The coexistence between online and face-to-face learning in the students' training process: An action-research study on the operationalization of the Flipped Classroom in Portuguese secondary education
DOI:
https://doi.org/10.21814/rpe.21345Keywords:
Projeto de Autonomia e Flexibilidade Curricular; Aprendizagem híbrida; Sala de Aula Invertida.Abstract
The “Projeto de Autonomia e Flexibilidade Curricular” (PAFC) challenges the work dynamics of schools, through regulations that advocate innovative practices promoting differentiated learning and transversal skills. Blended learning is identified as the key to the renewal of school practices, as it enables more dynamic and personalized learning. This text evaluates a blended learning educational proposal the “flipped classroom”, designed to operationalize the PAFC principles. An action-research cycle, developed in a secondary school class, allowed to collect quantitative and qualitative data to evaluate this operationalization and to understand the impact of the proposal on school results and students' perceptions. The results analysis highlights in the proposal the innovation, the student’s engagement, and the complementarity between the online and face-to-face classes, which provided an integrated learning experience supported by the teacher. Classroom interactions allowed students to extend the contents studied autonomously and to develop cognitive dimensions of a higher order. However, the knowledge construction process did not highlight the social skills valued in group dynamics and collaborative learning advocated in the PAFC.
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