Transforming a class from
the Psychology degree into a &lt;em&gt;flipped
classroom&lt;/em&gt;

Miragall, Marta; García‐Soriano, Gemma

doi:10.7203/attic.17.9097

Cited by 10 publications

(7 citation statements)

References 10 publications

(14 reference statements)

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“…Likewise, the fact of giving the students autonomy in carrying out the tasks [14] affects the development of creativity, as confirmed in this experience. Regarding the development of personal and communication skills, these are enhanced by teamwork that favours the Flipped Classroom [8,12,13], in the same way that the percentage of student agreement is 81.7% (social and personal skills) and 72% (teamwork).…”

Section: Discussionsupporting

confidence: 72%

Flipped Classroom Method for the Teacher Training for Secondary Education: A Case Study in the University of Granada, Spain

Lucena

Díaz

Reche

et al. 2019

Int. J. Emerg. Technol. Learn.

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Flipped Classroom methodology has strongly introduced in the classrooms of different educational levels, but above all in the University. This methodolo-gy could be defined as the reversal of roles in the classroom, where the stu-dent acquires theoretical knowledge outside of the classroom and becomes a space for resolving doubts and cooperative work. Thus, this paper analyzes the experience carried out at the University of Granada with students of the Master's Degree in Secondary School Training where Flipped Classroom methodology has been applied. The research methodology used is quantita-tive, so that an ad hoc questionnaire on a Likert scale was used to obtain the data. Among the obtained results, it is observed that the students perceive an improvement in their academic performance and the improvement of the dif-ferent personal and social skills. Finally, it can be concluded that this kind of experiences where the Flipped Classroom methodology is applied favors the development of skills depending of subject taught and the field of knowledge.

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Section: Discussionsupporting

confidence: 72%

Flipped Classroom Method for the Teacher Training for Secondary Education: A Case Study in the University of Granada, Spain

Lucena

Díaz

Reche

et al. 2019

Int. J. Emerg. Technol. Learn.

View full text Add to dashboard Cite

show abstract

“…In agreement with studies by earlier authors in which the flipped classroom method was applied (Alebrahim & Ku, 2020;Campos-Mesa, 2022;Zhu, Lian & Engström, 2020), what has been verified here is an improvement in academic performance on the module, in this case of almost one extra point on a ten-point scale when comparing the academic results obtained in the module's final exam between the students who participated in this experiment and those who did not. This can be attributed to an increase in hours dedicated to learning with increased daily effort and attention (Salcines-Talledo, Cifrián-Bemposta, González-Fernández & Viguri-Fuente, 2020), to the commitment and central role of the students (Miragall & García-Soriano, 2016) and to the fact that the teacher prepared videos explaining the topic and providing additional material for study, helping to involve students fully in the learning process.…”

Section: Discussionmentioning

confidence: 99%

Application of the flipped classroom model to stimulate university students’ learning with online education

Revuelta

2023

J. Technol. Sci. Educ.

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This work sets out the results of a teaching innovation project applying the flipped classroom model in the Knowledge of Mathematics module on a bachelor’s degree in primary education over two consecutive years at a university that exclusively uses online teaching. This model is used with the aim of stimulating the students’ working methods and improve their intrinsic motivation. The research evaluates the impact of the flipped classroom on academic performance in the subject and collects information on student satisfaction with the development of the experiment. This is a pioneering study as it analyses learning outcomes with mathematical content in university-level classes delivered online synchronously on a permanent basis and not owing to exceptional circumstances such as the Covid-19 pandemic.To do this, specific videos were developed, which students had to watch, with various practical exercises embedded in them to be done before classes. The marks from these exercises along with the final grades for the course are considered to assess the learning outcomes throughout the semester. The results obtained were clearly positive both in performance and in terms of students’ motivation and awareness of their own learning process, as well as the contribution of this proposal to improving their teaching–learning process, essentially through greater student involvement in and commitment to the subject.

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“…Turan & Akdag-Cimen (2019), who conducted a review of flipped classroom approach in English language classrooms, also reported that the use of flipped classroom approach was workable especially for the speaking and writing skills. Nevertheless, although previous studies including by Andujar et al (2020) have indicated the benefits gained by students in a flipped classroom, studies conducted by Vuong (2018) and Miragall & García-Soriano (2016) have shown that students often face challenges in participating in the flipped classroom setting.…”

Section: Introductionmentioning

confidence: 93%

Innovative Flipped Classroom Approach for TESL Subjects: From Students’ Perspective

Yin

Yusof

2020

LSPI

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The importance of active learning and higher order thinking skills among students at higher learning institutions have steered lecturers to employ the flipped classroom approach in their classes. The move is hoped to assist students to become active recipients of knowledge and break away from the traditional learning method where knowledge is only imparted by lecturers. A study was conducted to investigate: (1) the TESL students’ ability to research and present their findings related to a teaching method via group posters when the flipped classroom approach is utilized in their Methodology in TESL 1 subject, and (2) their views on the feasibility of using flipped classroom approach for other TESL subjects. This study had adopted the mixed method approach in which an interview guide was used to address the first research question and a questionnaire was used to address the second research question. From the interview, it is found that majority of the TESL students had managed to research the teaching method assigned to them, had understood what they were reading, and were able to present the teaching method in the form of a poster. From the questionnaire data, it was found that majority of the TESL students agreed the flipped classroom approach can be implemented for other TESL subjects although a few of them felt that it might only be suitable for certain topics or subtopics as they were afraid of inaccurate knowledge being transferred if there is no proper guidance from the lecturer. Nevertheless, for this study, it can be concluded that the flipped classroom approach had enhanced the students’ understanding of the given topic, and it is feasible for other TESL subjects.

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Transforming a class from the Psychology degree into a <em>flipped classroom</em>

Cited by 10 publications

References 10 publications

Flipped Classroom Method for the Teacher Training for Secondary Education: A Case Study in the University of Granada, Spain

Flipped Classroom Method for the Teacher Training for Secondary Education: A Case Study in the University of Granada, Spain

Application of the flipped classroom model to stimulate university students’ learning with online education

Innovative Flipped Classroom Approach for TESL Subjects: From Students’ Perspective

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