ABSTRACT

Flipped classroom pedagogics has become a widely used approach within blended learning. The aim of the present study is to add students’ perspectives on the flipped classroom as used as a pedagogical method in a Swedish upper secondary school. In this qualitative study, eight students participated in focus group interviews. Problems were found both for neurotypical students as well as for a neurodiverse student. Unless special care is taken, students with neurodiversity may not be given equal opportunities for learning, in conflict with Swedish school legislation. Issues are discussed that need to be addressed when introducing flipped classroom course design at high school level.

摘要

翻转课堂教学法已成为混合学习中广泛使用的方法。本研究的目的是增加学生对翻转课堂作为瑞典高中教学方法的看法。在这项定性研究中，八名学生参加了焦点小组访谈。对于神经典型的学生和神经多样化的学生都发现了问题。除非采取特别照顾，否则具有神经多样性的学生可能无法获得平等的学习机会，这与瑞典学校立法相冲突。讨论了在高中阶段引入翻转课堂课程设计时需要解决的问题。