Blended Learning and Changes in Higher Education: the inverted classroom proposal

José Armando Valente About the author

Digital information and communication technologies (DICT) provided important changes in distance education which, until the beginning of the 1980s, was based on printed material produced and sent to students. With the use of technologies, different types of distance education were created, including blended learning that combines face-to-face classroom activities and educational activities developed online through DICT. There are various ways to combine online and classroom activities, and one of them is the flipped classroom. According to this approach the content and instructions on a particular curriculum subject are not transmitted by the teacher in the classroom. The student studies the material before attending the classroom. The flipped classroom is used for active learning, for solving problems or projects, discussions, practical activities in laboratories, etc., with support from the teacher and from peers collaboratively. The objective of this article is to discuss the different types of blended learning and the flipped classroom, how DICT are used in different models of this pedagogical approach, how the flipped classroom can be implemented, and the positive and negative aspects that have been presented by various authors.

inverted classroom; active learning; blended learning; educational technology; educational innovation


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