UDC 378.147:372
DOI: https://doi.org/10.59694/ped_sciences.2024.06.067
THEORETICAL AND METHODOLOGICAL FOUNDATIONS OF FLIPPED LEARNING AND METHODS OF ITS IMPLEMENTATION IN THE DOMESTIC SYSTEM OF HIGHER EDUCATION
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OROS Ildiko Imrievna
Doctor of Philosophy,
associate professor, president of the Ferenc Rakoti II
Transcarpathian Hungarian Institute.
ORCID: https://orcid.org/0000-0001-7300-9362
RATS Adalbert Yosypovych
PhD, Associate
Professor, Department of History and Social Sciences,
Vice-Rector for Academic Affairs and Education Ferenc
Rakoczi II Transcarpathian Hungarian College of Higher
Education.
ORCID: https://orcid.org/0000-0003-3780-2843
BIDA Olena Anatoliivna
Doctor Pedagogical
Sciences, professor, head of the chair of pedagogy,
psychology, elementary, preschool education and
management of educational institutions, Ferenc Rakoczi II
Transcarpathian Hungarian Institute.
ORCID: https://orcid.org/0000-0002-0448-0852
Abstract:
The importance of actively introducing one of the technologies of «mixed learning» – «flipped learning» into the domestic system of higher education – has been proven. The purpose of the article is to reveal the theoretical and methodological foundations of flipped learning and methods of its introduction into the domestic system of higher education.
The most effective models of «flipped learning» that should be used in the educational process of a higher school are considered («Classic» model of «inverted learning»; «Systemic» or «combined» model of «flipped learning»; «Advanced» model of «flipped learning»).
The advantages of the «inverted learning» technology and the components of the «flipped classroom» technology are determined, the main of which is the design of electronic educational and methodological support for disciplines that takes into account the specifics of the activities of specialists and includes the three stages discussed in the article.
The practice of foreign teachers is disclosed and given a brief description, the effective types of flipped learning are substantiated: the standard flipped classroom (The Standard Inverted Classroom), the discussion-oriented flipped classroom (The Discussion-Oriented Flipped Classroom), the demonstration-focused flipped classroom (The Demonstration-Focused Flipped Classroom), pseudo-flipped classroom (The FauxFlipped Classroom), group-based flipped classroom (The GroupBased Flipped Classroom), virtual flipped classroom (The Virtual Flipped Classroom), Flipping The Teacher.
The main elements of flipped learning technology are a concise presentation of the topic for independent study, preliminary familiarization of students with new educational material outside the classroom and at a convenient time, during online meetings via video conference, brief explanations of new educational material, assessment of students’ knowledge and skills during practical work, permission on students’ use of informational materials during work, introduction of means of impossibility and disadvantage of writing off, individual protection of their practical works.
With regard to the introduction of flipped learning into the system of traditional higher education, in order to create a discipline course using the technology of flipped learning, the teacher needs to implement the following certain steps, which are described in the article.
The application of the technology of «flipped learning» in the educational space is an effective technique in the formation of educational independent work, which has been proven in research.
Keywords: blended learning, flipped learning, flipped class, institutions of higher education, students of higher education.
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