Projection of the Flipped Learning Methodology in the Teaching Staff of Cross-Border Contexts

Abstract

Technological impact and immigration have resulted in ICT playing a significant role in educational adaptation to multicultural environments. This study focuses on flipped learning as an innovative teaching method. The overall objectives of this research are, on the one hand, to carry out a review of the scientific literature about flipped learning, and, on the other hand, to know the extent of its scope amongst teaching staff in cross-border regions.
To achieve these objectives, a quantitative method has been developed through a descriptive model. 316 teachers from different educational centres of the Spanish Autonomous City of Ceuta (Spain) were selected as a sample, and an ad hoc questionnaire was used as an instrument for collecting personal data. Statistical procedures were performed through SPSS software, using location and scattering parameters (median and standard deviation), measurements (Pearson’s asymmetry coefficient and Fisher’s pointing coefficient) and association tasks between variables. The results show that teachers claim to have the necessary knowledge to implement flipped learning in their programmes, but they still have certain deficiencies in their specific training. A significant number of these teachers do not use it because they lack training and digital assets, and also because of a certain apprehension towards innovative practices. The main benefits include the improvement in the student’s autonomy, their participation, interaction and motivation, as well as the teachers’ satisfaction. Regarding the teachers’ perception, it therefore follows that flipped learning contributes to the attention towards diversity created by the multicultural environments, which in this case is a result of the migration phenomenon.

Formative Transcendence of Flipped Learning in Mathematics Students of Secondary Education

“…The present study intends to confirm the effectiveness that flipped learning has obtained in the field of educational research as reported in the recent impact literature [7,11,13,49,50,[73][74][75]. This effectiveness has been contrasted with the classical and expository methods of knowledge transmission, where the teacher reproduces the contents unilaterally without encouraging the exchange of knowledge and interaction with students [76].…”

“…At the forefront of innovative pedagogical trends is flipped learning [6]. This instructional methodology is characterized by being an alternative in educational practice, where the use of information and communication technology (ICT) [7] stands out, investing in the roles of the learning process and giving leadership to students [8,9]. A relevant aspect is the importance that this innovative approach has assumed in the brief temporal space it has in the field of education [10,11].…”

“…With flipped learning, educational support actions are promoted at any time the student requires. Students can access the digital platform and visualize audiovisual materials infinitely until the contents are assimilated [7]. This encourages learning facilitated by technology that has an effect on increasing motivation.…”

Impact of Educational Stage in the Application of Flipped Learning: A Contrasting Analysis with Traditional Teaching

“…The success of the implementation of flipped learning requires the involvement, training, and dedication of teachers [57], as well as an optimal level of digital competence to generate digital resources [58] and organize and adapt the virtual spaces where the content is located [59,60]. In addition, this approach requires teachers to sometimes dedicate their own time to generating resources to follow, guide, and adequately tutor the student [61,62].…”

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

“…This innovative teaching and learning methodology was created in 2012 by Jonathan Bergmann and Aaron Sams, who developed audiovisual teaching materials so that students with class attendance problems could access the contents from an electronic device connected to the Internet (Bergmann and Sams 2012). From its inception to date, this innovative didactic approach has accrued great relevance, demonstrated by the effectiveness that it grants formative action (He et al 2016;López Belmonte et al 2019;Zainuddin et al 2019).…”