Mening og relationer i flipped learning

En undersøgelse af de studerendes oplevelse af et flipped learning undervisningsforløb i videnskabsteori”.

  • Dorte Toudal Viftrup Forskningsenheden for Almen Praksis, Syddansk Universitet
  • Niels Christian Hvidt Syddansk Universitet
Nøgleord: flipped learning, mening, relationer

Resumé

Artiklen præsenterer en undersøgelse af. hvorvidt og hvordan de studerende oplevede et flipped learning undervisningsforløb i videnskabsteori som relevant, samt hvilke dele af undervisningen, de oplevede, understøttede deres læring.

Et mindre mixed methods design blev benyttet. 36 studerende besvarede et spørgeskema med både kvalitative og kvantitative items, og vi udførte fokusgruppeinterview med 4 studerende. En fortolkende fænomenologisk metode- og analysedesign blev benyttet. Fire temaer blev fremanalyseret på baggrund af det kvalitative data: 1. Mening, 2. Forberedelse og deltagelse, 3. Forventninger og 4. Relationer.

Undersøgelsen viste, at de studerende i høj grad oplevede flipped learning undervisningsmetoden som relevant og understøttende for deres læring, men at dette hang sammen med, at undervisningen blev gjort meningsfuldt for dem af underviser, og at de oplevede tryghed i relation til underviser, medstuderende og i læringskonteksten. Mening og relationer i læringssituationer var centralt for at de studerende blev aktive medskabere af egen læring og indgik i de relationelle læringsprocesser.

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Publiceret
2020-06-19
Citation/Eksport
Viftrup, D., & Hvidt, N. (2020). Mening og relationer i flipped learning. Tidsskriftet Læring Og Medier (LOM), 12(22). https://doi.org/10.7146/lom.v12i22.119678
Sektion
Artikler uden for tema