Abstract
In this article we present the results of a pilot implementation of the flipped classroom methodology during the second semester of the COVID-19 pandemic. We suggest the term Remote Flipped Classroom for the flipped classroom mode in online environments, especially in case of emergency. This implementation was carried out in a Department of Education at the University of Patras, Greece after the first semester and the initial familiarization of students with the new learning environments due to COVID-19 pandemic. The research data presented here lead us to the conclusion that both the traditional form of the flipped classroom and the remote flipped classroom may contribute to the teaching and learning in higher education, based on the role differentiation of instructors and students, to the promotion of active participation and engagement of students and to the improvement of the learning experiences they have.
 
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Highlights
In this article we present the results of a pilot implementation of the flipped classroom methodology during the second semester of the COVID-19 pandemic
This paper outlined an experimental implementation of what we called Remote Flipped Classroom, during the COVID-10 pandemic. This implementation was twofold; on the one hand, we aimed at investigating the implementation of the flipped classroom in distance education mode, and on the other hand, the dynamic of the flipped classroom itself in circumstances of normality
As for the function of the Remote Flipped Classroom (RFC), according to the data presented, it can be established that the students spent more time studying the material compared to the time spent during a traditional lecture, while the time of all online meetings was devoted to participatory and engaging activities for the students
Summary
On April 3rd, 2020, UNESCO stated that almost 1.5 billion students (a percentage of 83.8% of the total) in 168 countries were kept out from educational institutions. It is the first pandemic from a historic point of view that has struck education so hard and the reason is that in the last sixty years education has been massified and more students than ever before are part of educational structures of all education modes and levels.
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