Open AccessFlipped learning – Pedagogic dilemmas
Author(s) -
Irena Klasnić,
Marina Đuranović,
Tomislava Vidić
Publication year - 2021
Publication title -
contemporary educational researches journal
Language(s) - English
Resource type - Journals
ISSN - 2301-2552
DOI - 10.18844/cerj.v11i4.5463
Subject(s) - flipped learning , flipped classroom , mathematics education , process (computing) , foundation (evidence) , active learning (machine learning) , pedagogy , psychology , computer science , artificial intelligence , political science , law , operating system
Scientific and practical examinations of pedagogues, educators and teachers are directed to finding the approach, methods and strategies which would motivate students and make them more active in the learning process. One of the ways to achieve this is flipped learning. This article aims to describe some characteristics of flipped learning, and also questions the pedagogic foundation, justification and limits of the usage possibilities and the potential challenges in the implementation of this model into the educational system. The research reports findings based on the trends in flipped learning. By replacing activities carried out in the classroom and at home, students are put into a new situation. A student independently realises the initial contact with the teaching content at home, whereas in the classroom, the activities (with the teacher and other students) that provide understanding and application of the learned are implemented. Keywords: Education, flipped learning, students, teacher, pedagogic.