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

TítuloThe flipped classroom model at the university: analysis based on professors’ and students’ assessment in the educational field
Tipo de publicaciónJournal Article
Año de publicación2016
AutoresFlores, O, del Arco, I, Silva, P
RevistaJournal of Educational Technology in Higher Education
Ejemplar1
Paginación2-12
ISBN2365-9440
Resumen

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.

URLhttps://educationaltechnologyjournal.springeropen.com/articles/10.1186/s41239-016-0022-1
DOI10.1186/s41239-016-0022-1
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