Flipped classroom in Higher Education: an experience in German language classes

Abstract

During the Covid-19 pandemic it was necessary to adopt new measures in higher education in order to maintain social distance. Thus, remote teaching, based on studies on hybrid teaching, became an option in a graduate German language discipline. Research on flipped classrooms online (Lee, Wallace 2018; Leffa, Duarte, Alda 2016; Reidsema, Kavanagh, Hadgraft 2017; Rozenfeld, Schäfer 2021; Valente 2014), more specifically, helped us structure a model, in which the first asynchronous contact with the content preceded synchronous practical classes. This article aims to address the organization of the discipline by the teacher and its reception by learners. Thus, a qualitative action-research was carried out, in which data was collected from documents produced by the teacher (discipline calendar and worksheets), as well as activities and questionnaires answered by the students. Through data analysis, we consider that the new format focuses on the practical use of the language through collaborative writing, role-plays, project development, among other activities, and was well received by students. However, there are still future directions for research, in order to analyse the planning of classes and assessments.