Motivation and cognitive load in the flipped classroom : definition, rationale and a call for research
Data(s) |
01/01/2015
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Identificador | |
Idioma(s) |
eng |
Publicador |
Taylor & Francis |
Relação |
http://dro.deakin.edu.au/eserv/DU:30070647/dawson-motivationand-post-2014.pdf http://dro.deakin.edu.au/eserv/DU:30070647/t012046-dawson-motivationand-2015.pdf http://www.dx.doi.org/10.1080/07294360.2014.934336 |
Direitos |
2014, HERDSA |
Tipo |
Journal Article |
Resumo |
Flipped classroom approaches remove the traditional transmissive lecture and replace it with active in-class tasks and pre-/post-class work. Despite the popularity of these approaches in the media, Google search, and casual hallway chats, there is very little evidence of effectiveness or consistency in understanding what a flipped classroom actually is. Although the flipped terminology is new, some of the approaches being labelled ‘flipped’ are actually much older. In this paper, we provide a catch-all definition for the flipped classroom, and attempt to retrofit it with a pedagogical rationale, which we articulate through six testable propositions. These propositions provide a potential agenda for research about flipped approaches and form the structure of our investigation. We construct a theoretical argument that flipped approaches might improve student motivation and help manage cognitive load. We conclude with a call for more specific types of research into the effectiveness of the flipped classroom approach. |
Palavras-Chave | #cognitive load theory #flipped classroom #motivation #self-determination theory |