Flipped classroom (FC) is a pedagogical approach in which the conventional notion of classroom-based learning is inverted, so that students are introduced to the learning material before class, with classroom time then being used to deepen understanding through discussion with peers and problem-solving activities facilitated by teachers. Although using FC methods has multiple benefits and is growing popularity, researchers and practitioners indicate that among impediments of widespread usage of FC methods are the additional time and technological support in relation to development of flipped learning activities. The flipped approach often involves the investment of significant time and energy on the part of instructors (e.g., recording video lectures; designing additional in-class activities). It is therefore recommended for teachers flipping their courses in team. By working in team, teachers can share their experiences of implementing flipped classrooms as well as their teaching resources The “Developing Flipped Methods for Teaching” project aims at developing all the necessary flipped learning pedagogical material (out-of-class tasks, pre-assessment tools, in-class activities) for teaching a discipline (psychology) covering a whole academic year course. The project aims at overcoming the difficulties of elaborating multiple materials for teaching with flipped classroom design. By collaboration of six education institutions an entire discipline will be covered with FC materials in seven languages (English, Romanian, Hungarian, Portuguese, Bulgarian, Slovak and Greek), tackling a gap between educational research and practice. One of the project partners, The Mihai Eminescu National Pedagogical High School (Romania) is a secondary-level educational institute. Due to the particularities of the Romanian education system they offer teacher and kindergarten teacher training program, whereby graduates receive a teacher-kindergarten teacher degree. In Romania psychology is part of the secondary-level school curricula, so high schools can also benefit from educational materials translated to Romanian. Their main role in the project is to translate the developed educational methods by the higher education institutes from the partnership, to test and adapt it to the Romanian requirements. The partnership is composed from other six Higher Education Institutes with Teacher Training Faculties, who have important experience as partners or leaders Strategic Partnership projects and educational innovation. The main intellectual output of the project are the pedagogical materials for teaching an entire course of psychology with flipped classroom (FC) methods (materials for 30 courses), available in seven languages. Each pedagogical material is composed of instructional video, out-of-class work plans (online activities) associated with Low-stakes, formative assignments as well as in-class activities and assessment tools. A questionnaire for surveying data regarding using FC methods in teaching social sciences will also be developed. Survey results will reveal the FC methods and sources used by teachers and academic staff from six partner countries. Results can be used as sources for developing pedagogical materials. Moreover, by publishing the results a source of inspiration will be available for teachers and policymakers for introducing flipped methods in the teaching practice. Teachers from higher and secondary education institutes will have all the necessary materials for teaching the subject of psychology with flipped classroom methodology. Project results are expected to facilitate the use of FC practices in teaching psychology. Studies indicate that when changing traditional methods to flipped classroom student’s performance and satisfaction will improve. FC methods increase student’s motivation and their self-confidence, their commitment to learn. Considering scientific evidence, we the project will contribute in general to improving the quality of education, and to the digital literacy and competences of teachers and students.
The purpose of the “Developing Flipped Methods for Teaching (DFM)” project was to develop educational materials for teaching an entire course of introduction to psychology with a flipped classroom design, with translation to seven European languages. By working together, specialists from several educational institutes established a procedure for creating educational videos and tests ready to be used in a flipped classroom design. A guide for teachers describing proposed classroom activities was also elaborated. Intellectual results of the project provide target group teachers with educational materials translated to seven European languages for teaching 30 introductory subjects in psychology. In this way the process of using the Flipped Classroom method in particular, and ICT tools in education in general is facilitated, which is the main achievement of the project. Moreover, the European Policies directed toward providing opportunities for lifelong learning and facilitating the development of higher order critical thinking skills is also supported by the project results, since the FC method is proved to develop critical thinking skills, and the elaborated materials can be used as source of independent, self-paced learning.
In the context of the Information Society ICT tools offer excellent opportunities for implementing educational methods aimed at supporting self-paced learning. Flipped classroom (FC), a blended learning educational method is a pedagogical approach in which the conventional notion of classroom-based learning is inverted, so that students are introduced to the learning material before class, with classroom time then being used to deepen understanding through discussion with peers and problem-solving activities. Although using FC methods has multiple benefits, researchers and practitioners indicate that among impediments of using this method is the required investment of significant time and energy. Researchers suggest that teachers should work together, for flipping their courses. By working in team, teachers can share their experiences of implementing flipped classrooms as well as their teaching resources. The project addressed the need of overcoming the difficulties in elaborating in collaboration multiple materials for teaching with flipped classroom design. A discipline (introductory topics to psychology) was selected in order to work together for elaborating educational materials for teaching subjects with a flipped design.