Flipped Learning in Higher Education: Problems and Contradictions

Introduction. The development and implementation of innovative teaching methods into the educational practices of foreign and Russian universities require a sufficient level of preparedness for change both from university lecturers and university students. This paper presents university lecturers’ p...

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Autores principales:	Natalya L. Antonova, Anatoliy V. Merenkov
Formato:	article
Lenguaje:	RU
Publicado:	National Research Mordova State University 2018
Materias:	flipped learning problem-based learning higher education tea cher student learning process Education L
Acceso en línea:	https://doaj.org/article/d4fc57fd619f4d4d8f0263f42fcf35bd
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spelling	oai:doaj.org-article:d4fc57fd619f4d4d8f0263f42fcf35bd2021-12-02T01:15:18ZFlipped Learning in Higher Education: Problems and Contradictions10.15507/1991-9468.091.022.201802.237-2471991-94682308-1058https://doaj.org/article/d4fc57fd619f4d4d8f0263f42fcf35bd2018-07-01T00:00:00Zhttp://edumag.mrsu.ru/index.php/en/articles-en/78-18-2/639-10-15507-1991-9468-090-022-201802-2https://doaj.org/toc/1991-9468https://doaj.org/toc/2308-1058Introduction. The development and implementation of innovative teaching methods into the educational practices of foreign and Russian universities require a sufficient level of preparedness for change both from university lecturers and university students. This paper presents university lecturers’ perceptions concerning the concept of flipped learning and students’ orientations towards the idea of independent learning realised by means of flipped learning. Materials and Methods. The survey was carried out using a questionnaire focused on 2-4-year students specialising in humanities and a semi-structured interview with lecturers working at Ural Federal University. Results. The study revealed many problems associated with the implementa tion of flipped learning model in higher education. According to the lecturers interviewed, for this model to be successfully implemented, the following conditions should be provided: the existing system of teaching workload allocation should be modified; technical staff supporting the implementation of the model should be appointed; workshops and master classes should be held for specialists implementing or using the flipped learning model in their practical work. The results of the survey show that students experience difficulties in adapting to flipped learning. The students do not have enough independent learning skills. Discussion and Conclusions. We believe that successful implementation of flipped learning model in higher education is possible. This approach can be realised through the use of information systems and programs, meeting the needs of students. Students should study methods of independent analysis from the beginning of training. The authors examined lecturers’ and students’ attitude towards flipped learning and the obstacles to the implementation of this approach in the higher education system. The research results can be useful for university managers focused on consolidating their universities’ positions by introducing innovative educational technologies, as well as for researchers interested in the technologies of mixed learning.Natalya L. AntonovaAnatoliy V. MerenkovNational Research Mordova State Universityarticleflipped learningproblem-based learninghigher educationtea cherstudentlearning processEducationLRUИнтеграция образования, Vol 22, Iss 2, Pp 237-247 (2018)
institution	DOAJ
collection	DOAJ
language	RU
topic	flipped learning problem-based learning higher education tea cher student learning process Education L
spellingShingle	flipped learning problem-based learning higher education tea cher student learning process Education L Natalya L. Antonova Anatoliy V. Merenkov Flipped Learning in Higher Education: Problems and Contradictions
description	Introduction. The development and implementation of innovative teaching methods into the educational practices of foreign and Russian universities require a sufficient level of preparedness for change both from university lecturers and university students. This paper presents university lecturers’ perceptions concerning the concept of flipped learning and students’ orientations towards the idea of independent learning realised by means of flipped learning. Materials and Methods. The survey was carried out using a questionnaire focused on 2-4-year students specialising in humanities and a semi-structured interview with lecturers working at Ural Federal University. Results. The study revealed many problems associated with the implementa tion of flipped learning model in higher education. According to the lecturers interviewed, for this model to be successfully implemented, the following conditions should be provided: the existing system of teaching workload allocation should be modified; technical staff supporting the implementation of the model should be appointed; workshops and master classes should be held for specialists implementing or using the flipped learning model in their practical work. The results of the survey show that students experience difficulties in adapting to flipped learning. The students do not have enough independent learning skills. Discussion and Conclusions. We believe that successful implementation of flipped learning model in higher education is possible. This approach can be realised through the use of information systems and programs, meeting the needs of students. Students should study methods of independent analysis from the beginning of training. The authors examined lecturers’ and students’ attitude towards flipped learning and the obstacles to the implementation of this approach in the higher education system. The research results can be useful for university managers focused on consolidating their universities’ positions by introducing innovative educational technologies, as well as for researchers interested in the technologies of mixed learning.
format	article
author	Natalya L. Antonova Anatoliy V. Merenkov
author_facet	Natalya L. Antonova Anatoliy V. Merenkov
author_sort	Natalya L. Antonova
title	Flipped Learning in Higher Education: Problems and Contradictions
title_short	Flipped Learning in Higher Education: Problems and Contradictions
title_full	Flipped Learning in Higher Education: Problems and Contradictions
title_fullStr	Flipped Learning in Higher Education: Problems and Contradictions
title_full_unstemmed	Flipped Learning in Higher Education: Problems and Contradictions
title_sort	flipped learning in higher education: problems and contradictions
publisher	National Research Mordova State University
publishDate	2018
url	https://doaj.org/article/d4fc57fd619f4d4d8f0263f42fcf35bd
work_keys_str_mv	AT natalyalantonova flippedlearninginhighereducationproblemsandcontradictions AT anatoliyvmerenkov flippedlearninginhighereducationproblemsandcontradictions
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Flipped Learning in Higher Education: Problems and Contradictions

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