruction and among those innovations, flipped learning is highlighted. The terminology and the concept of flipped learning is presented, as well as its advantages and its limitations.
The paper also presents a qualitative study which illustrates the views of a teacher and a student who both have experience with flipped learning. We posed three research questions regarding introduction, implementation and evaluation of this innovation. The participants of the research have recognized the three main advantages of flipped learning: student cognitive activity, student creativity and an opportunity to differentiate and individualize instruction. Three factors that influence the effectiveness of flipped learning were identified: 1) teacher’s qualification for innovation, 2) students’ active participation – a thorough introduction, gradual implementation and collective evaluation of the innovation, and 3) collegial support.
We believe that if the teacher presents flipped learning to the students thoroughly, implements it thoughtfully and gradually and evaluates it in-depth, it can have an important effect on designing a supportive and innovative learning environment.
Keywords
didactical innovation; flipped learning; innovative learning environment; introduction, implementation and evaluation of innovation
Hrčak ID:
211081
URI
Publication date:
23.10.2018.
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