Development of the learning to learn competence in the university context: flipped classroom or traditional method?

María Espada,Maite Gómez-López,José Antonio Navia,Patricia Rocu

doi:10.25304/rlt.v28.2251

María Espada, Maite Gómez-López + Show 2 more

Open Access

https://doi.org/10.25304/rlt.v28.2251

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Abstract

This study analyses the use of a flipped classroom to develop the ‘learning to learn’ competence in the university context. This research was conducted on a subject about Applied Teaching Methodology included in the Physical Activity and Sports Science degree at the Polytechnic University of Madrid (Spain). A total of 110 university students (mean age 21.6 ± 3.0 years) participated in the research and were divided into two groups: one group (44 students) received an intervention based on the traditional method (with theoretical classes and resolved questions) and the other group (66 students) received an intervention using the flipped classroom method; self-perception of the level of development of the ‘learning to learn’ competence was analysed before and after the intervention. The design involved two groups that followed different types of teaching (traditional vs. flipped classroom) × two moments in time (before and after). This study did not find any significant differences between the traditional and flipped classroom method, in the perception of the development of the ‘learning to learn’ competence.

Highlights

Education based on competences Over the last three decades, the development of competence systems, accompanied by the escalation in information and communication technologies, and the globalisation process, has had multiple repercussions in the world of education (Climént 2010).In the early 2000s, more and more European countries made efforts to shift from solely knowledge to a broader competence approach in national curricula
The values of the three factors on the questionnaire were similar across the types of pedagogical interventions (Figure 1)
RM ANOVA confirmed no significant effect for pedagogical intervention on learning management [F(1,108) = 2.98, p = 0.087, ηp2= 0.03], self-evaluation of the process [F(1,108) = 2.13, p = 0.147, ηp2= 0.02] or self-knowledge as a learner [F(1,108) = 0.34, p = 0.564, ηp2= 0.00]

Summary

Introduction

Education based on competences Over the last three decades, the development of competence systems, accompanied by the escalation in information and communication technologies, and the globalisation process, has had multiple repercussions in the world of education (Climént 2010).In the early 2000s, more and more European countries made efforts to shift from solely knowledge to a broader competence approach in national curricula. Education based on competences Over the last three decades, the development of competence systems, accompanied by the escalation in information and communication technologies, and the globalisation process, has had multiple repercussions in the world of education (Climént 2010). The adoption of the 2006 Recommendation on Key Competences for Lifelong Learning and its annexed European Reference Framework of Key Competences for Lifelong Learning was very timely to support this process and provide a common reference document (European Commission 2018).

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