STUDENT AS A PERFORMER OF FLIPPED LEARNING IN MATHEMATICS UPGRADED WITH INTERACTIVE VIDEO

Abstract

Flipped learning represents an active and effective learning method with a focus on students, to whom new subject matter was introduced in advance. By using flipped learning, it is possible to evolve collaborative peer-work, explore the teaching content more efficiently, evolve students' critical thinking and create new opportunities for learning, in which students develop new mathematical problems by themselves, based on the discussed content. With the substitution of teacher's and student's role and preliminary autonomous studying of new teaching contents the student performing flipped learning gained new skills and was able to develop his autonomy. Other students from the experimental group played an active role in the process of studying at home and in the classroom, while the teacher was merely the moderator and advisor throughout the learning process. The time intended for checking homework in traditional lessons was spent on mutual collaboration, research of mathematical concepts and seeking answers to nascent questions. The findings of this mini research point to a significant difference in the understanding of discussed mathematical concepts and students' motivation for learning in favour of the experimental group. The method of flipped learning with use of ICT and teacher's support represents an effective and creative way of learning. The aim of this research is to examine how the student can take the role of flipped learning performer and, with support of the teacher, create his own video with interactive tasks in application EdPuzzle. The impact of flipped learning and use of applications on motivation for learning, understanding, permanence of knowledge and progress of self-regulation are brought to the centre of attention. Keywords: flipped learning, interactive video, Ed Puzzle, effective use of applications