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DOI: 10.15507/1991-9468.091.022.201802.237-247
Flipped Learning in Higher Education: Problems and Contradictions
Natalya L. Antonova
Professor of Chair of Applied Sociology, Yeltsin Ural Federal University (19 Prospekt Mira, Ekaterinburg 620002, Russia), Dr.Sci. (Sociology), Associate Professor, ORCID: http://orcid.org/0000-0002-2063-4970, Scopus ID: 57038433100, Researcher ID: Q-1495-2015, This email address is being protected from spambots. You need JavaScript enabled to view it.
Anatoliy V. Merenkov
Head of Chair of Applied Sociology, Yeltsin Ural Federal University (19 Prospekt Mira, Ekaterinburg 620002, Russia), Dr.Sci. (Philosophy), Professor, ORCID: http://orcid.org/0000-0001-5900-0863, Scopus ID: 55819596200, Researcher ID: Q-2004-2015, This email address is being protected from spambots. You need JavaScript enabled to view it.
Introduction. The development and implementation of innovative teaching methods into the educational practices of foreign and Russian universities require a sufficient level of preparedness for change both from university lecturers and university students. This paper presents university lecturers’ perceptions concerning the concept of flipped learning and students’ orientations towards the idea of independent learning realised by means of flipped learning.
Materials and Methods. The survey was carried out using a questionnaire focused on 2-4-year students specialising in humanities and a semi-structured interview with lecturers working at Ural Federal University.
Results. The study revealed many problems associated with the implementa tion of flipped learning model in higher education. According to the lecturers interviewed, for this model to be successfully implemented, the following conditions should be provided: the existing system of teaching workload allocation should be modified; technical staff supporting the implementation of the model should be appointed; workshops and master classes should be held for specialists implementing or using the flipped learning model in their practical work. The results of the survey show that students experience difficulties in adapting to flipped learning. The students do not have enough independent learning skills.
Discussion and Conclusions. We believe that successful implementation of flipped learning model in higher education is possible. This approach can be realised through the use of information systems and programs, meeting the needs of students. Students should study methods of independent analysis from the beginning of training. The authors examined lecturers’ and students’ attitude towards flipped learning and the obstacles to the implementation of this approach in the higher education system. The research results can be useful for university managers focused on consolidating their universities’ positions by introducing innovative educational technologies, as well as for researchers interested in the technologies of mixed learning.
Keywords: flipped learning, problem-based learning, higher education, tea cher, student, learning process
Acknowledgement: The authors are grateful to reviewers for their thoughtful and thorough reading and evaluating the article.
For citation: Antonova N.L., Merenkov A.V. Flipped Learning in Higher Education: Problems and Contradictions. Integratsiya obrazovaniya = Integration of Education. 2018; 22(2):237-247. DOI: 10.15507/1991-9468.091.022.201802.237-247 DOI: 10.15507/1991-9468.091.022.201802.237-247
Contribution of the authors: Natalya L. Antonova – scientific management; critical analysis; analytical materials in the domestic and foreign sources; to conduct a survey at the Ural Federal Univer sity; making conclusions. Anatoly V. Merenkov – to conduct a survey at the Ural Federal University; formalized data analysis; generalisati on of research results.
All authors have read and approved the final manuscript.
Submitted 10.10.2017; revised 11.01.2018; published online 29.06.2018.
This work is licensed under a Creative Commons Attribution 4.0 License.
