University students’ preference for flexible teaching models that foster constructivist learning practices

IF 3.3 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Australasian Journal of Educational Technology Pub Date : 2022-11-04 DOI:10.14742/ajet.7968
Ingrid Noguera Fructuoso, L. Albó, Marc Beardsley
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引用次数: 7

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. Implications for practice or policy Student satisfaction with teaching may increase in online education if characteristics for flexibility are incorporated. Teachers can foster social constructivist practices through flipped classroom by designing synchronous and asynchronous instruction to be self-regulated, student-centred, collaborative and flexible. Institutional rules may limit teacher abilities to apply flexible modes of learning.
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大学生偏好灵活的教学模式,以促进建构主义学习实践
近年来,高校加强了对技术的运用,实施了多种灵活的教学模式。本研究试图证明学生更喜欢同步和异步学习相结合的翻转学习形式,以促进建构主义学习实践。为此,本文介绍了2020-2021学年在两所面对面大学进行在线教学的两个案例研究(N = 221)。结果显示,学生欣赏翻转学习模式,这种模式促进了社会建构主义实践、资源的自主获取和咨询、时间管理的自我调节和学习需求意识。这种虚拟的自定进度学习导致了更具生产力和互动性的实时课程。这种自主学习和同步教学的结合是参加在线和混合教学模式的学生的首选。总体而言,本研究表明,翻转课堂很好地适应了本科一年级学生的在线和混合教学模式。为了在大学环境中有效地通过翻转课堂培养社会建构主义,课程设计应该同时考虑同步和异步学习空间,扩大在同步环境中自主学习和协作并获得反馈的机会。对实践或政策的影响如果结合灵活性的特点,学生对在线教育教学的满意度可能会提高。教师可以通过翻转课堂培养社会建构主义实践,将同步和异步教学设计成自我调节、以学生为中心、协作和灵活的教学模式。制度规则可能限制教师运用灵活的学习模式的能力。
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来源期刊
Australasian Journal of Educational Technology
Australasian Journal of Educational Technology EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
7.60
自引率
7.30%
发文量
54
审稿时长
36 weeks
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