Flipped Classroom in the Context of Higher Education: Learning, Satisfaction and Interaction

María José Sosa Díaz,Mario Cerezo Pizarro,Jorge Guerra Antequera

doi:10.3390/educsci11080416

María José Sosa Díaz, Mario Cerezo Pizarro + Show 1 more

Open Access

https://doi.org/10.3390/educsci11080416

Copy DOI

Journal: Education sciences	Publication Date: Aug 10, 2021
Citations: 31	License type: CC BY 4.0

Affiliation: University of Extremadura

Abstract

Educational governmental institutions have recommended implementing blended learning in higher education to respond to the “new educational normality” caused by the COVID-19 pandemic, although this is not a new challenge. Over the last few decades, higher education institutions have tried to incorporate the use of technological devices to university teaching, by redesigning and optimizing the learning experiences through a mixed teaching model. In this context, the Flipped Classroom (FC) model is one of the pedagogical models that is revolutionizing the scope of education. However, there is still not enough evidence of its advantages and disadvantages in the university stage. Therefore, it is important to analyze the impact of the FC on the learning, satisfaction and interaction of the different agents of the university community. Due to the idiosyncrasy of the present study, an exclusively qualitative and longitudinal methodology was selected; thus, 266 interviews based on open questions were conducted throughout the last five years. The results show that students value the FC model positively and corroborate its great potential from academic, competence, personal and social perspectives. Nevertheless, a small group of students are still very critical about the model and would prefer to keep using a traditional methodology, mainly due to the lack of habit using active methodologies and establishing the learning commitment required by such methodologies.

Highlights

In 2020, due to the COVID-19 pandemic, governments throughout the world had to enforce long periods of lockdown, forcing people to stay home, with very limited personal contact [1]
The pandemic has been a wake-up call for educational institutions [11], on the need to integrate digital technologies in teaching processes and develop methods [3,4]
These results allow us to be more optimistic about the possibilities of Flipped Classroom (FC) as an opportunity to change the traditional learning model [44], since, as in the case of B-learning, it enables new learning spaces, greater access to education, and new learning strategies adapted to the “new normality” [8,16,17], introducing a more active learning that will help students to acquire better studying habits and develop competences

Summary

Introduction

In 2020, due to the COVID-19 pandemic, governments throughout the world had to enforce long periods of lockdown, forcing people to stay home, with very limited personal contact [1]. During the last few decades, higher education (HE) institutions tried, with varied degrees of success, to incorporate the use of technological devices to university teaching, by redesigning and optimizing the learning experiences through a mixed teaching model [3,7,8,9,10] In this sense, the COVID-19 crisis revealed many weaknesses, deficiencies, omissions and vulnerabilities that the educational scope faces [11], such as the need of training in the use of ICT for teaching and for the total availability of and access to technological resources for both teachers and students [1,2,5]

Objectives

Methods

Discussion

Conclusion