Browsing by Subject "Käänteinen oppiminen"

Aim of the study. Flipping can mean two pedagogical approaches, the flipped classroom or the flipped learning. In flipped classroom method students are introduced to content at ho-me and the exercises happens at school. When flipped classroom is a method, flipped learning is more like a ideology of learning. In flipped learning teacher is actually flipping many of the traditional pedagogical assumptions about teaching and learning. The aim of this bachelor thesis is to identify and recognice different ideologies and values behind flipped learning and it’s pedagogical model. This bachelor thesis is based on the pedagogical model of flipped learning by Toivola & Silfverberg (2014) and the book “Flipped Learning” (2017) by Toivola, Peura & Humaloja. Flipping has been popular around the world in recent years among teachers who are trying to change the traditional learning culture and that is why I found its backround theories and values important to research. Methods. I started the analysing process by identifying themes from the data. Soon I reali zed that ideological features are too hard to find just by theming. Finally I found discourse analysis as my research approach. Discourses and ideologies are often linked together, as discourses are the manners of speaking, that constructs the social reality and ideologies. Results and conclusions. As a result of this thesis, four discourses with idelogigial features and values behind the pedagogical model of flipped learning were identified. The discourses were the discourse of individuality, the discourse of learning commiunity, the discourse of flipped learning as a human learning and the discourse of digitalization. The discourses also link closely to each other. The humane belief about childrens ability to learn was strong in these discourses, but I also identified values that are based on neoliberalism.