Gender perspectives on a flipped classroom environment
Permanent lenke
https://hdl.handle.net/10037/27569Dato
2022-09-20Type
Journal articleTidsskriftartikkel
Peer reviewed
Sammendrag
The present paper investigates the gender perspective of flipped classroom. In particular, it considers how the collaborative setting of in-class group-work
affect the female population of students. The paper draws on an in-depth analysis
of the interview with one such student. The focus of this interview was on interactional collaboration between peers during group work activities in a mathematics
course. Such work is vital in a flipped classroom arrangement. The student, called
Sofia, highlighted arguments of value for a deeper investigation. The analysis draws
on Bjerrum Nielsen’s framework with four different gender perspectives (2003). Our
analysis illuminates a number of arguments about interactions and interpretations
of gender and challenges when collaborating in groups in a flipped classroom
setting. Arguments informs both context and individual levels of the setting. What is
realised in the case of Sofia is that there are dualistic viewpoints raised within all
gender perspectives, sometimes conflicting each other. Result is that guidance from
a teacher in formation of groups is necessary but will need careful considerations.
Forlag
Taylor & FrancisSitering
Rensaa RJ, Fredriksen H. Gender perspectives on a flipped classroom environment. Cogent Education. 2022;9(1)Metadata
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