Implementing flipped classroom in blended learning environments: a proposal based on the cognitive flexibility theory

Abstract

Flipped Classroom is an issue that gains increased attention in Blended Learning models. Generally, in the traditional classroom, the teacher uses the time in the classroom to explain the theoretical and conceptual body content and leaves the practices and exercises as extracurricular activities. In the Flipped Classroom, students study at home the theoretical component of the course and the classroom time is designed for practical activities and exercises monitored by the teacher. Although the definition presents an apparent simplicity, the Flipped Classroom model implies deep structural changes in the traditional classroom. The objective of this paper is to discuss the pedagogical changes and affordances brought by the methodology of Flipped Classroom and propose a model to implement Flipped Classroom based on the Cognitive Flexibility Theory.CIEC – Research Centre on Child Studies, IE, UMinho (FCT R&D unit 317), PortugalNational Funds through the FCT (Foundation for Science and Technology) and co-financed by European Regional Development Funds (FEDER) through the Competitiveness and Internationalization Operational Program (POCI) through CIEC (Research Centre on Child Studies, of the University of Minho) with the reference POCI-01-0145-FEDER-00756