Please use this identifier to cite or link to this item: http://hdl.handle.net/10995/75178
Title: МОДЕЛЬ "ПЕРЕВЕРНУТОГО ОБУЧЕНИЯ" В СИСТЕМЕ ВЫСШЕЙ ШКОЛЫ: ПРОБЛЕМЫ И ПРОТИВОРЕЧИЯ
Other Titles: Flipped learning in higher education: Problems and contradictions
Authors: Antonova, N. L.
Merenkov, A. V.
Антонова, Н. Л.
Меренков, А. В.
Issue Date: 2018
Publisher: National Research Ogarev Mordovia State University
Мордовский государственный университет им. Н.П. Огарёва
Citation: Антонова Н. Л. МОДЕЛЬ "ПЕРЕВЕРНУТОГО ОБУЧЕНИЯ" В СИСТЕМЕ ВЫСШЕЙ ШКОЛЫ: ПРОБЛЕМЫ И ПРОТИВОРЕЧИЯ / Н. Л. Антонова, А. В. Меренков // Интеграция образования. — 2018. — Т. 22. — №. 2. — С. 237-247.
Abstract: Introduction. The development and implementation of innovative teaching methods into the educational practices of foreign and Russian universities require a sufficient level of preparedness for change both from university lecturers and university students. This paper presents university lecturers' perceptions concerning the concept of flipped learning and students' orientations towards the idea of independent learning realised by means of flipped learning. Materials and Methods. The survey was carried out using a questionnaire focused on 2-4-year students specialising in humanities and a semi-structured interview with lecturers working at Ural Federal University. Results. The study revealed many problems associated with the implementation of flipped learning model in higher education. According to the lecturers interviewed, for this model to be successfully implemented, the following conditions should be provided: the existing system of teaching workload allocation should be modified; technical staff supporting the implementation of the model should be appointed; workshops and master classes should be held for specialists implementing or using the flipped learning model in their practical work. The results of the survey show that students experience difficulties in adapting to flipped learning. The students do not have enough independent learning skills. Discussion and Conclusions. We believe that successful implementation of flipped learning model in higher education is possible. This approach can be realised through the use of information systems and programs, meeting the needs of students. Students should study methods of independent analysis from the beginning of training. The authors examined lecturers' and students' attitude towards flipped learning and the obstacles to the implementation of this approach in the higher education system. The research results can be useful for university managers focused on consolidating their universities' positions by introducing innovative educational technologies, as well as for researchers interested in the technologies of mixed learning. © 2018 National Research Ogarev Mordovia State University. All rights reserved..
Keywords: FLIPPED LEARNING
HIGHER EDUCATION
LEARNING PROCESS
PROBLEM-BASED LEARNING
STUDENT
TEACHER
URI: http://hdl.handle.net/10995/75178
metadata.dc.rights: info:eu-repo/semantics/openAccess
RSCI ID: 35161764
SCOPUS ID: 85050184443
PURE ID: 7648381
ISSN: 1991-9468
DOI: 10.15507/1991-9468.091.022.201802.237-247
Appears in Collections:Научные публикации, проиндексированные в SCOPUS и WoS CC

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