Open AccessAn emergency flipped classroom intervention in an L2 Dutch course: An action research study
Author(s) -
Mikołaj Buczak
Publication year - 2021
Publication title -
neerlandica wratislaviensia
Language(s) - English
Resource type - Journals
ISSN - 0860-0716
DOI - 10.19195/0860-0716.31.8
Subject(s) - flipped classroom , popularity , context (archaeology) , intervention (counseling) , schedule , action research , class (philosophy) , action (physics) , pedagogy , mathematics education , psychology , medical education , medicine , computer science , history , social psychology , physics , archaeology , quantum mechanics , artificial intelligence , psychiatry , operating system
The flipped classroom has been gaining increasing popularity over the last decade, especially in the university context. This pedagogical approach not only contributes to students’ engagement and motivation, but also enables a more flexible management of instructional time in class, which makes it a promising option for emergency situations. In October 2020, a ‘Women’s Strike’ took place in Poland, influencing the teaching schedule in numerous higher education institutions. Since these circumstances caused a problem with managing the course and making it possible for the students to catch up with the new material, an action research investigation was undertaken to explore the applicability of the flipped classroom in an emergency situation. Hence, this article describes the evaluation of a flipped classroom emergency intervention with one group of first-year students of Dutch Studies at Adam Mickiewicz University in Poznań.