O envolvimento cognitivo e o desempenho acadêmico do aluno do ensino secundário no modelo Flipped Classroom na educação a distância

Teresa Ribeirinha; Bento Silva Duarte; Paulo Ribeirinha; Regina Alves

doi:10.35699/1983-3652.2022.37789

Authors

Teresa Ribeirinha Universidade do Minho, Instituto de Educação, Centro de Investigação em Educação, Braga, Portugal https://orcid.org/0000-0002-5678-3476
Bento Silva Duarte Universidade do Minho, Instituto de Educação, Centro de Investigação em Educação, Braga, Portugal http://orcid.org/0000-0001-5394-5620
Paulo Ribeirinha Universidade do Porto, Faculdade de Engenharia, Porto, Portugal https://orcid.org/0000-0003-0191-4317
Regina Alves Universidade do Minho, Instituto de Educação, Centro de Investigação em Estudos da Criança, Braga, Portugal https://orcid.org/0000-0001-7189-5487

DOI:

https://doi.org/10.35699/1983-3652.2022.37789

Keywords:

Online classroom, Distance Education, Students, Cognitive engagement

Abstract

Cognitive engagement (CE) is a prerequisite for students’ meaningful learning. The present text analyses the student's CE in a proposal based on the Flipped Classroom (FC) model, in distance education (DE). The proposal was implemented through an action-research cycle in Portuguese secondary schools during the Covid-19 pandemic. It combined asynchronous and synchronous lessons divided into teacher-led activities (TLA) and student-centred activities (SCA). To understand the influence of the design of the activities in the student's CE and the impact of the proposal on the students' academic performances, the students' discourses, perceptions, and knowledge assessment tests were analysed. The results showed higher levels of student CE in ACA, as it allowed for a more active role for the students in knowledge construction, greater facilitation from the teacher and peer learning. The results of the students' academic performance were higher in DE than in face-to-face teaching. This may be associated with the CE indicators (positive self-perceptions, self-efficacy, and content understanding) identified in the students' perceptions. However, the same analysis also identified several aspects that need improvement to enhance the FC model in DE.

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