University Students' Preference for Flexible Teaching Models That Foster Constructivist Learning Practices

Autor/inn/en	Noguera, Ingrid; Albó, Laia; Beardsley, Marc
Titel	University Students' Preference for Flexible Teaching Models That Foster Constructivist Learning Practices
Quelle	In: Australasian Journal of Educational Technology, 38 (2022) 4, S.22-39 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Noguera, Ingrid) ORCID (Albó, Laia) ORCID (Beardsley, Marc)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1449-3098
Schlagwörter	Preferences; Teaching Methods; Constructivism (Learning); Case Studies; Online Courses; In Person Learning; Flipped Classroom; Metacognition; Time Management; Independent Study; Undergraduate Students; Student Attitudes; Educational Needs; Instructional Design; Asynchronous Communication; Cooperative Learning; Feedback (Response); Teacher Education Programs; Engineering Education; Comparative Analysis; Romance Languages; English (Second Language); Language of Instruction; Foreign Countries; Spain + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Case study; Fallstudie; Case Study; Online course; Online-Kurs; Flipped classrooms; Flip teaching; Inverted teaching; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Zeitmanagement; Selbststudium; Schülerverhalten; Educational need; Bildungsbedarf; Lesson concept; Lessonplan; Unterrichtsentwurf; Kooperatives Lernen; Ingenieurausbildung; Romanische Sprache; English as second language; English; Second Language; Englisch als Zweitsprache; Teaching language; Unterrichtssprache; Ausland; Spanien
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. (As Provided).
Anmerkungen	Australasian Society for Computers in Learning in Tertiary Education. Ascilite Secretariat, P.O. Box 44, Figtree, NSW, Australia. Tel: +61-8-9367-1133; e-mail: info@ascilite.org.au; Web site: https://ajet.org.au/index.php/AJET
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01