College associate professor at Károli Gáspár University of the Reformed Church in Hungary. He graduated in psychology, and special psychopedagogy, with an M.D. in Institutional Communication and Educational Management.
His research activity is oriented toward developing and testing new educational methods, aimed at improving learning-centered communication in classroom settings. He has 18 years of experience in teaching psychology and related disciplines like educational psychology and developmental psychology. He has also experience in elaborating and accrediting training courses for in-service teachers.
He has worked as a monitoring and facilitating expert in several school-development programs in Hungary and Romania. He also has five years’ experience in monitoring national-level EU projects (PHARE program) working as Local Implementation Agent for external monitoring companies. He is the author of 4 books, 8 book chapters, and 29 scientific articles.
DEVELOPING FLIPPED METHODS FOR TEACHING
Flipped classroom (FC) is a pedagogical approach in which the conventional notion of classroom-based learning is inverted, so that students are introduced to the learning material before class, with classroom time then being used to deepen understanding through discussion with peers and problem-solving activities facilitated by teachers. Although using FC methods has multiple benefits and is growing popularity, researchers and practitioners indicate that among impediments of widespread usage of FC methods are the additional time and technological support in relation to development of flipped learning activities. The flipped approach often involves the investment of significant time and energy on the part of instructors (e.g., recording video lectures, designing additional in-class activities). It is therefore recommended for teachers flipping their courses in team. By working in team, teachers can share their experiences of implementing flipped classrooms as well as their teaching resources. In the course of the “Developing Flipped Methods for Teaching” project flipped learning pedagogical material (out-of-class tasks, preassessment tools, in-class activities) were developed for teaching introductory psychology subjects during an academic year. Project ouputs help overcoming the difficulties of elaborating multiple materials for teaching with flipped classroom design. By collaboration of six education institutions the developed materials are available in seven languages (English, Romanian, Hungarian, Portuguese, Bulgarian, Slovak and Greek), tackling a gap between educational research and practice.