The flipped classroom model at the university: analysis based on professors’ and students’ assessment in the educational field

Abstract

We find ourselves in the era of a new paradigm of education, in which learning ceases to be an internal and individual activity and becomes an activity performed collectively, critically, in participation with others, and online (Siemens, 2005). It is in this sense that the flipped classroom model arises. The present study provides evidence of the model's efficacy at the university. The study investigates whether the model improves: the teaching and learning processes, the satisfaction in the development of the course, the academic performance of students and the assessment of professors. The method used consisted of an evaluative study and the collection of data from both professors and students. Regarding students, we analysed the following set of data: academic results, the university's official survey, a questionnaire created and validated for the purpose of this study, and a focus group. Regarding professors, we collected data by interviewing the professors that organized the course. The results were in line with the previous study carried out by Yarbro, Arfstrom, McKnight and McKnight (2014). The study by Yarbro and colleagues, as well as present study, confirmed that the model contributed to: the enrichment of teaching and learning processes, aspects related to the integration of concepts, the role change of professors and students, the improvement of the processes of participation and communication, the integration of the ICTs, the improvement of academic results, and the promotion of student interest in the course.

A systematic review of Flipped Classroom methodology at university level in Spain

“…It seems that there are not studies that declared negative impact on the academic performance after using Flipped Classroom methodology yet. Regarding this topic and due to its limited number of studies on this group, it could be interesting to carry out more pre-tests and post-tests studies (Flores, Del-Arco & Silva, 2016), as well as contrast the impact of Flipped Classroom with other active methodologies applicable at university level, such as Project-Based Learning, Problem-Based Learning, Cooperative Learning or Gamification, among others, in order to measure its real effectiveness, not only based on the academic performance, but also on other topics (emotions, feelings, attitudes, generic competences, …) as Hernández-Nanclares & Pérez- Rodríguez (2016) indicate. In addition, Flores et al (2016) claim that the effectiveness of different kind of materials and resources could be another interesting future research line.…”

Higher education dominance and siloed knowledge: a systematic review of flipped classroom research

“…During our preliminary explorations of the literature, we noticed that the search for evidence of the effectiveness of and improvements engendered by the flipped or inverted classroom approach is becoming frequent. This is illustrated by several recent articles in international journals on higher education studies (Flores, del-Arco, & Silva, 2016;Kim, Kim, Khera, & Getman, 2014;Nouri, 2016;O'Flaherty, Phillips, Karanicolas, Snelling, & Winning, 2015;Park, Yu, & Jo, 2016;Westerman, Daniel, & Bowman, 2016). Based on this development, it is timely to systematically review this emerging field of research and, in particular, the field's contribution to shared knowledge on the flipped or inverted classroom phenomenon.…”

Invirtiendo el aula en asignaturas de Gestión de Empresas utilizando diferentes herramientas metodológicas

“…Desde que Bergmann y Sams (2012) desarrollaron la metodología de flipped learning, el concepto ha ido evolucionando y hoy en día podemos decir que el aula invertida ofrece mayores oportunidades a los estudiantes para desarrollar un pensamiento crítico e independiente y para mejorar su propio proceso de aprendizaje mediante la colaboración e interacción con sus iguales (compañeros) (O'Flaherty et al, 2015;Flores et al, 2016). Bishop y Verleger (2013) definen el aula invertida como aquella donde se utilizan actividades de aprendizaje interactivas y basadas en grupo dentro del aula y una instrucción individual basada en las TICS fuera del aula.…”