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Introducing the flipped learning in home economics instruction

Jana Beronja (2017) Introducing the flipped learning in home economics instruction. MSc thesis.

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    Abstract

    This master's thesis deals with flipped learning, its types, advantages and disadvantages. Successful implementation of flipped learning in the educational process requires sufficient knowledge about information and communication technologies. Teachers must be able to use such modern technology when creating a video and publishing it for the pupils to see. The pupils must, in turn, be able to view it at home as part of their homework. Flipped learning involves the elements of behaviourist and constructivist theories of learning, which are also presented in this thesis in addition to our suggestions on how to introduce flipped learning in the educational process. However, not all educational topics can be explored through flipped learning. To this end, this master's thesis discusses which topics within the subject of home economics could be covered using this method. The roles of the teacher and the pupil in flipped learning change so that the focus is on the pupil while the teacher provides support and assistance, thus increasing their interaction. Flipped learning is usually individualised and comes in a number of varieties. This means that the learning process is not fixed and that it allows for certain adaptations to the circumstances of learning. It is also useful for teaching children with special needs because information and communication technologies can adapt the learning pace and environment and cater to specific needs of individual pupils. The empirical part of the master's thesis presents the research we conducted during home economics lessons in 6th grade. It spanned 14 days and involved two groups of pupils: a control group and an experimental group. The idea was to check their prior knowledge and perform a pedagogical experiment in the experimental group (practising flipped learning). The pupils were asked to watch a video at home and then participate in classroom activities. In 2 weeks they took an online quiz to check their knowledge. As for the pupils in the control group, they did not watch the video and listened to a frontal lecture. They also took an online quiz 2 weeks after learning about the new topic. The purpose of the experiment was to identify any differences between the two groups in terms of the results of the quiz and their understanding of more complex home economics concepts. Flipped learning means that the responsibility for learning falls on the pupil. We tried to determine whether the pupils in the experimental group were more responsible and motivated for learning home economics and whether their attitude towards information and information technologies as well as flipped learning was positive. Another point of interest was their opinion about the amount of homework due to flipped learning and if they would like to have a database of videos available on the internet. Our findings indicated that the pupils who participated in flipped learning performed better on the test and understood complex concepts more easily. They did not mind having to watch a video at home and said that they would like to access a database of videos online so they could watch them at any time. Moreover, the research results failed to show any differences between the two groups in terms of their attitude towards learning with information and communication technology and flipped learning. We also found no differences in the level of responsibility towards their own learning, the willingness to participate in home economics lessons or motivation for learning about the subject. To conclude, flipped learning proved to be effective in memorising new information and understanding more complex concepts. It is definitely one of the more useful modern approaches to teaching home economics.

    Item Type: Thesis (MSc thesis)
    Keywords: flipped learning, home economics, education, information communication technology, online quiz, responsibility
    Number of Pages: 57
    Language of Content: Slovenian
    Mentor / Comentors:
    Mentor / ComentorsIDFunction
    izr. prof. dr. Verena KochMentor
    asist. dr. Francka Lovšin KozinaComentor
    Link to COBISS: http://www.cobiss.si/scripts/cobiss?command=search&base=50126&select=(ID=11445321)
    Institution: University of Ljubljana
    Department: Faculty of Education
    Item ID: 4367
    Date Deposited: 02 Feb 2017 16:34
    Last Modified: 02 Feb 2017 16:34
    URI: http://pefprints.pef.uni-lj.si/id/eprint/4367

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