Educational Potentials of Flipped Learning in Intercultural Education as a Transversal Resource in Adolescents

Abstract

The evolution of technology in the educational field has resulted in the emergence of new ways of teaching and learning, adapted to the formative characteristics of a digital era. This is the case of Flipped Learning (FL), an innovative teaching methodology that uses technology to carry out instructional action and change learning moments and spaces. The objective of this study is to verify the effectiveness of FL on a traditional methodology without the use of digital resources in teaching content related to intercultural education. A quantitative research method has been followed by an experimental design. Two study groups have been set up. With the control group a traditional training methodology has been used, and with the experimental group an innovative one, through FL. A total of 60 students of the 4th level of Secondary Education from an educational center in Ceuta (Spain) have participated. An ad hoc questionnaire derived from other validated instruments has been used for data collection. The findings show that the FL has achieved better results in the different dimensions analyzed. Therefore, it is concluded that the implementation of innovative training actions such as FL can obtain better results in academic indicators than a traditional methodology.

Effectiveness of flipped learning and augmented reality in the new educational normality of the Covid-19 era

“…Since those first actions, many transformations have been suffered by flipped learning, always keeping its essence and basic principles (SOLA et al, 2019). For all this, flipped learning has become one of the tools most used by teachers in the world, obtaining very good results with its implementation (AWIDI; PAYNTER, 2019;YOSHIDA, 2015) and an increase in positive variables for the development of the student body (FUENTES CABRERA et al, 2020).…”

Adapting Competitiveness and Gamification to a Digital Platform for Foreign Language Learning

“…To achieve this engagement in students, activities are implemented that meet their psychological and social needs [42], [43], in order to feel committed without any conditioning. Thus, according to the theory of self-determination [44] we can distinguish two types of motivation according to the objectives they pursue.…”

Dietary Intervention through Flipped Learning as a Techno Pedagogy for the Promotion of Healthy Eating in Secondary Education

“…Socio-educational encompasses aspects related to gender, age, city, nationality, religion, course, learning difficulties, training methodology, and use of digital resources [14,60,73,78,[83][84][85][86]. Motivation refers to the degree of motivation of the students during the learning process [14,60,73,78,[83][84][85][86].…”

“…Interactions groups the type of interaction possible in learning actions such as the interaction between the teacher and the students, between the students and the didactic contents, and, finally, between the students [14,63,78,[83][84][85]. Autonomy determines the degree of autonomy reflected by the students in carrying out the various training activities, both teaching and learning [14,60,67,78,[83][84][85][86]. Collaboration refers to the degree of teamwork achieved by students in the instructional process [14,73,78,[83][84][85].…”

“…In both cases, the same assessment techniques and instruments were used. In other words, the written test was used, which was worth 60% of the final rating of the subject, along with direct observation, with a weighting of 20% of the final rating, and the portfolio, with a weighting of 20% [86].…”