A Proposal for the Application of Active Methodologies Based on the Flipped Classroom
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International Journal of Innovation ISSN: 2318-9975 [email protected] Universidade Nove de Julho Brasil INNOVATION IN BRAZILIAN PRIVATE HIGHER EDUCATION: A PROPOSAL FOR THE APPLICATION OF ACTIVE METHODOLOGIES BASED ON THE FLIPPED CLASSROOM Ramires Heringer, Markoni; Rodrigues Guimaraes, Eloísa Helena; Mafra Pereira, Frederico César; Ramos Neves, Jorge Tadeu; Junqueira Fagundes, Augusta Isabel INNOVATION IN BRAZILIAN PRIVATE HIGHER EDUCATION: A PROPOSAL FOR THE APPLICATION OF ACTIVE METHODOLOGIES BASED ON THE FLIPPED CLASSROOM International Journal of Innovation, vol. 7, no. 2, 2019 Universidade Nove de Julho, Brasil Available in: https://www.redalyc.org/articulo.oa?id=499165598010 DOI: https://doi.org/10.5585/iji.v7i2.296 This work is licensed under Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International. PDF generated from XML JATS4R by Redalyc Project academic non-profit, developed under the open access initiative Articles INNOVATION IN BRAZILIAN PRIVATE HIGHER EDUCATION: A PROPOSAL FOR THE APPLICATION OF ACTIVE METHODOLOGIES BASED ON THE FLIPPED CLASSROOM INOVAÇÃO NO ENSINO SUPERIOR PRIVADO BRASILEIRO: UMA PROPOSTA DE APLICAÇÃO DE METODOLOGIAS ATIVAS COM BASE NA SALA DE AULA INVERTIDA Markoni Ramires Heringer [email protected] Faculdades Integradas Pitágoras, Brasil Eloísa Helena Rodrigues Guimaraes International Journal of Innovation, vol. [email protected] 7, no. 2, 2019 Faculdade Pedro Leopoldo, Brasil Universidade Nove de Julho, Brasil hps://orcid.org/0000-0001-7050-0105 Received: 22 February 2018 Accepted: 17 October 2018 Frederico César Mafra Pereira [email protected] Faculdade Pedro Leopoldo, Brasil DOI: https://doi.org/10.5585/ iji.v7i2.296 hps://orcid.org/0000-0002-1971-8069 Redalyc: https://www.redalyc.org/ Jorge Tadeu Ramos Neves [email protected] articulo.oa?id=499165598010 Faculdade Pedro Leopoldo, Brasil Augusta Isabel Junqueira Fagundes [email protected] Coordenadora Pedagógica do Instituto de Formação Profissional e Pedagógica, Brasil Abstract: is article aims to describe the application and adaptation of the traditional classroom model to the so-called semi-flipped classroom model. In semi-flipping, differently from the flipped classroom, students can watch the videos in the classroom as well. e research was done a private HEI. e methodology adopted was qualitative and quantitative. e quantitative data were collected through a questionnaire from google forms tool, applied to the students of the IES, in its Venda Nova unit. For the qualitative approach, participant observation was used. is study was based on an earlier research applied in the same institution, when there was an attempt to implant the flipped classroom model. e application of the semi-flipped model aimed to remedy the main obstacles presented by the implementation of the flipped classroom model. e results reveal that the semi-flipped model had adherence and retained the advantages of the flipped classroom, obtaining better results. Keywords: Innovation, Active Learning Methodologies, Flipped Classroom. Resumo: Este artigo tem como objetivo descrever a aplicação e adaptação do modelo sala de aula tradicional ao modelo sala de aula denominado semi-invertido. Na semi- inversão, diferente da sala de aula invertida, os alunos podem assistir aos vídeos também em sala de aula. A pesquisa foi feita uma IES privada. A metodologia adotada foi de abordagem qualitativa e quantitativa. Os dados quantitativos foram colhidos por PDF generated from XML JATS4R by Redalyc Project academic non-profit, developed under the open access initiative 221 International Journal of Innovation, 2019, vol. 7, no. 2, ISSN: 2318-9975 meio de questionário disponibilizado na ferramenta google forms, aplicado aos alunos da IES, unidade Venda Nova. Para a abordagem qualitativa, utilizou-se a observação participante. Partiu-se de uma pesquisa anterior aplicada na mesma instituição, quando houve uma tentativa de implantação do modelo sala de aula invertida. A aplicação do modelo semi-invertido teve como proposta sanar os principais obstáculos apresentados pela implantação da SAI. Os resultados revelam que o modelo semi-invertido teve aderência e manteve as vantagens da sala de aula invertida, obtendo melhores resultados. Palavras-chave: Inovação, Metodologias Ativas de Aprendizagem, Sala de aula semi- invertida. INTRODUCTION Innovation Innovation, in common sense, is associated with creativity and entrepreneurship and can and should be studied and applied in organizations, using the appropriate methodology, as stated by Bessant and Tidd (2009). According to these authors, from methodology and study it is possible to innovate in the development of new products and services; processes - changing the way you do something; changing the context in which the products or services are inserted; or to innovate in paradigm, changing the basic mental model that guides the business or institution. Educational models generally have as the basic operant mode the student's presence in a classroom whose layout (for example, the positioning of the desks and the teacher's table) prioritizes the teacher and places him or her in the center of attention. Such model has proved to be less productive, especially with the advent of new technologies and the arrival of these resources in the classroom. e technological innovations introduced in the world change the way people communicate and provide a series of distractions and hobbies in the classroom, especially with increasing access to the internet, and have significantly altered the student behavior in the last two decades. In this context, at first glance, making the teacher or the class more interesting than the cell phone seems to us a lost fight, without solution. But a closer look brings us back to the game; for this, a more radical innovation, defined by Bessant and Tidd (2009), is necessary. According to the authors, a radical innovation means a significant different change in products, services or processes - doing what we do differently. Technology can be used as a support, a valuable ally and an important tool to change the concept of the classroom and, in this way, to rescue students' attention. In this scenario of innovation and application of technology, a particular format stands out: the Flipped Classroom (FP). e FP is a teaching modality that uses tools of distance learning (e- learning). In this model the contents are made available online for the students, who must study them before the face-to-face meeting in the classroom. In this way, the classroom becomes the place where exercises, lab activities and discussions will be done. e lectures are usually taught in videos that students access from wherever they are (Morán, Souza, & PDF generated from XML JATS4R by Redalyc Project academic non-profit, developed under the open access initiative 222 Markoni Ramires Heringer, et al. INNOVATION IN BRAZILIAN PRIVATE HIGHER EDUCATION: A PROPOSAL FOR THE APPLICATION OF ACTIVE METHODOLOGIES BA... Morales, 2015). It is a reversal of the traditional model of teaching, which assigns the classroom to the lectures and proposes activities to be carried out at home, for the most part. Starting from this model, it was decided to start a pioneering experiment, which is described in this article, applying a differentiated methodology in the classroom, which was called the semi- flipped classroom. It is a methodology that is based on the principles of the FP but innovates when proposing changes in the presentation of the content. e proposition is to the lecture videos available so that the students can watch them at home, as well as in the FP, but also allow them to watch these videos in the classroom. us, it is expected the maintenance of benefits such as the student's chance to learn at his or her pace; more time to teacher's support and attention to the exercises in room; and the opportunity for the student to be able to watch the recorded lectures as oen as necessary. Based on this scenario, the following research objective was defined: describe and evaluate the adaptation of the traditional classroom model to the semi-flipped classroom model. In order to reach this objective, a descriptive case study with qualitative and quantitative approaches was carried out in a private higher education institution, with a group of students that experienced the implementation of the semi-flipped classroom methodology. e study was applied by one of this article authors, in one of his disciplines. In this experience, the videos were recorded by the teacher himself. To describe this study, this article is structured in 5 sections: this introduction; section 2, which presents the concepts that theoretically support this research; section 3, which describes the methodology proposed for this study; section 4, which presents and analyzes the results of the research and section 5, which presents the final considerations, the limitations of the research and suggestions for future studies on the subject. Innovation is a necessity, according to Bessant and Tidd (2009). ese authors affirm that the term is present in all discourses and missions of companies. e innovation appears in many places, in hair spray or in the services provided by Uber. Our history is also filled with innovation. Takahashi and Takahashi (2011) argue that innovation refers to change and novelty and that these may be in relation to product, process, organizational structure, technology, market and business. In their book, authors Bessant and Tidd (2009) state that If we do not change