Flipped Classroom Method for the Teacher Training for Secondary Education: A Case Study in the University of Granada, Spain

Abstract

Flipped Classroom methodology has strongly introduced in the classrooms of different educational levels, but above all in the University. This methodolo-gy could be defined as the reversal of roles in the classroom, where the stu-dent acquires theoretical knowledge outside of the classroom and becomes a space for resolving doubts and cooperative work. Thus, this paper analyzes the experience carried out at the University of Granada with students of the Master's Degree in Secondary School Training where Flipped Classroom methodology has been applied. The research methodology used is quantita-tive, so that an ad hoc questionnaire on a Likert scale was used to obtain the data. Among the obtained results, it is observed that the students perceive an improvement in their academic performance and the improvement of the dif-ferent personal and social skills. Finally, it can be concluded that this kind of experiences where the Flipped Classroom methodology is applied favors the development of skills depending of subject taught and the field of knowledge.

Pedagogical Approaches in the Knowledge Society: The Flipped Classroom Method for the Development of Creativity and Dialogical Learning

“…On the other hand, the SEM allowed establishment of the covariance and correlation between items [30,31]. The premise that the flipped classroom improves students' motivation is confirmed [11,14], and is illustrated in the perfect correlation obtained. To this regard, students perceive how their motivation towards the subject increases when a more autonomous and flexible work dynamic is applied [2,3], through the use of technologies [5].…”

“…On the other hand, some different studies relate the implementation of the flipped classroom method to the improvement of academic performance [3,6,7,8,9,10,11,12]. Furthermore, it is possible to highlight the development of transversal skills, which are beneficial for students, not only on the personal, academic and social sphere, but also for professional purposes: teamwork [2,13], motivation [11,14], autonomy [8,9,15] and creativity [12,16]. Nevertheless, although the benefits of carrying out flipped classrooms start to be empirically reported, some authors express the necessity to keep doing research on the results of this method [5].…”

M-learning and autonomous education: the impact of the Moroccan digital classroom project on science subject’s learning

“…Thus, the hypothesis asserting a statistically significant correlation between addiction to random digital resources and academic achievement within the study sample has been validated with a confidence level of 95%. This implies a 5% probability of making an error [19].…”

“…The global health crisis, exacerbated by the COVID- 19 pandemic, has necessitated a transformation in education, prompting the adoption of distance learning models utilizing digital tools to ensure the uninterrupted flow of educational systems. In response to these challenges, the Minister of National Education for Preschool and Sport in Morocco has introduced a groundbreaking initiative the creation of digital classrooms in Moroccan educational institutions.…”

Flipped Classroom in Writing Learning: Effectiveness Measuring in Terms of Genre and Gender (Flipped Classroom dalam Pembelajaran Menulis: Pengukuran Efektivitas ditinjau dari Genre dan Gender)

“…Second, flipped classroom can be implemented in various forms of learning (Hendrik & Hamzah, 2020). Third, flipped classrooms support skill development depending on the subjects taught and the area of knowledge of teachers and students (Hinojo-Lucena et al, 2019). Fourth, the flipped classroom emerged as an approach to improve student retention and transfer and make more efficient use of class time (Estes et al, n.d.).…”