O uso da sala de aula invertida no processo de formação continuada docente: Uma revisão sistemática da literatura

The objective of this scoping review is to identify the most extensively researched active teaching and learning methodologies in undergraduate dentistry courses and to evaluate their potential benefits for enhancing student knowledge. The comprehensive review followed the guidelines proposed by PRISMA-ScR. A search strategy was conducted in six electronic databases (Pubmed, Embase, Scopus, Web of Science, Visual Health Library (VHL), and Google Scholar) until December 2024. Two independent reviewers conducted the search, screening and data extraction. Eligible studies included clinical trials and observational studies, focusing on active methodologies in higher education, excluding review studies, case series and case reports. No restrictions were placed on the publication date or language. Risk of bias assessment used the ROBINS-I tool for non-randomised studies and RoB 2 for randomised studies, following PRISMA extension and AMSTAR 2 protocols. The initial search yielded 10 999 studies. After reviewing the full texts, 36 studies were included out of the 48 initially identified. Most studies were non-randomised. While they did not indicate significant differences between active and traditional learning, they highlighted the potential advantages of active methodologies. Problem-based learning was the most investigated, followed by the flipped classroom and gamification. These methodologies offer potential benefits for undergraduate dental education, but this scoping review does not definitively establish their superiority over traditional teaching methods. Consequently, further well-designed studies are necessary to validate the actual benefits of these methods in the teaching and learning process for undergraduate dental students.

Purpose The purpose of this paper is to report the training of college librarians, academic and management staff, IT managers and students on how to organise, manage and use a user-friendly library. In Uganda, as in many countries, the problem is that school and/or college libraries are managed by librarians who may have good cataloguing and management skills, but who do not have the pedagogic skills and knowledge of the school curricula that are necessary for librarians to be able to guide and mentor both teachers and students or organise curriculum-related activities or facilitate research. The development of user-friendly libraries contributes in improving education quality through nurturing the interest of students and teachers in literacy activities and active search for knowledge. Under the stewardship of the Belgium Technical Cooperation and the Ministry of Education in Uganda, library stakeholders were trained on how to put users – rather than themselves – in the centre of the library’s operations and introduced to active teaching and learning methodologies and activities with emphasis on getting engaged in transforming spaces, services, outreach to users and collections. Several measures, short and long term were taken to address the gaps limiting the performance of the librarians. Given the disparities in the trainees’ education level and work experience, the training was delivered in seven modules divided into three units for over eight months in 2015. By the end of the training, trainees developed unique library strategic plan, library policies and procedures, capacity to use library systems, physical design and maintenance systems, partnerships, library structure and staff job descriptions. Design/methodology/approach To effectively engage the participants each topic was conducted using active teaching and learning (ATL) methodologies, including: lecture with slides and hands-on practice – each topic was introduced in a lecture form with slides and hands-on exercises. The main goal was to introduce the participants to the concepts discussed, offer opportunities to explore alternative approaches, as well define boundaries for discussion through brainstorming. The question-answer approach kept the participants alert and to start thinking critically on the topic discussed – brainstorming sessions allowed thinking beyond the presentation room, drawing from personal experiences to provide alternatives to anticipated challenges. The goal here was for the participants to provide individual choices and approaches for real life problems; group discussions: case study/ scenario and participant presentations – participants were provided with a scenario and asked to provide alternative approaches that could solve the problem based on their personal experience at their colleges. By the end of the group discussion, participants presented a draft of the deliverable as per the topic under discussion. More so, group discussions were an excellent approach to test participant’s teamwork skills and ability to compromise, as well as respecting team decisions. It was an opportunity to see how librarians will work with the library committees. Group discussions further initiated and cemented the much-needed librarian–academic staff – college management relationship. During the group discussion, librarians, teaching staff, ICT staff and college management staff, specifically the Principals and Deputy Principals interacted freely thus starting and cultivating a new era of work relationship between them. Individual presentation: prior to the workshop, participants were sent instructions to prepare a presentation on a topic. For example, participants were asked to provide their views of what a “user-friendly library” would look like or what would constitute a “user-friendly library”; the college library of HTC-Mulago was asked to talk about their experience working with book reserves, challenges faced and plans they have to address the challenges, while the college librarian from NTC-Kaliro was asked to describe a situation where they were able to assist a patron, the limitations they faced and how they addressed them. Doing so did not only assist to emotionally prepare the participants for the training but also helped to make them start thinking about the training in relation to their libraries and work. Take-home assignment: at the end of each session, participants were given home assignments to not only revise the training material but also prepare for the next day training. Further the take-home assignments provided time for the participants to discuss with their colleagues outside of the training room so as to have a common ground/ understanding on some of the very sensitive issues. Most interesting assignment was when participants were asked to review an article and to make a presentation in relation to their library experiences. Participant reports: participant reports resulted from the take-home assignments and participants were asked to make submission on a given topic. For example, participants were asked to review IFLA section on library management and write a two-page report on how such information provided supported their own work, as well as a participant report came from their own observation after a library visit. Invited talks with library expert: two invited talks by library experts from Consortium of Uganda University Libraries and Uganda Library and Information Science Association with the goal to share their experience, motivate the participants to strive higher and achieve great things for their libraries. Library visitation: there were two library visits conducted on three separate days – International Hospital Kampala (IHK) Library, Makerere University Library and Aga Khan University Hospital Library. Each of these library visits provided unique opportunities for the participants to explore best practices and implement similar practices in their libraries. Visual aids – videos, building plans and still photos: these were visual learning aids to supplement text during the lectures because they carried lot of information while initiating different thoughts best on the participants’ past experience and expertise. The training advocated for the use of ATL methodologies and likewise similar methodologies were used to encourage participants do so in their classrooms. Findings Addressing Key Concerns: Several measures, both long and short term, were taken to address the gaps limiting the performance of the librarians. The measures taken included: selected representative sample of participants including all college stakeholders as discussed above; active teaching and learning methodologies applied in the training and blended in the content of the training materials; initiated and formulated approaches to collaborations, networks and partnerships; visited different libraries to benchmark library practices and encourage future job shadowing opportunities; and encouraged participants to relate freely, understand and value each other’s work to change their mindsets. College librarians were encouraged to ensure library priorities remain on the agenda through advocacy campaigns. Short-term measures: The UFL training was designed as a practical and hands-on training blended with individual and group tasks, discussions, take-home assignments and presentations by participants. This allowed participates to engage with the material and take responsibility for their own work. Further, the training material was prepared with a view that librarians support the academic life of teaching staff and students. Participants were tasked to develop and later fine-tune materials designed to support their work. For example, developing a subject bibliography and posting it on the library website designed using open source tools such as Google website, Wikis, blogs. The developed library manual includes user-friendly policies and procedures referred to as “dos and don’ts in the library” that promote equitable open access to information; drafting book selection memos; new book arrivals lists; subscribing to open access journals; current awareness services and selective dissemination of information service displays and electronic bulletins. Based on their library needs and semester calendar, participants developed action points and timelines to implement tasks in their libraries at the end of each unit training. Librarians were encouraged to share their experiences through library websites, Facebook page, group e-mail/listserv and Instagram; however, they were challenged with intimate internet access. College libraries were rewarded for their extraordinary job. Given their pivotal role in the management and administration of financial and material resources, on top of librarians, the participants in this training were college administrators/ management, teaching and ICT staff, researchers and student leadership. Participants were selected to address the current and future needs of the college library. These are individuals that are perceived to have a great impact towards furthering the college library agenda. The practical nature of this training warranted conducting the workshops from developed but similar library spaces, for example, Aga Khan University Library and Kampala Capital City, Makerere University Library, International Hospital Kampala Library and Uganda Christian University Library. Participants observed orientation sessions, reference desk management and interviews, collection management practices, preservation and conservation, secretarial bureau management, etc. Long-term measures: Changing the mindset of librarians, college administrators and t

This article is an expansion of an existing research on the Flipped Classroom (FC) approach, adopted in five different primary schools in Cyprus and considering the experiences and perceptions of five teachers and 77 students (Loizou and Lee, 2020). It particularly expands in exploring the digital tools effectively used to teach primary school students through a FC. The FC approach is an innovative initiative which promotes blended learning methodology. It involves the use of digital technologies for developing and sharing flips/tutorials on the content traditionally taught through lecturing in class. Diverse technology tools have been used in FC research together with online learning platforms. The video tutorials, a basic form of a flip, are usually made by the educators with narration, text and enriched with various annotations and images. Many FC studies have added to the list of essential digital tools for FC implementation, especially the ones which showcase how flips can be developed. However, most of them have not indicated how can these be used for younger students, focusing mainly only in secondary or higher education. For example, how can the structure of a virtual learning environment can be simplified or how can administration of online documents in Drives be more suitable for young ages are scarcely explained. Hence, the significance of this study lies on the fact that research on the FC approach in primary education and the digital tools supporting it, has been so far kept to the minimum. Therefore, by collecting the experiences and perceptions of those involved in the process and assessing how the digital tools may or may not promote a positive learning experience could give an indication in how FC can be effectively implemented in primary education. A qualitative research methodology has been adopted by interviewing the five teachers and forming 11 different focus groups of students. Following the transcription, NVivo11 had been used for the thematic analysis. Research results have shown that the most effective digital tools can be categorized into software supporting: 1) Flips; 2) Activities in class; 3) Communication; 4) Entrance tickets; 5) Collaboration; and, 6) Assessment. These tools, recognized as simple and useful by students and teachers, have guided the creation of the ‟FC Technology tool” which incorporates examples for each category. Overall, a clear illustration of the kind of technology that could be used both at home and in-class for effective FC implementation in primary education is given in the study. Future studies should further evaluate how students can use these tools in forming their own flips and/or tutorials and be part of the pre and in-class session of FC learning classes.

Recent reform of medical education highlights the growing concerns about the capability of the current educational model to equip medical school students with essential skills for future career development. In the field of ophthalmology, although many attempts have been made to address the problem of the decreasing teaching time and the increasing load of course content, a growing body of literature indicates the need to reform the current ophthalmology teaching strategies. Flipped classroom is a new pedagogical model in which students develop a basic understanding of the course materials before class, and use in-class time for learner-centered activities, such as group discussion and presentation. However, few studies have evaluated the effectiveness of the flipped classroom in ophthalmology education. This study, for the first time, assesses the use of flipped classroom in ophthalmology, specifically glaucoma and ocular trauma clerkship teaching. A total number of 44 international medical school students from diverse background were enrolled in this study, and randomly divided into two groups. One group took the flipped glaucoma classroom and lecture-based ocular trauma classroom, while the other group took the flipped ocular trauma classroom and lecture-based glaucoma classroom. In the traditional lecture-based classroom, students attended the didactic lecture and did the homework after class. In the flipped classroom, students were asked to watch the prerecorded lectures before the class, and use the class time for homework discussion. Both the teachers and students were asked to complete feedback questionnaires after the classroom. We found that the two groups did not show differences in the final exam scores. However, the flipped classroom helped students to develop skills in problem solving, creative thinking and team working. Also, compared to the lecture-based classroom, both teachers and students were more satisfied with the flipped classroom. Interestingly, students had a more positive attitude towards the flipped ocular trauma classroom than the flipped glaucoma classroom regarding the teaching process, the course materials, and the value of the classroom. Therefore, the flipped classroom model in ophthalmology teaching showed promise as an effective approach to promote active learning.

This chapter explores how higher education institutions (HEIs) that use active learning methodologies and promote co-creative and innovative environments can contribute significantly to regional development. The authors carried out a bibliometric analysis, considering the works published in journals indexed in the Scopus database for this purpose. The study aims to measure the scientific production of active teaching and learning methodologies, such as co-creation and innovation, and their contribution to regional development. The main results denounce that there is still a long way to go in exploring and emphasizing the links between HEIs, active learning, co-creation, innovation, and regional development. This path needs the involvement of the surrounding society, and private and public organizations, to be meaningful. HEIs urgently need to promote a shift in thinking about their educational practices. In today's world, complex challenges pose a real challenge to the future of higher education, and graduates who can meet these challenges represent added value to the higher education system.

The inverted (“flipped”) classroom approach uses class time to discuss difficult topics, clarify misconceptions, and have students apply the concepts through active learning, the act of doing. Active learning approaches have shown to enhance learning of the sciences, particularly in biology. In a flipped classroom, lecture materials are given in recorded videos, allowing passive learning to take place outside the classroom. This study examined whether there was an increase in learning and retention in students who completed active learning activities in the classroom within a flipped classroom design, compared to the traditional lecture approach, in a General Biology for Majors course. From the course learning outcomes, we identified a number of basic biology concepts for assessment purposes.To measure learning, pre‐ and post‐tests with 15–20 questions were administered to students. Questions in the tests were scored on the Bloom's Taxonomy scale by three independent researchers. The majority (93%) of the questions involved knowledge and comprehension, with approximately 33% of the questions also requiring higher cognitive skills such as application and analysis. The percent of correct responses was calculated for both flipped (n=2, 15–21 students per class) and control (n=2, 15–28 students per class) classrooms. The means of correct percentages were higher in students in the flipped classroom as compared to traditional classroom, with a statistically significant difference in the post‐test results. Students in the flipped classrooms performed better (mean = 58.3% correct) than those from the traditional classroom (mean = 33.0%) in the higher cognitive questions. Currently, we are deepening the assessment of student learning by using qualitative “Think Aloud” methodology to evaluate students’ application of concepts to problem solving. We also administered surveys to examine students’ perceptions of the study materials and in‐class activities. Most students (n=32) agreed that the videos and learning activities were helpful for their understanding of the material (3.97 and 4.09 on a Likert scale of 1–5, with 5 being most helpful). As for the individual in‐class activities, students overwhelmingly agreed that 1) they understood the concept better, 2) they believed the activities would help them retain the concepts in the future, 3) the activities sparked their interest in biology, and 4) the activities aided in critical thinking. The average response ranged between 4.00–4.67 for the 7 activities, using a 1–5 Likert scale with 5= strongly agree. Altogether these data suggest that students gain knowledge by active learning and flipped classroom.Support or Funding InformationNational University COLS Teaching Grant

The flipped classroom, as an active learning methodology compared to the traditional classroom, has a significant impact on students’ learning experiences in higher education. However, its positive effects largely depend on students’ involvement, motivation, and personal characteristics. This research examines and compares the efficacy of flipped classroom learning (FCL) and gamified-flipped classroom learning (G-FCL), regarding students’ affective domain (attitude and emotion), in order to address challenges associated with active learning. The study, conducted over four academic years (2019/20 to 2022/23), used a quasi-experimental design and a quantitative survey of 242 pre-service teachers (PSTs). Results showed that PSTs in the G-FCL group significantly increased their positive attitudes toward learning compared to those in the FCL group. Additionally, students’ grades before the study (pre-grade) were found to be a relevant predictor of global attitudes. In terms of emotions, both methodologies had a significant influence, and pre-grade was again confirmed as a relevant predictor of global emotions. Multiple regression analysis of global attitudes and emotions, considering the studied variables (instruction methodology, pre-grade, educational background, and gender), indicated that these were significant predictors. However, there was no statistically significant difference related to PSTs’ gender. Overall, the findings reiterated that G-FCL was critical in promoting students’ affective domain, especially attitude, compared to FCL, although FCL itself had proved effects in previous research. In addition, it can be noted that employing blended and gamified learning methodologies will provide further benefits in the flipped classroom as an active learning.

The flipped classroom teaching model has been widely used in anatomy education to embrace a blended learning strategy. However, the impact that a continuous flipped classroom teaching model exerts on student learning of human topographic anatomy remains unclear. To address this question, student learning experience and performance were compared between third-year undergraduate students who participated in a continuous flipped anatomy classroom teaching since their first year (n = 65, experimental group) and those under the flipped anatomy teaching model only in their third year (n = 45, control group). A five-point Likert scale learning and teaching survey was conducted to evaluate students' perceptions of the flipped classroom model. Students under a continuous flipped classroom teaching model rated significantly higher on the impact of the flipped model on learning difficult anatomy concepts than the control group (*p = 0.0346). The rating on independent learning remained not statistically different between the two groups, although a trend difference was detected (p = 0.0604). Analysis of learning performance revealed that the experimental group significantly outperformed the control group when answering questions focusing on regional anatomy (*p = 0.0207). No significant difference was identified in students' marks of case-based studies between the two groups. In summary, the results of this study indicate that the flipped classroom model implemented over a long term continues to advance students' learning experience and performance in anatomy, indicating a "dose" effect on active learning. The findings of this study will assist the best practices of the flipped anatomy classroom and develop evidence-informed approaches to advance anatomy education in the future.

The increase in digital teaching and learning methodologies creates the opportunity for new educational approaches, both in terms of pedagogical practice and in the availability of new technological tools. The flipped classroom as an active teaching methodology is one example of blended learning (b-learning), which aims to harmonize and enhance the fusion of face-to-face teaching with online teaching, allowing students to get better use of both face-to-face contact with classmates and professors and digital teaching resources. However, active teaching methodologies allow us to merge educational techniques from different methodological approaches, for example, gamification and team-based learning (TBL), among others. This study aims to demonstrate how to implement a flipped classroom with the possibility of integrating gamification and TBL, indicating possibilities and challenges to overcome, through the comparative study and research carried out with students in higher education. The study was conducted with a group of 88 students from the engineering and technology fields, which showed that students have a very positive perception of active teaching methodologies and their teaching and learning techniques, especially those involving digital. Data collection was performed by a survey submitted to quantitative analysis using the Software SPSS version 28.

PurposeThe present study aims to investigate an unsuccessful implementation of an active learning methodology. Active learning methods have emerged in order to improve learning processes and increase students' roles in the classroom. Most studies on the subject focus on developing learning strategies based on successful implementations of such methods. Nevertheless, critical reflections on unsuccessful cases might also provide material for developing further contributions to this literature.Design/methodology/approachThe authors conducted an intrinsic case study of an unsuccessful application of the flipped classroom method to an undergraduate basic statistics course at a Brazilian business school. The data collected comprised the course's syllabus, evaluation forms and two rounds of interviews with students and the professor.FindingsThe findings indicate that, apart from that which had been mapped by past literature, three additional aspects may limit the chances of successfully implementing a flipped classroom methodology: students' educational backgrounds, the course's structural issues and methodological and relational issues.Originality/valueThe present study contributes to the literature on active learning methodologies mainly by mapping additional aspects that should be considered in the implementation of the flipped classroom methodology. Additionally, the authors investigate an unsuccessful case of such an implementation, an investigation that is still scant within this literature.

Active learning methodologies, such as flipped classroom (FC), generate a higher level of student engagement, greater dynamism in learning and more significant interactions with course content. Some other active methodologies used in the academic environment are problem-based learning (PBL) and case study (CS). There are few studies that analyse FC combined with PBL class activities or with course-based learning (CBL) activities, however, in fact, there are no studies that analyse which combination of activities would lead to better academic performance and student satisfaction. The main aim of this study is to comparate FC methodology, combined with PBL activities or with CBL activities, in improving the academic performance of undergraduate social work students. This work also intends to analyse the level of satisfaction with the course and the methodology used. A class level randomisation study was performed. Both groups in the study used an FC active methodology, but group 1 applied this methodology with PBL, whereas group 2 applied it in conjunction with a CBL methodology. The students also had to do activities at home that were related to the PBL or CS methodology. There were significant differences in both categorical and quantitative exam scores, with the group that had applied the FC + PBL methodology achieving a higher grade in the exam and containing a higher percentage of students who passed or received merit and outstanding grades. In general, there was a good level of satisfaction in both groups and there were no significant differences across all items asked, except for ‘It helps critical thinking’ and ‘It helps to apply theory to assessment’, which were evaluated more favourably by the FC + CBL students.

Promoting English as a Foreign Language (EEL) learners’ willingness to communicate and self-efficacy in different contexts has drawn the attention of many investigators. This review explored the effect of digital-based flipped learning classrooms on enhancing learners’ willingness to communicate and self-efficacy. The related literature indicated that learners’ intention to communicate is affected by social media and digitalized materials used in flipped classrooms. Compared to the traditional educational contexts, this review showed higher levels of self-efficacy in flipped classrooms among EFL learners. Furthermore, the review expounded on the implications and future directions for EFL teachers, teacher educators, educational policy-makers, and advisors. The ideas can improve their awareness of learner self-efficacy, willingness to communicate, and the use of flipped learning approach in educational contexts.

Globally, the (COVID-19) epidemic brought about a crisis in schooling that had never been seen before. Due to this situation, all face-to-face interactions within educational institutions had to be suspended in order to stop the virus’s transmission and lessen its effects. Traditional pedagogical techniques of instruction were automatically suspended as a result of the ongoing lockdown limitations. The adaptation of new online teaching and learning methodologies. One method of teaching that is quickly gaining popularity in schools all over the world is the flipped classroom model, which involves having students participate in hands-on activities in the classroom while also watching instructional videos or hearing lectures electronically. To enhance learning outcomes for students, a relatively innovative approach to teaching and learning has been implemented. There is, however, little research on how Early Childhood Development (ECD) teachers see the flipped classroom approach. The study’s aim was to close this gap by examining ECD instructors’ perspectives in order to comprehend how the flipped classroom approach helps the learning of ECD students in centers. The concerns-based adoption model, a fundamental qualitative design, served as the study’s foundation. To learn more about how this technique is used by teachers and school officials, in-depth interviews and focus groups were conducted. Data analysis employed theme inductive methodology. Despite some difficulties, the results showed that most teachers thought the flipped classroom concept was quite beneficial. The findings also showed that teachers changed their roles, putting the students at the center of the learning process. By providing decision-makers and other interested parties with qualitative evidence to support the use of the flipped classroom model in ECD settings, this study helps to bring about social change. The study suggests that the flipped classroom can be used effectively at the ECD level if a stakeholder approach is used to accommodate the learners’ various demands. Future studies can concentrate on challenges associated with the use of the flipped classroom model in the teaching and learning process at the level of Early Childhood Development.

Flipped classroom (FC) approaches have gotten substantial attention in the last decade because they have a potential to stimulate student engagement as well as active and collaborative learning. The FC is generally defined as a strategy that flips the traditional education setting, i.e., the information transmission component of a traditional face-to-face lecture is moved out of class time. The FC relies on technology and is therefore suitable for online or blended learning, which were predominant forms of learning during the COVID-19 pandemic (March 2020–July 2021). In this paper we present a systematic literature review (SLR) of studies that covered online FC approaches in higher education during the pandemic. We analyzed 205 publications in total and 18 in detail. Our research questions were related to the main findings about the success of implementation of online FC and recommendations for future research. The findings indicated that those who had used FC approaches in face-to-face or blended learning environments more successfully continued to use them in online environments than those who had not used it before. The SLR opened possible questions for future research, such as the effectiveness of the FC for different courses and contexts, the cognitive and emotional aspects of student engagement, and students’ data protection. It pointed to the need to examine different aspects of online delivery of the FC more comprehensively, and with more research rigor.

Abstract: Introduction: The undergraduate medical course of the State University of Londrina was the second in Brazil to adopt an integrated curriculum and Problem-Based Learning (PBL). Despite its innovative curriculum, which became a reference for other schools, new assessments showed the need to reform it. Experience Report: Systematic course evaluations showed some issues: difficulties in adaptation of new students attending the first year; disorganized sequence of contents throughout the course; teachers’ lack of motivation for activities from first to the fourth years; need to include new contents; and deterioration of the methodology (PBL) in third and fourth years. A wide collective effort for curricular reform was initiated, which led to important changes, such as: a more welcoming first year, by including mentoring and activities for the leveling of basic knowledge; chronological reorganization of contents; redesign of modules around great areas of knowledge or related specialties; adoption of new and more motivating active learning and teaching methodologies, and the inclusion of new topics/trends. Discussion: The adoption of other active learning and teaching methodologies present strategic advantages in replacement for PBL. Team-Based Learning (TBL) is a more structured method than PBL, so it can help newcomers to adapt to the first year and make it easier to implement active methodologies in a context of teacher shortage. Case-Based Learning (CBL) generates higher motivation and can be more effective to foster the development of clinical reasoning skills in the preclinical years. Conclusion: The new curriculum, incorporating the changes described above, started in 2022. Further evaluations will show whether the changes will improve the course in terms of adaptability, motivation and learning outcomes.