High School Student Perspectives on Flipped Classroom Learning

Autor/inn/en	Ölmefors, Oscar; Scheffel, Jan
Titel	High School Student Perspectives on Flipped Classroom Learning
Quelle	In: Pedagogy, Culture and Society, 31 (2023) 4, S.707-724 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ölmefors, Oscar) ORCID (Scheffel, Jan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1468-1366
DOI	10.1080/14681366.2021.1948444
Schlagwörter	High School Students; Student Attitudes; Flipped Classroom; Foreign Countries; Students with Disabilities; Autism Spectrum Disorders; Dyslexia; Attention Deficit Hyperactivity Disorder; Educational Change; Multimedia Materials; Responsibility; Sweden + Suchen Sie Ihr Suchwort? High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Schülerverhalten; Flipped classrooms; Flip teaching; Inverted teaching; Ausland; Disability; Disabilities; Behinderung; Autism; Autismus; Dyslexics; Legasthenie; Lese-Rechtschreib-Schwäche; Bildungsreform; Verantwortungsübernahme; Zuständigkeit; Schweden
Abstract	Flipped classroom pedagogics has become a widely used approach within blended learning. The aim of the present study is to add students' perspectives on the flipped classroom as used as a pedagogical method in a Swedish upper secondary school. In this qualitative study, eight students participated in focus group interviews. Problems were found both for neurotypical students as well as for a neurodiverse student. Unless special care is taken, students with neurodiversity may not be given equal opportunities for learning, in conflict with Swedish school legislation. Issues are discussed that need to be addressed when introducing flipped classroom course design at high school level. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01