Thanassis Karalis, Natassa Raikou


In this article we present the results of a pilot implementation of the flipped classroom methodology during the second semester of the COVID-19 pandemic. We suggest the term Remote Flipped Classroom for the flipped classroom mode in online environments, especially in case of emergency. This implementation was carried out in a Department of Education at the University of Patras, Greece after the first semester and the initial familiarization of students with the new learning environments due to COVID-19 pandemic. The research data presented here lead us to the conclusion that both the traditional form of the flipped classroom and the remote flipped classroom may contribute to the teaching and learning in higher education, based on the role differentiation of instructors and students, to the promotion of active participation and engagement of students and to the improvement of the learning experiences they have.

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higher education pedagogy, flipped classroom, remote flipped classroom, COVID-19 pandemic

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DOI: http://dx.doi.org/10.46827/ejoe.v6i2.3809


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