Flipped Classroom: Active Methodology for Sustainable Learning in Higher Education during Social Distancing Due to COVID-19

Abstract

Methodological guidelines for virtual teaching during the lockdown, tailored to Flipped Classroom, are suggested by the Spanish University Education System. This educational methodology is recommended as an effective method for distance learning due to COVID-19 by several articles, studies, research, universities and institutions in different countries around the world. However, what is the impact of these extreme circumstances on the implementation of Flipped Classroom in Higher Education? The study design is a descriptive and correlational research that compares the frequency of the implementation of Flipped Classroom before and during social distancing. This information is provided by the participants, university professors from the Faculty of Education Sciences of the University of Malaga, through an ad hoc questionnaire. The results reveal a significant increase in the frequency of Flipped Classroom sessions (z = −4.80; p <.001) during the lockdown. The data also show a significant increase in the quantity and variety of didactic resources (t = −2.390; p = 0.021), mainly those related to Flipped Classroom, with video (z = −2.860, p = 0.004) and audio (z = −2.049, p = 0.040) files. University professors consider virtual teaching during the lockdown an opportunity for Flipped Classroom and digital skills that could improve the quality of university educational methodology.

Flipped classrooms in higher education during the COVID-19 pandemic: findings and future research recommendations

“…Student-perceived stress did not increase during online, remote learning associated with the pandemic. Additionally, datasets showed no significant differences in coping behavior, self-efficacy or emotional status Collado-Valero et al, ( 2021 ) Spain teachers Education science Comparative research quantitative 45 The results revealed an increase in the implementation of FC during the pandemic. Teachers considered that the circumstances encouraged the implementation of FC Dapper et al, ( 2020 ) Germany students Medical education (radiation oncology) graduate Case-study research mixed 125 Traditional teaching methods were largely accepted by students, but opinions on the application of alternative teaching methods or e-learning formats, in particular on the application of FC method, differed widely Durfee et al, ( 2020 ) USA students Medical education (radiology) graduate Action research mixed 111 Virtual radiology core clerkship design included online FC modules and this was shown to be successful, since student performance on the standardized final exam was similar to the in-person teaching Feijóo et al, ( 2021 ) Spain, Peru students Engineering undergraduate Action research mixed 220 Authors concluded that the flipped teaching methods implemented by them during the pandemic shift to remote teaching suffered less than other classical teaching approaches, not only with regards to lectures but also to the outcomes Hoshang et al, ( 2021 ) UAE students and teachers Information systems and Engineering undergraduate Action research mixed 300 students and 10 teachers Students and teachers were in favor of FC usage, but not strongly and without criticism.…”

Effectiveness of the flipped classroom model on students’ self-reported motivation and learning during the COVID-19 pandemic

“…Participants' views on the adoption of this flipped approach were collected through an ad hoc questionnaire, the main purpose of which is to report on the implementation of a flipped approach by collecting data at two points in time from a sample of university students. Several advantages have been identified in the use of this technique in terms of reliability, objectivity, and representativeness (Cohen et al, 2017). Questionnaires are particularly valuable for data collection, as their quantifying nature and easy administration allow researchers to collect information from a large number of people.…”

“…As can be noted from the above-mentioned studies, the importance of increasing satisfaction and engagement during the unusual situation of COVID-19 is fundamental for educators to adopt strategic decisions to develop a culture of engagement among students. In this sense, Collado-Valero et al (2021) identified a significant increase in the use of different online digital resources under the FC approach in a Spanish higher education context, mainly those related to video and audio resources, which provided a greater number of opportunities for students to share their learning experiences through a virtual space. Other research studies also confirm the distinctive rise of flipped learning, whereby students access information and have more opportunities to interact with each other, due to the wide range of possibilities for sharing opinions and ideas offered by these virtual scenarios.…”

University Students’ Perception, Evaluation, and Spaces of Distance Learning during the COVID-19 Pandemic in Austria: What Can We Learn for Post-Pandemic Educational Futures?

“…Furthermore, current research sheds light on the dimension of sustainability in the context of the pandemic. Studies on sustainability education [27,28] as well as on sustainable online learning and teaching [29][30][31] have highlighted challenges and possibilities for sustainable development in the context of the pandemic. Especially social distancing and temporary lockdowns are reported to have a significant impact on the everyday life and education of millions of students.…”