Abstract
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.
Highlights
The Flipped Classroom methodology is being implemented in the classrooms of different educational levels, which it is defined as the flipped of roles in the classroom, where the student acquires the theoretical knowledge outside and the classroom becomes a propitious space for resolving doubts and cooperative work [1, 2]
The sample was composed by two groups of students of the Master's Degree in Compulsory Secondary Education and Baccalaureate, Vocational Training and Language Teaching, specialty of Mathematics and Geography and History of the University of Granada, to which the Flipped Classroom methodology has been applied in the development of class sessions on the subject of "Society, Family and Education" during the 2017-2018 academic year
Q1 Academic performance Q2 Development of creativity and innovative ideas in teaching Q3 Development of metacognitive skills Q4 Development of social and personal skills Q5 Greater knowledge and learning through teamwork Q6 Increase of my interest and personal motivation towards the subject Q7 Acquisition of a comprehensive knowledge, practical, transferable to other subjects and to reality Q8 I prefer to work through active methodologies such as Flipped Classroom as opposed to traditional teaching methods Q9 The global assessment of my learning experience with this teaching methodology
Summary
The Flipped Classroom methodology is being implemented in the classrooms of different educational levels, which it is defined as the flipped of roles in the classroom, where the student acquires the theoretical knowledge outside and the classroom becomes a propitious space for resolving doubts and cooperative work [1, 2]. The origin of this methodology born in the concern of two teachers to oppose school absenteeism, likewise they began to record their presentations with audio to offer as support material to students [3] From this experience they realized that this teaching method favored the development of certain benefits, among them those highlighted by the pioneers Bergmann and Sams [4] and collected in Gértrudix and Rivas [5], Zainuddin and Hajar [6] and Rincón [7]: development of a collaborative learning environment, dynamizes the role of students, actualization of the teaching role, allows autonomous learning, fosters student skills and facilitates the deployment of interactive participatory tasks. These advantages associated with the Flipped Classroom methodology can be verify in different investigations carried out in which its acquisition becomes evident [8, 9, 10, 11, 12, 13].
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