The flipped learning model in online based education for secondary teachers

Abstract

The online-based model known as “flipped learning” raises new challenges that are different from those of face-to-face teaching. The flipped learning model enhances the active and autonomous learning of students, changes the relationships between them and with the teacher, and encourages innovation within the learning process. The following paper presents a descriptive, poll-based study after having implemented the model in the Curricular design course offered in two different departments, Mathematics and Technology and Computer Science, as part of the Master's Degree program in Secondary Education Teacher Training, taught online by the International University of La Rioja (UNIR). For this purpose, we have designed a learning model with a series of stages based on the events proposed by Gagné for the design of a teaching unit. In order to analyze the impact that the model has on student performance, the final grades obtained by the students are collected after individually designing a didactic unit, as required to demonstrate their learning, analyzing the difference between the control group and those participating in the designing experience. The results revolve around several axes, such as student satisfaction, the training they received, the perceived usefulness of the training received, the evaluation of the entire training process as it was carried out, and the performance achieved. This model ensures that the student is satisfied with and finds the usefulness of the training received, attains better academic performance and fosters very positive attitudes among the students as a whole.

Enhancing Thai student-teacher problem-solving skills and academic achievement through a blended problem-based learning approach in online flipped classrooms

“…These findings are consistent with Romero-García et al [ 92 ], who found that the authors’ flipped learning model resulted in higher student satisfaction and academic performance. This underscores the value of innovative teaching methods in promoting positive student outcomes.…”

Inovasi Pembelajaran Aktif di Perguruan Tinggi : Studi Kasus di Institut Agama Islam Negeri Jember

“…h. Flipped Classroom (kelas terbalik) Kelas terbalik (flipped classroom) adalah pembelajaran campuran, dimana materi pelajaran dipelajari secara praktis sebelum peserta didik hadir di dalam kelas. Dengan cara ini, kelas menjadi aktif sebagai ruang belajar, di mana materi yang telah dipelajari dikerjakan dan kegiatan pemecahan masalah juga dipraktekkan, proyek dan diskusi kelompok dilakukan, dengan dukungan dari pendidik dan kerjasama teman sejawat (Romero et al, 2019). Prinsip dasar dalam melaksanakan pembelajaran dengan metode kelas terbalik (flipped classroom) yaitu: (1) kegiatan kelas melibatkan sejumlah besar aktivitas peserta didik, belajar untuk bertanya, memecahkan masalah dan kegiatan lainnya, menuntut peserta didik untuk mengambil, menerapkan dan memperluas materi yang dipelajari secara online/mandiri; (2) peserta didik menerima umpan balik segera setelah kegiatan belajar di dalam kelas;…”

Online Flipped Classroom: Developing Postgraduate Science Education Students’ Critical Thinking Skills

“…This study portrayed that tracing learning resources, making presentation files, and discussing them facilitated the students a lot in training their critical thinking. Moreover, McLean, Attardi, Faden, & Goldszmidt (2016) showed that flipped classrooms produced better learning processes and academic performance (Romero-García, Buzón-García, & Touron, 2018).…”