Abstract
The evolution of technology in the educational field has resulted in the emergence of new ways of teaching and learning, adapted to the formative characteristics of a digital era. This is the case of Flipped Learning (FL), an innovative teaching methodology that uses technology to carry out instructional action and change learning moments and spaces. The objective of this study is to verify the effectiveness of FL on a traditional methodology without the use of digital resources in teaching content related to intercultural education. A quantitative research method has been followed by an experimental design. Two study groups have been set up. With the control group a traditional training methodology has been used, and with the experimental group an innovative one, through FL. A total of 60 students of the 4th level of Secondary Education from an educational center in Ceuta (Spain) have participated. An ad hoc questionnaire derived from other validated instruments has been used for data collection. The findings show that the FL has achieved better results in the different dimensions analyzed. Therefore, it is concluded that the implementation of innovative training actions such as FL can obtain better results in academic indicators than a traditional methodology.
Highlights
Information and communication technology (ICT) has occupied a large part of the daily actions we carry out, being a technology that is increasingly integrated into people’s lives (Berea et al 2019).In the field of education, technology has assumed a certain role, which is reflected in the innovative methodological approaches that are carried out both inside and outside the classroom (Area-Moreira et al 2016)
The improvements in educational technology have placed education in a phase of transformation, oriented towards the inclusion of technological resources from a pedagogical perspective (Pereira et al 2019). These changes have led to a modification and an improvement in the didactic processes, which have resulted in an increase of academic indicators such as ‘motivation’, and a set of digital training resources so that teachers can develop their work in learning spaces (Álvarez-Rodriguez et al 2019; Khine et al 2017)
The general objective of this research was to analyze the effectiveness of Flipped Learning (FL) for learning intercultural competences versus the use of a traditional methodology in the 4th year of Secondary Education
Summary
Information and communication technology (ICT) has occupied a large part of the daily actions we carry out, being a technology that is increasingly integrated into people’s lives (Berea et al 2019).In the field of education, technology has assumed a certain role, which is reflected in the innovative methodological approaches that are carried out both inside and outside the classroom (Area-Moreira et al 2016). The improvements in educational technology have placed education in a phase of transformation, oriented towards the inclusion of technological resources from a pedagogical perspective (Pereira et al 2019) These changes have led to a modification and an improvement in the didactic processes, which have resulted in an increase of academic indicators such as ‘motivation’, and a set of digital training resources so that teachers can develop their work in learning spaces (Álvarez-Rodriguez et al 2019; Khine et al 2017).
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
