This research aims to describe, through the use of quantitative techniques, which components of the self-regulated approach to studying (organization, preparation, self-assessment, strategies, metacognitive sensitivity) characterize university students who accept a different form of teaching that can be supported by the use of technology. These components have been identified through the use of the standardized approach to studying questionnaire QAS from the battery A.M.O.S. Ability and motivation to study assessment and guidance (De Beni, Moè, & Cornoldi, 2003). The research involved the participation of 129 students who voluntarily chose to participate in an experimentation of a teaching unit, activated during the academic year 2014/2015 at the University of Salento, using a flipped methodology: a pedagogical approach structured as a form of blended learning that is gaining popularity also in the academic education. The paper will offer also a pedagogical reflection on the strengths and weaknesses of this innovative methodology in the improvement of teaching in schools and universities.
APPROACH TO STUDYING AND FLIPPED CLASSROOM: AN EXPERIENCE IN UNIVERSITY
PINNELLI, Stefania;SORRENTINO, CLARISSA
2016-01-01
Abstract
This research aims to describe, through the use of quantitative techniques, which components of the self-regulated approach to studying (organization, preparation, self-assessment, strategies, metacognitive sensitivity) characterize university students who accept a different form of teaching that can be supported by the use of technology. These components have been identified through the use of the standardized approach to studying questionnaire QAS from the battery A.M.O.S. Ability and motivation to study assessment and guidance (De Beni, Moè, & Cornoldi, 2003). The research involved the participation of 129 students who voluntarily chose to participate in an experimentation of a teaching unit, activated during the academic year 2014/2015 at the University of Salento, using a flipped methodology: a pedagogical approach structured as a form of blended learning that is gaining popularity also in the academic education. The paper will offer also a pedagogical reflection on the strengths and weaknesses of this innovative methodology in the improvement of teaching in schools and universities.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
