Muriel Algayres, Evangelia Triantafyllou
Active learning has been employed in higher education, as a way to engage students more efficiently and encourage the development of 21st century skills. The flipped classroom (FC) in particular has known a remarkable development. The FC is defined as a teaching method where “events that have traditionally taken place inside the classroom now take place outside and vice versa”. The FC takes place into three stages: pre-class, in-class and post-class, all of which have used various technological tools and online environments. There is still, however, some lacks in research and development around the FC. Research into combining the FC with other active learning methods such as Problem-Based Learning (PBL) or Game-Based Learning (GBL) is a recent field of study. Furthermore, any endeavor into combining the FC and other methodologies or expanding the FC has been limited to one of its three stages, usually either for pre-class preparation or for in-class activities. Similarly, use of technology and learning analytics had so far been mostly limited to out-of-class periods. Therefore, we consider that there is potential in building a new theoretical model to enhance the FC methodology by incorporating problem-based learning and learning analytics in the full learning process, and to develop the new FC model as an adaptive, data-driven, personalized experience. This paper will therefore present the new pedagogical model, its structure, and the technological tools that will support its development.