Flipped Learning Method: A Strengthening or Contradiction of the Educational Governance Principles?

341

Chapter Title

Flipped Learning Method: A Strengthening or Contradiction of the Educational Governance Principles?

Book Title

Studies on Education, Science, and Technology 2022

Chapter Author(s)

Elmaataoui Ouiam, Elkhider Abdelkader

Editors

Dr. Omid Noroozi, Dr. Ismail Sahin

ISBN

978-1-952092-36-7

Pages

7-30

Chapter Highlights

  • This chapter is part of a pragmatic epistemological posture (Creswell, 2007), in the sense that we are essentially interested in "what works" in a given teaching context, by granting an equivalent value as much to research carried out in a positivist rather than an interpretative paradigm.
  • In order to describe the current state of scientific knowledge relating to the flipped classroom in higher education, both from the point of view of students and teachers, by making a diagnostic reading dissecting the points of similarities and differentiating between flipped teaching and educational governance, we conducted a literature search in databases and search engines.
  • The results of the analysis were translated into a narrative synthesis describing the relationship between the flipped teaching method and university governance.
  • We reinforced our study with a questionnaire addressed to international students in a German university to which the reverse teaching method was applied in the teaching of the German language. 


Citation

Ouiam, E. & Abdelkader, E. (2022). Flipped Learning Method: A Strengthening or Contradiction of the Educational Governance Principles? In O. Noroozi & I. Sahin (Eds.), Studies on Education, Science, and Technology 2022 (pp. 7-30). ISTES Organization.



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