FLIPPED LEARNING, AS A TOOL FOR COLLABORATION ACROSS COUNTRIES AND REGIONS

Abstract

When using Flipped Classroom (FC) methods students receive tasks prior to classroom work allowing them to acquire introductive notions about the material to be presented in classroom settings. What area the experiences of higher education teachers from the domain of social sciences regarding the use of FC methods? We present research result conducted with online questionnaires in five EU countries regarding the prevalence and general impressions of using FC methods.