Enhancing Learners Autonomy Through Flipped Classes

The potentials which technology offers have made researchers and educators re-examine the traditional teacher-dominated pedagogical model, and move from instruction and knowledge delivered classes towards a new educational paradigm dominated by learner-centered approach. This paradigm shift in education involves the change of roles of both teachers and students, and is aimed at providing the context wherein learning takes place through active students’ engagement and with the teacher’s coaching guidance. In order to provide such a context, a flipped pedagogical model, as a key component of blended learning, has been proposed, and it is being implemented in a growing number of higher education institutions. This concept implies the reverse content of lecture delivery and students’ work outside of classes. Students’ active participation is particularly important in the process of foreign language learning, and flipped classes can enhance both students’ and teachers’ motivation, their creative and critical thinking skills, and they can also improve performance and communication skills. The emphasis is on the concept of lifelong learning, whereby learner autonomy is encouraged through the opportunity given to students to find, evaluate and analyse information themselves.


IEEE format

V. Gavranović, “Enhancing Learners Autonomy Through Flipped Classes,” in Sinteza 2017 - International Scientific Conference on Information Technology and Data Related Research, Belgrade, Singidunum University, Serbia, 2017, pp. 498-502. doi:10.15308/Sinteza-2017-498-502

APA format

Gavranović, V. (2017). Enhancing Learners Autonomy Through Flipped Classes. Paper presented at Sinteza 2017 - International Scientific Conference on Information Technology and Data Related Research. doi:10.15308/Sinteza-2017-498-502

BibTeX format

RefWorks Tagged format