SALA DE AULA INVERTIDA E FATORES INTERVENIENTES DA APRENDIZAGEM: EXPERIÊNCIA EM UMA INSTITUIÇÃO FEDERAL DE ENSINO SUPERIOR COM UMA TURMA DE ALUNOS DE GRADUAÇÃO

Abstract

The flipped classroom active methodology has provided more opportunities to stimulate assertive communication among participants in courses, trainings and disciplines, for contributing to the dynamization of teaching-learning processes. As a more current and significant advantage of this methodology can be highlighted the use of digital technologies. It works as an educational system in which, firstly, the students study the contents and then go to the classroom with the purpose of asking questions, exchanging knowledge and, therefore, thus acting as subjects of their learning process (BERGMAN; SAMS, 2012). This article aims to investigate the intervening factors of learning based on the application of the flipped classroom methodology in a Graduation class of a Higher Education Federal Institution. Twenty-three students and their teacher participated in the study, having as evaluation data: previous experience in online education, didactic resources, technical norms learning, content of the lesson, relation between theory and practice, quality of tasks developed by the students and probing about their participation in other online courses, which were obtained from the application of a questionnaire and interviews performing with the participants. The results show that the flipped classroom as an educational methodology has increased student’s participation and interest in individual and collective knowledge building, providing a relevant student role.