"הכיתה ההפוכה" באוניברסיטה הפתוחה? קידום למידה בהכוונה עצמית-אישית ושיתופית בקורס אקדמי

Wise use of digital technologies in teaching can support active learning and
provide individual and group support to students. This study suggests
integration between two pedagogical approaches: "flipping classroom" and
"self-regulated distant learning". We analyzed components of these
approaches with regard to the role of the instructor, learners,
embedded assessment, and the added value of technology. This qualitative
case study was carried out in an academic course at the Open University of
Israel which combines face-to face, synchronous and a-synchronous lessons.
The participants were 36 graduate students who were studying towards
Master degree in Education. The paper analyzed learning experiences and
their interpretations as presented by students themselves. The findings
indicate that both approaches- flipping classroom and self-regulated distant
learning, relate to studying new learning content independently before the
lessons. Both foster metacognitive thinking as an integral part of the learning
process and include elements of monitoring learning strategies, goals, and
pace of learning. Both approaches provide various opportunities for
independent learning and can support collaboration. They support flexibility
in learning, allow ubiquitous access to online learning materials, promote
individual and collaborative learning in small groups, and support communication with teacher and among students. According to both
approaches, the role of instructor was to design the activities for construction
of knowledge by students and encourage development of their learning
strategies. The role of students in the course included self-discipline, taking
responsibility for the learning process, and effective time management.