Abstract
The effectiveness of flipped learning depends largely on student typology. This study analyzes the applicability of this approach, according to the characteristics inherent to students based on their educational stage. The objective of the research is to verify the effectiveness of flipped learning compared to a traditional methodology during the stages of preschool, primary, and secondary education. For this study, a descriptive and correlational experimental research design was followed, based on a quantitative methodology. Two types of analysis groups (control and experimental) were established in each of the mentioned educational stages. As a data collection instrument, a validated ad hoc questionnaire was applied to a sample of 168 students from the Autonomous City of Ceuta (Spain). The results show that the applicability of flipped learning is more positive in primary and secondary education when compared to a traditional teaching method. However, the results found in preschool education reflect the difficulties in adapting the model to the needs of the students of that stage, due to the difficulties in the autonomous management of digital teaching platforms and the requirement of a minimum level of abstraction to apply this approach.
Highlights
Many of the educational practices that are carried out today are not applicable to the daily contexts in which students perform outside the school environment
The effectiveness of the application of flipped learning depends largely on the student typology upon which it is put into practice [63]
This study analyzed the applicability of a flipped learning approach while taking into account the characteristics inherent in students according to their educational stage: infant education, primary education, or secondary education
Summary
Many of the educational practices that are carried out today are not applicable to the daily contexts in which students perform outside the school environment. A possible solution to this situation is implementing new pedagogies to reverse the actions and times that, in a traditional way, take place in the classroom [1] In this way, flipped learning has recently acquired a leading role [2,3] as an alternative that was developed due to the inclusion of information and communication technologies (ICT) in the field of education, to give greater prominence to students during their learning processes [4,5]. The flipped learning concept was coined in 2012 by two experts in the area of education (Jonathan Bergmann and Aaron Sams) The experts, in their teaching exercise, made online audiovisual material so that students who did not regularly attend the classroom could maintain their learning [6]. Its evolution has been constant, and it has a greater number of followers thanks to its effectiveness in transferring teaching and learning processes [7]
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