Υποβολή Διπλωματικής Εργασίας: Submission #44

Περίληψη (Αγγλική μετάφραση) In the current work, the application of the flipped classroom model in evening vocational education is investigated in the framework of the complementary distance learning.
Initially, the conditions and constrains arising from the application of the certain model in the area of the evening vocational education were investigated.
At the same time, the contribution of the flipped classroom model in increasing the self-determination of adult students, especially in relation to the dimensions of autonomy, competence and relatedness was also examined.
In order to respond on the research questions, an appropriate learning material was developed at LMS Chamilo using the distance education method and an action research was applied with eight student’s participation.
Three successive cycles of “pre-class” and “in-class” actions were applied. For data collection, the methods of semi-structured student interviews, teacher’s observations during the research period (teacher’s diary), the comments of a critical friend and LMS recording data on interaction of students with the educational material, were used.
Accordingly to the results of the survey, the flipped classroom model has got a particular positive acceptance from adult students. The appropriately structured educational material, with the distance education methods, increases their autonomy, the self-assessment exercises with the appropriate feedback and contribute in the increase of student’s competence. Furthermore, the collaborative classroom work increases their social interaction (relatedness). Therefore, the model can improve students’ self-determination.