An altered flipped class pedagogy as intervention strategy to address passive learning in a teacher-centred classroom

Abstract

The passive learning phenomenon has a pervasive presence in many classrooms around the world. More dangerously, however, is that it is reinforced by passive teaching approaches that have become synonymous with traditional teacher-centred practice. The aim of the study is therefore to introduce an intervention, the Altered Flipped Classroom Pedagogy (AFCP), that counters the passive learning phenomenon. The AFCP derives from Bergman and Sam’s (2012) Flipped Classroom Pedagogy. It was adapted for the South African context where access to technology for teaching and learning is only available in 20,35% of public high schools. Flipped classroom pedagogy has its roots in socio-constructivist theories of learning, thereby increasing its potential to actively engage learners in the learning process. Due to the nature of the research question and the aim of the study it is positioned a-paradigmatically. It takes an interpretive stance which originates from qualitative description, a pragmatic qualitative approach. The methodology of a-paradigmatic studies are shaped by the intervention, the primary purpose being the link between theory and practice. The intervention (AFCP) that was introduced took the form of online teacher training which were supported by a complete teacher training manual that was specifically designed for in-service teachers. Four methods of data collection were employed, semi-structured on-line interviews, feedback questionnaires, a spontaneous response and research diaries. Thematic analysis was used to analyse the data according to Braun and Clark’s (2006) six phases. The findings show the intricate relationship between learner autonomy and teacher control. It also demonstrates learners’ capability to readily move across the Pedagogy-Andragogy-Heutagogy-continuum if provided the opportunity to do so. The recommendation is made that teachers embrace innovative pedagogies that promotes active learning and learner-centredness.

Die passiewe leer-verskynsel het 'n blywende teenwoordigheid in klaskamers wêreldwyd. ‘n Groter gevaar, is egter dat dit onderhou word deur passiewe klaskamermetodologieë wat diep gesetel lê in die tradisionele onderwyser-gesentreerde benadering. Die doel van dié studie is dus om 'n intervensie, die Aangepaste Omgekeerde Klaskamerpedagogie (Altered Flipped Classroom Pedagogy), voor te stel wat poog om die passiewe leer-fenomeen teë te werk. Die AFCP het sy oorsprong in Bergman en Sam (2012) se Flipped Classroom Pedagogy. Dit is aangepas vir die Suid-Afrikaanse konteks waar slegs 20,35% van openbare hoërskole toegang tot tegnologie vir onderrig- en leerdoeleindes het. Die tradisionele omgekeerde klaskamerpedagogie het sy ontstaan in sosio-konstruktivistiese leerteorieë, wat die potensiaal verhoog om leerders aktief by die leerproses te betrek. Weens die aard van die navorsingsvraag en die doel van die studie is dit a-paradigmaties geposisioneer. Dit is interpretatief van aard en volg 'n pragmatiese kwalitatiewe benadering. Die metodologie van a-paradigmatiese studies word primêr gevorm deur ‘n intervensie wat beoog om ‘n skakel tussen bestaande teorie en praktyk te bewerkstellig. Die intervensie (AFCP) het die vorm van ‘n aanlyn opleidingsessie aangeneem. Die onderwysers wat die opleiding bygewoon het, is voorsien van ‘n spesiale handleiding wat ontwerp is vir die implimentering van die AFCP. Vier metodes van data-insameling is gebruik, semi-gestruktureerde aanlyn onderhoude, terugvoervraelyste, 'n spontane respons en navorsingsdagboeke. Tematiese analise is gebruik om die data aan die hand van Braun en Clark (2006) se ses fases te ontleed. Die bevindinge toon die ingewikkelde verband tussen leerder-outonomie en die impetus van onderwysers om in beheer te wees. Verder demonstreer dit ook leerders se vermoë om geredelik oor die Pedagogie-Andragogie-Heutagogie-kontinuum te beweeg indien hul die geleentheid gebied word. Die aanbeveling word gemaak dat onderwysers innoverende pedagogieë onderneem wat aktiewe leer en leerdergesentreerdheid bevorder.

Isenzo sokungxalwa kwabafundi ngolwazi esaziwa njengepassive learning sixhaphakile kumagumbi okufundela amaninzi kwihlabathi jikelele. Nangona kunjalo, okuyingozi ngakumbi kukuba yomelezwa kukusetyenziswa kweendlela zokufundisa ezifana nenkqubo yemveli egxile kutitshala. Injongo yolu phononongo ke ngoko kukwazisa ngongenelelo loncedo elibizwa ngeAltered Flipped Classroom Pedagogy (AFCP), echasene nesenzo sokufundisa ngohlobo lwepassive learning (ukungxalwa kwabafundi ngolwazi). I-AFCP isekelwe kwiNdlela yokuFundisa eGuquguqukayo yaseKlasini (Flipped Classroom Pedagogy) kaBergman kunye noSam (2012). Olu hlobo lokufundisa lwalungiselelwa imeko yaseMzantsi Afrika apho ukufikelela kwithekhinoloji yokufundisa nokufunda kufumaneka kuphela kuma-20,35 eepesenti yezikolo eziphakamileyo zikarhulumente. Indlela yokufundisa eguquguqukayo yaseklasini (Flipped Classroom Pedagogy) ineengcambu zayo kwiithiyori zokufunda zezentlalo nonxibelelaniso, ngokwenjenjalo ikhulisa amandla ayo okubandakanya abafundi ngenkuthalo kwinkqubo yokufunda. Ngenxa yobume bombuzo wophando kunye nenjongo yophononongo ibekwe ngokomzekelo woguqulo lwamagama (iparadigmatic). Oku kuthatha isimo sokutolika esisuka kwinkcazo yomgangatho, esiyindlela yomgangatho wepragmatiki. Indlela yokwenza izifundo ze-a-paradigmatic zenziwe ngongenelelo olunenjongo ephambili ekukwenza unxibelelwano phakathi kwethiyori kunye nokusebenza. Ungenelelo ngoncedo (AFCP) olwaqaliswayo, lwathatha uhlobo loqeqesho lootitshala ngekhompyutha olwathi lwaxhaswa yincwadana epheleleyo yoqeqesho lootitshala eyayilungiselelwe ngokukodwa ootitshala asebephangela. Iindlela ezine zokuqokelelwa kwedatha ezisetyenzisiweyo, ludliwanondlebe olulungelelanisiweyo lwe-intanethi, amaxwebhu emibuzo nempendulo, impendulo ezenzekelayo kunye needayari zophando. Uhlalutyo lwedatha lwenziwe ngokwamanqanaba amathandathu ohlalutyo lwedatha ngokwemixholo (ngokwe-thematic analysis) ngokukaBraun noClark (2006). Iziphumo zibonisa unxulumano oluntsonkothileyo phakathi kokuzimela komfundi kunye nolawulo lukatitshala. Zikwabonisa isakhono sabafundi sokuhamba ngokulula ngaphaya kwenkqubo yePedagogy-Andragogy-Heutagogy xa benikwe ithuba lokwenza njalo. Kucetyiswa ukuba ootitshala bamkele iindlela ezintsha zokufundisa ezikhuthaza ukufunda ngenkuthalo nakwizifundo ezigxininisa kumfundi.