Features of Using «Flipped Learning» Technology in Higher Education Institutions

Keywords: «inverted learning», blended learning, video lectures, coaching, learning games, electronic environment.

Abstract

The article describes the use of the «flipped learning» technology in the practice of higher education institutions. The benefit of the study is that the authors have proved that the technology of «flipped learning» is based on the ideas of active learning, involving students in joint activities and combined teaching system. This technology helps to optimize studying at higher educational institutions. The essence of this technology is that students learn the new material which is based on video lectures, presentations, or other media technologies on their own at home and the next classroom work involves discussing problem issues, consolidating theoretical knowledge and developing practical skills, assessing the absorption of new material. Moreover, this allows students to determine their own learning pace and develop individual teaching strategies. Another advantage of «flipped learning» technology is the ability to use more class time for group activities, where students can discuss the content of the lecture, check their knowledge and interact with each other in an interactive mode that promotes the development of their practical skills. It is proved that as any educational technology «inverted learning» technology is characterized by algorithmicity and a certain order of educational actions of teachers and students. For effective implementation of «flipped learning» technology, the certain cycles (phases) are used, such as a phase of viewing the educational video, a phase of interactive work; a phase of the result awareness; a feedback phase and more. Each stage requires not only student`s but also teacher`s activity, who have to develop additional training or control materials for classes. The authors have analyzed the advantages and difficulties of applying «flipped learning» technology in higher education institutions. The article outlines the features of «flipped learning» in high school (the expediency of its use in senior courses, low awareness of this technology, lack of time and the need for some adaptation to its application, low technical readiness of teachers to «flipped learning» technology) and describes the experience of using this technology in the practice of teaching «High School Pedagogy» subject for students of the Pereiaslav-Khmelnytskyi Hryhorii Skovoroda State Pedagogical University.

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Author Biographies


Olha Shapran, Pereiaslav-Khmelnytskyi Hryhorii Skovoroda State Pedagogical University

Doctor of Pedagogy, Professor,
Head of the Department of Pedagogy
Pereiaslav-Khmelnytskyi Hryhorii Skovoroda State Pedagogical University,
30, Sukhomlynskyi Str., Pereiaslav-Khmelnytskyi, Kyiv Region, Ukraine, 08401
E-mail: olia.shapran@gmail.com ORCID: 0000-0002-7514-6632


Oleksii Shapran, Kiev National University of Commerce and Economics, Kiev, Ukraine

Student of the Faculty of Accounting Audit and Informational Systems («Computer Science»)
Kiev National University of Commerce and Economics, Kiev, Ukraine
19, Kioto Str., Kyiv, Ukraine, 02156 E-mail: alexeyshapran333@gmail.com ORCID: 0000-0003-1329-4047

Published
2019-02-28
How to Cite
Shapran, O., & Shapran, O. (2019). Features of Using «Flipped Learning» Technology in Higher Education Institutions. Professional Education: Methodology, Theory and Technologies, (9), 226-243. https://doi.org/10.31470/2415-3729-2019-9-226-243