Flexible Learning by Design : Enhancing Faculty Digital Competence and Engagement Through the FLeD Project
Afonso, Ana (Universidade Aberta (Portugal))
Morgado, Lina (Universidade Aberta (Portugal))
Noguera, Ingrid (Universitat Autònoma de Barcelona. Departament de Teories de l'Educació i Pedagogia Social)
Sepúlveda-Parrini, Paloma (Universitat Autònoma de Barcelona. Departament de Teories de l'Educació i Pedagogia Social)
Hernández-Leo, Davinia (Universitat Pompeu Fabra)
Alkhasawneh, Shata N. (Universitat Pompeu Fabra)
Spilker, Maria João (Universidade Aberta (Portugal))
Carvalho, Isabel Cristina (Research Centre on Arts and Communication (CIAC-UAb))

Data:	2025
Resum:	Based on flipped learning, digital competence, and inclusive instructional design, this study employs a mixed-method approach (quantitative and qualitative) to evaluate the pilot and involves academics from six European universities. Teacher participants co-designed and implemented flexible learning scenarios using the FLeD tool, which integrates pedagogical patterns, scaffolding strategies, and playful features. Using a mixed-methods research approach, this study collected and analyzed data from 34 teachers and indirectly over 800 students. Results revealed enhanced student engagement, self-regulated learning, and pedagogical innovation. While educators reported increased awareness of inclusive teaching and benefited from collaborative design, challenges related to tool usability, time constraints, and the implementation of inclusivity also emerged. The findings support the effectiveness of structured digital tools in promoting pedagogical transformation in online, face-to-face, and hybrid learning. This study contributes to the discussion on the digitalization of higher education by illustrating how research-informed design can enable educators to develop engaging and flexible inclusive learning environments in line with the evolving needs of learners and the opportunities presented by technology.
Nota:	Altres ajuts: This research has been funded by the FLeD Project, that was co-founded by Erasmus+ under project grant 2022-1-ES01-KA220-HED-000085250.
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Llengua:	Anglès
Document:	Article ; recerca ; Versió publicada
Matèria:	Learning design ; Flexible learning ; Flipped learning ; Educational technologies
Publicat a:	Education sciences, Vol. 15, Núm. 7 (July 2025) , art. e934, ISSN 2227-7102

DOI: 10.3390/educsci15070934

27 p, 928.5 KB

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