University students’ preference for flexible teaching models that foster constructivist learning practices

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• dc.contributor.author Noguera, Ingrid
• dc.contributor.author Albó, Laia
• dc.contributor.author Beardsley, Marc Yoshimi
• dc.date.accessioned 2023-07-31T07:15:10Z
• dc.date.available 2023-07-31T07:15:10Z
• dc.date.issued 2022
• dc.description.abstract In recent years, universities have intensified their use of technologies and implemented various modes of flexible teaching. This study sought to demonstrate that students prefer flipped learning with combined forms of synchronous and asynchronous learning that foster constructivist learning practices. To this aim, two case studies (N = 221) for online teaching at two face-to-face universities during the 2020–2021 academic year are presented. Results show that students appreciate flipped models of learning that foster social constructivist practices, autonomous access and consultation of resources, self-regulation of time management and consciousness of learning needs. Such virtual self-paced learning results in more productive and interactive real-time classes. This combination of autonomous learning and synchronous instruction is preferred by students attending online and hybrid modes of teaching. Overall, this study demonstrates that the flipped classroom adapts well to online and hybrid modes of teaching with first-year undergraduate students. To effectively foster social constructivism through the flipped classroom in university contexts, course design should consider both synchronous and asynchronous learning spaces, amplifying opportunities to learn autonomously and to collaborate and get feedback in synchronous contexts. Implications for practice or policy - Student satisfaction with teaching may increase in online education if characteristics for flexibility are incorporated. - Teachers can foster social constructivist practices through flipped classroom by designing synchronous and asynchronous instruction to be self-regulated, student-centred, collaborative and flexible. - Institutional rules may limit teacher abilities to apply flexible modes of learning.
• dc.description.sponsorship The authors would like to thank the students and teachers that participated in this study. The TIDE-UPF research group is partially supported by the grant PID2020-112584RBC33 funded by /MICIN/AEI/10.13039/501100011033.
• dc.format.mimetype application/pdf
• dc.identifier.citation Noguera I, Albó L, Beardsley M. University students’ preference for flexible teaching models that foster constructivist learning practices. Australasian J Educ Technol. 2022;38(4):22-39. DOI: 10.14742/ajet.7968
• dc.identifier.doi http://dx.doi.org/10.14742/ajet.7968
• dc.identifier.issn 1449-3098
• dc.identifier.uri http://hdl.handle.net/10230/57733
• dc.language.iso eng
• dc.publisher Australasian Society for Computers in Learning in Tertiary Education
• dc.relation.ispartof Australasian Journal of Educational Technolog. 2022;38(4):22-39.
• dc.relation.projectID info:eu-repo/grantAgreement/ES/2PE/PID2020-112584RBC33
• dc.rights © 2022 Ingrid Noguera Fructuoso, Laia Albó, Marc Beardsley. This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
• dc.rights.accessRights info:eu-repo/semantics/openAccess
• dc.rights.uri http://creativecommons.org/licenses/by-nc-nd/4.0/
• dc.subject.keyword flexible learning
• dc.subject.keyword social constructivism
• dc.subject.keyword flipped classroom
• dc.subject.keyword online learning
• dc.subject.keyword hybrid learning
• dc.subject.keyword student perspectives
• dc.subject.keyword case study
• dc.title University students’ preference for flexible teaching models that foster constructivist learning practices
• dc.type info:eu-repo/semantics/article
• dc.type.version info:eu-repo/semantics/publishedVersion