Libro de Actas IN-RED 2015 - Congreso Nacional de Innovación Educativa y de Docencia en Red

Fillet, Jaume Fabregat; Melero, Ignacio Manuel Pelayo; Baya, Jordi Valero; Longarón, César Ornat; Puente, María Isabel Achaerandio; Soler, Eloi Pineda; Caballero, Pablo Buenestado

doi:10.4995/inred2015.2015

Cited by 1 publication

(4 citation statements)

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“…• A suitable organisation of teaching and the necessary methods and materials enables students to correctly plan their activities and so avoid possible overloads [12]. Such planning enables students to have an overall view of the effort needed in the classroom and at home: and this ability is linked to increased motivation and involvement.…”

Section: Studentsmentioning

confidence: 99%

“…The most important motivation for the classroom is attendance. This is critical because class tasks require more interaction and participation with peers, and more personalised advice from the lecturer [12]. A method for ensuring motivation in the classroom is by assessing the work and the contributions that students make in the classroom and re-thinking the interaction based on the difficulties and needs experienced.…”

Section: Studentsmentioning

confidence: 99%

“…The most important steps in this direction in recent years have been proposals for the implementation of flip-teaching in universities (e.g. [10], [11], [12], [13], [14], [15], [16]). …”

Section: Introductionmentioning

confidence: 99%

“…[24], [25], [26]) and are proposed as methodologies for future university education (e.g [11], [12], [13], [14], [15], [16], [27]). …”

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

Paving the Road for Flipped Teaching in Spanish Universities

González-Cruz¹,

Viñoles-Cebolla²,

Ballesteros‐Pérez³

et al. 2017

INTED Proceedings

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Spanish university lecturers have traditionally spent most of their contact time with students explaining theory in the classroom. Once the theoretical contents have been presented, lecturers demonstrate (with little or no student participation) several reinforcing examples and practical exercises. Student involvement only occurs when they are asked to perform a series of tasks and exercises after the lesson and generally outside the classroom.Active learning methodologies have been proven to significantly enhance the teaching-learning process, and fortunately, Spanish universities are increasingly promoting these approaches. Among these active learning methodologies, flip teaching is one of the most frequently adopted teaching strategies.However, the introduction of flip teaching poses challenges and requires a radical change of mentality from lecturers and students. To succeed, participants must abandon former work habits and work on the theoretical concepts outside the classroom, while significantly increasing the degree of interaction inside and outside the classroom. Lecturers must spearhead this process of change, but success can only be achieved with student involvement. This paper shows how flip teaching was implemented in a subject within the MSc in Project Management course at the Universitat Politècnica de València. Emphasis is given to active teaching strategy and the three basic components on which it relies: students, faculty, and the teachinglearning methodology. Results and conclusions extend the discussion and provides some guidelines on facilitating the (necessary) adoption of this and other active learning methodologies in Spanish universities.

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Section: Studentsmentioning

confidence: 99%

Section: Studentsmentioning

confidence: 99%

“…The most important steps in this direction in recent years have been proposals for the implementation of flip-teaching in universities (e.g. [10], [11], [12], [13], [14], [15], [16]). …”

Section: Introductionmentioning

confidence: 99%