Is Flipped Classroom an Effective Model to Respond to the Training Requirements of Our Century's Engineering?

Benefits and Limits of Flipped Classroom Implementation in Higher Education

“…Research that evaluates the pros and cons of the flipped classroom from the perspective of the teacher (Bergman & Sams, 2012;Smith & McDonald, 2013;Špilka, 2016;Boevé et al, 2017;Feniser et al, 2018) points in particular to the increased time required to prepare e-learning materials and specific rules that the teacher should follow when creating them.…”

“…These factors influence student engagement in the subject and his/her learning achievements. The topic of the impact of the flipped classroom implementation on student engagement in the subject and learning achievements has been addressed in recent years by many quantitative and qualitative international research studies (Boevé et al, 2017;Feniser et al, 2018;Rivero-Pérez et al, 2019, and others). While some research studies have noted increased student engagement in the subject after implementing the flipped classroom, others have suggested that this factor may vary across different study groups and that low engagement affects student readiness and performance during direct teaching.…”

“…For example, research on the implementation of the flipped classroom at the Polytechnic of Porto, Portugal (Lopes & Soarez, 2019) reports that although the group of students participating in the flipped mathematics classroom achieved demonstrably better results at the end of the course than the other group attending a traditional lecture, students struggled to accept their new role in the flipped classroom and did not devote enough time to preparatory activities, especially in the beginning. Students of Environmental Technology at the University of Basque Country (Feniser et al, 2018) and Food Biotechnology at the University of Burgos (Rivero-Pérez et al, 2019) also assessed the online part of the course as too tiring and time-consuming. On the other hand, they highly appreciated the active involvement in the face-to-face teaching itself.…”

“…The literature provides quite inconsistent concepts of the flipped classroom as a didactic category. It is often referred to as a "pedagogical approach" (Abeysekera & Dawson, 2015;Feniser et al, 2018), a "model" (Staker & Horn, 2012), a "teaching strategy" (Capone et al, 2017) or a "method" (Bergman & Sams, 2012;Rivero-Pérez et al, 2019). This inconsistency of terminology is also evident in the Czech translation.…”

“…In neither the Czech nor the international literature is the role of the teacher in the flipped classroom specified; most often, we encounter the labelling of the teacher as a "moderator" (Bergman & Sams, 2012), "facilitator" (Riedsema et al, 2012;Abeysekera & Dawson, 2014;Capone et al, 2017) or "guide" (Boronat-Navarro et al, 2018;Feniser et al, 2018).…”