Στάσεις και απόψεις εκπαιδευομένων σχετικά με το μοντέλο της μικτής μάθησης (blended learning) στο μάθημα των γαλλικών στη δευτεροβάθμια εκπαίδευση. Μελέτη περίπτωσης
Exploring High School students’ perceptions and practices on the implementation of blended learning in French courses. Case study
KeywordsΜικτή μάθηση ; Ανεστραμμένη τάξη ; Γαλλικά ; Συστήματα διαχείρισης μάθησης ; Πλατφόρμα e-class ; Διαδικτυακή μάθηση ; Δια ζώσης διδασκαλία
Blended learning, a method that combines face-to-face with online distance activities with ICT support, emerged as one of the most popular pedagogical concepts in the early 2000s. In the past, the lack of technological availability prevented the combination of traditional face-to-face learning with collaborative distance learning environments. However, in the last 20 years the introduction of new technological innovations has filled this void. As new learning models proliferate, an increasing number of students will use online learning as part of their learning path (Bailey et al., 2013, p.4). Graham (2006, p.7) stated that blended learning will play a big role in the future. Recent technology developments are encouraging teachers to implement blended learning in their classrooms, and there are many who strongly support this method. But what happens from the students’ side? What do they think about this new method? In this paper, we have studied the attitudes and opinions of 1st grade Lyceum greek students in the context of conducting French language lessons using the Blended Learning method, specifically the flipped classroom model. The results of the research showed that most students had a positive attitude towards this method. They have noted that the use of technology in learning is a major advantage of the method. However, there were also negative impressions, such as the difficulty in carrying out lessons when there is no good or no internet connection at all.