Flipped Classroom Experience Research Articles

FLIPPED CLASSROOM IN SCIENCE EDUCATION: CORRELATING STUDENT EXPERIENCE WITH ATTITUDES

Despite the growing adoption of the Flipped Classroom (FC) model in higher education, there is limited exploration of its impact on secondary education and students' attitudes toward science. Thus, this study aimed to examine the correlation between secondary school students' perceptions of the Flipped Classroom experience in learning science and their attitudes towards the subject. The research focused on five perception constructs: Collaborative Environment, Self-Directed Learning, Learning Impact, Motivation and Enjoyment, and Technology Integration. Students' attitudes towards science were measured across five constructs: Importance of Science, Practical Work in Science, Learning Science in School, Science Outside School, and Future Participation in Science. The study utilized a quantitative survey methodology, collecting data from a sample of 100 Form Four students at School A, Sabah, Malaysia as of the year 2024. Through the analysis of the survey, the study found a significant positive correlation between students' positive perceptions of the FC experience and their attitudes towards science. Notably, high ratings for ‘Motivation and Enjoyment’ indicated enhanced student engagement, while lower ratings for ‘Technology Integration’ highlighted areas needing improvement. The findings underscore the potential of the FC to positively influence students' attitudes towards science. This research implies that educators should seek ways to enhance student engagement and foster a positive attitude towards science through innovative teaching methods such as Flipped Classroom. Keywords: attitude towards science, Flipped Classroom (FC), perceptions of the FC experience, science education, secondary education

Flipped Classroom in the English Literature Lesson

This paper presents a flipped classroom experience for the “English Narrative” subject. The teaching of literature usually involves a traditional approach through which the teacher delivers some theoretical content about authors, their work, and the cultural context in which they developed their literary production. As a result of this method, the class time devoted to the critical analysis of those texts may be considerably reduced due to an excess of theory. In contrast, the flipped classroom methodology allows students to prepare part of the content at home after watching an educational video or presentation provided by their teacher, and the class time is used to assess the selected texts in a more effective way. This proposal describes the procedure employed for a flipped lesson based on The Picture of Dorian Gray, by Oscar Wilde. A group of 25 Spanish students were involved. They currently take the third year of the Degree of Modern Languages at the University of Las Palmas de Gran Canaria. The participants have learned about Wilde’s novel and his ideas about art and beauty outside the classroom. Thus the time spent in class has been mainly dedicated to the analysis and critical discussion of said novel. The evaluation was conducted through 9 open questions. The answers have shown the preference for applying the flipped methodology rather than focusing on a more conventional approach to teaching literature.

Student Perception on Initial Experience of Flipped Classroom in Sport Education Department

This study aimed to investigate the perception of students towards their initial experience with the flipped classroom model of education in Sport. Qualitative research method was employed, including the distribution of questionnaires and interviewing ten participants, consisting of university students in Sport education. The study found that a significant number of students had a positive view of the interactive and participatory nature of the flipped classroom. They appreciated the increased agency and felt more engaged in the learning process. However, some students faced initial challenges, including inadequate internet connectivity, difficulties in adapting to the flipped classroom's requirements, and inclusivity concerns. The study recommends that universities invest in robust Wi-Fi infrastructure and instructional resources to improve the overall student experience with the flipped classroom model. Additionally, universities could enhance the orientation programs to support students in transitioning to a flipped classroom model. Finally, this study proposes that further research should be undertaken to identify areas of improvement to institutions that aim to transition to the flipped classroom model of education effectively.

Effects of simulation-based flipped classroom in developing head and neck examination skills in dental students.

To evaluate the effectiveness of a simulation-based flipped classroom in developing dental students' head and neck examination skills. Second-year dental students (n=118) participated in a simulation-based flipped classroom experience. A pre-class recorded lecture and video were posted online one week before the simulation date. In class, students completed a pre-quiz assessing pre-class coursework understanding of head and neck examination content. Then, students attended a question-and-answer session before the patient simulation. A formative assessment of head and neck examination simulation on a patient in the clinic was completed. Lastly, students completed an in-class post-quiz assessing understanding of head and neck examination content after the simulation, classroom simulation discussion, and open-response survey. Student post-quiz scores were significantly higher than pre-quiz scores, with an average improvement of 4.8 ± 7.2 percentage points. There was no difference between male and female improvement in scores. Student survey responses indicated that students liked combining simulation and flipped classroom methodology, flexibility with their schedules, learning at their pace, and opportunities for a deeper level of learning. Students reported wanting more practice sessions for their technical skills and more accessibility to faculty. According to this study's results, students had significantly higher post-quiz scores than pre-quiz scores and reported positive perceptions of this combined teaching technique. A simulation-based flipped classroom might be an effective teaching approach for developing head and neck examination skills that can be applied at other dental facilities with potentially similar results.

Nursing students’experience of flipped classroom combined with problem-based learning in a paediatric nursing course: a qualitative study

BackgroundProblem-based learning (PBL) is a student-centred approach that triggers learning by presenting problems cenarios early in the learning process.Flipped classrooms have been used in various disciplines using various models.Pre-class e- learning in aflipped classrooms can enrich knowledge acquisition in PBL teaching. This study was conducted to explore nursing students’experience of flipped classroom combined with problem-based learning in a paediatric nursing course.MethodThis descriptive qualitative study was conducted between January and June 2022.Semi-structured interviews were conducted with nursing students who were participated in flipped classrooms combined with PBL teaching in a paediatric nursing course at Soochow university in China. Nursing students were selected using a purposive sampling method until no new data were generated (n = 16).ResultsWe identified ten sub-themes and four higher-order themes based on these sub-themes: (1)stimulating interest in learning and enhancing autonomous learning,(2)improving independent thinking and problem-solving skills,(3)cultivating team work spirit, and (4) gaining knowledge and improving skills.The findings of our research contribute to show the effectiveness of the flipped classroom combined with PBL in a paediatric nursing course.ConclusionThe flipped classroom combined with PBL in a paediatric nursing course can enhances communication and cooperation abilities among nursing students, promoting common progress and the comprehensive development of nursing students.

DOĞU AKDENİZ ÜNİVERSİTESİ İNGİLİZ DİLİ EĞİTİMİ BÖLÜMÜ ÖĞRENCİLERİNİN BİR HARMANLANMIŞ MOOC MODELİ OLARAK SINIF YÖNTEMİNE İLİŞKİN BAKIŞ AÇILARININ İNCELENMESİ

MOOC stands for Massive Open Online Course, and it refers to a model of online education that allows for the widespread distribution of educational content to a large number of learners over the internet. The MOOC model has gained popularity for its accessibility, flexibility, and ability to reach a global audience. It has also been used by institutions and organizations for corporate training and professional development. However, it is worth noting that while MOOCs offer many advantages, they also come with challenges, such as issues related to completion rates and the need for self-discipline in self-paced courses.
 In this research, the researchers explored the flipped classroom as the most important part of blended MOOC model. The aim of this research is to examine the potential effects of flipped classroom instruction on students’ learning. The research included all (35) third-year students of the EMU Department of Foreign Language Education. Both quantitative and qualitative (mixed) approaches were used as a methodology. According to the findings, after experiencing the flipped classroom experience, the students explained that they felt more ready for their lessons because they already had some preparation at home. Additionally, students reported that they felt more confident about the subject in general and that they were more intellectually prepared to ask socratic-type questions in their classes.

A fliped classroom experience to analyze language interaction in a group of students of English as a foreign language

This paper reports a research project carried out with eighth graders at the Pierre de Fermat School in Bogotá. The main objective was to analyze how this EFL group put into evidence language interaction through a flipped classroom experience in a blended learning environment. The type of research design was action research and the instruments used to collect data were video recordings, students’ production tasks in a virtual environment and a journal. Considering the data gathered, this research attempted to evidence how eighth graders, by participating in activities based on task-based instruction, interacted in the language classroom and beyond it within a virtual environment. The findings suggest that learners interacted in different and meaningful ways when exposing them to a blended-flipped scenario, unveiling signals and features that demonstrated students were able to sustain a conversation by using different resources with their interlocutors. Negotiation of meaning, social communication as well as learning strategies, real world contexts and materials, and collaborative work were the most remarkable patterns of interaction found in the context of this research project. The implementation of technology also played an important role which pretends to open up a path for further research on the implementation of ICTs on language teaching and learning.

Augmenting the flipped classroom experience by integrating Revised Bloom's Taxonomy: A faculty perspective

AbstractIn a recent scenario, the Master of Business Administration (MBA) job placement rates have decreased since the pandemic started. MBA job placement rates are down since the pandemic started. What’s most alarming: the decline in MBA jobs (34%) has been steeper than the decline in overall jobs (27%), for the period between May 2019 and May 2020. The mere delivery of theoretical concepts, lack of practical knowledge and lag in imbibing soft skills have been identified as hurdles in the progress of MBA education. Some of the predominant industry‐needed skills need to be improved among MBA students. To address this issue, the author suggests integrating flipped classrooms with the Revised Bloom's Taxonomy (RBT) as a new paradigm for delivering MBA education. The flipped classroom is a pedagogical approach in which direct instructions move from group learning to individual learning. This study primarily aims to understand the faculty perception of the pre‐, in‐ and post‐class activities facilitated using an integrated model of a flipped classroom and RBT (FC+RBT) among MBA students. The study's target population is the faculty members working in MBA institutions across Tamil Nadu, India. The findings of this study will be helpful for MBA institutions to enhance the quality of MBA education and empower management graduates to imbibe employability skills.

DẠY HỌC THEO MÔ HÌNH LỚP HỌC ĐẢO NGƯỢC - THÁCH THỨC VÀ GỢI Ý ĐỐI VỚI VIỆT NAM

The flipped classroom model is currently the model of teaching typically concerned after the Covid-19 epidemic in developing countries. Responding to the epidemic is situation, ending the epidemic in the classroom is reversed into the trend of modern education. More and more lecturers are approaching the model that combines digital learning outside the classroom and directly interactive activities in class. However, the effective use of flipped classroom is a current issue. The points in this study are drawn from the synthesis, and analysis of documents which are domestic and foreign works on the flipped classroom and personal experiences. After that, the article is going to give several suggestions to use the model effectively in Viet Nam.

A flipped classroom experience in the context of a pandemic: Cooperative learning as a strategy for meaningful student learning

Through an initial documentary analysis of the flipped classroom in the context of a pandemic and of the new pedagogical models based on active methodologies or pedagogies and cooperative learning, the experience presented below is part of an innovation project based on the design of cooperative activities focused on students to enhance their meaningful learning and with the aim of improving their satisfaction and motivation and thus, as a consequence, their academic performance. For the evaluation of this experience, in which 29 students from the theoretical-experimental subject of General Chemistry participated from the Technological Bases Engineering training plan of the Universidad Católica del Norte, three data collection instruments were administered based on the use of the questionnaire and the interview with the students during and at the end of the experience. The main results show high acceptance and satisfaction with the design of the innovation; an improvement in the development of teamwork competence; and a significant impact of the active methodologies and cooperative learning strategies implemented in increasing the academic performance of students.

Effects of flipped classroom on nursing psychomotor skill instruction for active and passive learners: A mixed methods study.

Psychomotor skill instruction is a critical component of nursing education. For now, the optimal teaching method to help students acquire psychomotor skills remains elusive. A few studies have explored the effects of flipped classroom on skill instruction, but yield a mixed conclusion. Furthermore, little knowledge was eligible if flipped classroom was beneficial to all learners with different learning styles. This study aimed to investigate the effects of flipped classroom on nursing psychomotor skill instruction for students with different learning styles. The sequential explanatory mixed-methods design was used. In the quantitative study, students in the control group and the intervention group were instructed by traditional laboratory class and flipped classroom respectively. Self-report questionnaires evaluated students' satisfaction and perceived stress before and after the project. Students' skill performance was videotaped and graded by a nursing teacher. Independent sample t-test and paired sample t-test were used to study differences within and between two groups. In the qualitative component, a multiple case study was implemented to investigate the learning experience of flipped classroom among students with different learning styles. The quantitative study results showed that flipped classroom was more effective in improving student performance than traditional laboratory class, for both active and passive learner. However, after flipped classroom intervention, the learning satisfaction of passive learners decreased significantly (P<0.05), while the learning satisfaction of active learners showed an opposite increasing trend (P=0.07). Furthermore, compared with traditional laboratory class, the stress perception of passive learners in flipped classroom also increased significantly (p<0.001). The qualitative study analysis obtained similar results, although active students hold a more positive attitude toward flipped classroom, passive learners expressed more dissatisfaction and stress perception than their peers. In terms of skill performance, learning satisfaction and stress perception of students, flipped classroom maybe more suitable for active learners rather than passive learners. Therefore, evaluating the learning styles of students is necessary before the implementation of flipped classroom.

Flipped Presentation of Authentic Audio-Visual Materials: Impacts on Intercultural Sensitivity and Intercultural Effectiveness in an EFL Context.

Utilizing a pre-experimental pre-test post-test design, this study investigated the effect of an authentic audio-visual American sitcom (Friends) on the intercultural sensitivity (ICS) and intercultural effectiveness (ICE) of a sample of male and female upper-intermediate English students. To this aim, 34 Iranian EFL students were selected through convenient non-random sampling. In order to assure the participants' homogeneity in English proficiency, the selected students were given the Oxford Quick Placement Test prior to the intervention. Over a 10-week period, the participants were presented with nearly 30-min-long episodes of Friends in a flipped context, two episodes every week uploaded to the accompanying website. An online 10-item quiz on the day of watching and a next-day meeting were held. During the online discussion meetings, the participants discussed cultural questions tailored to the aims of the study. The required data were collected through the administration of the intercultural sensitivity scale (ISS) and intercultural effectiveness scale (IES) in pre- and post-test assessments. The analyses of the data indicated that both ICS and ICE improved significantly during the intervention. However, ICS indicated more improvement. In addition, a semi-structured interview was administered to the participants to examine their perception of the flipped classroom experience. Having analyzed the data using MAXQDA 2020, some significant themes emerged which are reported. On the whole, the participants portrayed positive attitudes toward using technology in flipped classes. The educational and practical implications are discussed.

CrossQuestion Game: A Group-Based Assessment for Gamified Flipped Classroom Experience Using the ARCS Model

The importance of formal online education has been felt like never before because of the ongoing nature of the COVID-19 pandemic. Researchers and academics are continuously experimenting with combinations of established pedagogies, tools, and technologies to enhance or sustain the student learning process and motivation. For this study, we have designed and developed a multi-player game called CrossQuestion to explore the combined effect of applying gamification and flipped classroom pedagogies using the ARCS (Attention, Relevance, Confidence, and Satisfaction) model guidelines and its application in the obligatory IT foundation online course during the pandemic. We delivered this course to 79 undergraduate (mostly) non-IT students in Ajman University, UAE. Students were randomly divided into a non-gamified cohort (35 students gone through lecture-based instructions and paper-based assessments–Spring 2019-20–pre-COVID-19 face to face environment) and a gamified flipped classroom cohort (44 students, played the CrossQuestion game–Spring 2020-21–during COVID-19 online environment). We collected the survey data anonymously through our customized Instructional Materials Motivation Survey (IMMS) tool and then performed descriptive analysis, t-test, and regression analysis to address the research hypothesis. We found a significant relationship between learning motivational factors and learning effectiveness. We also found the positive influence of our game on students’ motivation.

Flipped Classroom Experiences in Clinical Dentistry – A Strategic Mini-Review

Background: Pedagogy in dental education has evolved over the decades. Today, many alternative modes of content delivery are being used as an adjunct to the traditional classroom. A flipped classroom is one among those that are being explored for teaching clinical dentistry. Objective: This mini-review is aimed at evaluating the available evidence in the efficacy of flipped classrooms and its related aspects in the learning curve of clinical dentistry. Methods: A thorough literature search on electronic databases for all the studies focusing on the following evidence-based question: “Is Flipped classroom in clinical dentistry a useful mode of pedagogy delivery? was performed. A combination of MeSH terms using Boolean operators “AND,” “OR:” FLIPPED [All Fields] AND (“dental health services” [MeSH Terms] AND “health” [All Fields] AND “services” [All Fields]) OR “dental” [All Fields]) AND (“learning” [MeSH Terms] OR “learning” [All Fields]). Specific terms such as “Perio” OR “Prostho” OR “Restorative” OR “Ortho” OR “Oral medicine” OR “Maxillofacial surgery” OR “Pediatric” OR “endo” was also used. Data from these articles addressing the aim of this study was extracted. Results: A total of 16 articles were considered for the review. The majority of the studies considered flipped classroom as a successful model of pedagogy. The most common mode of outside classroom activity was pre-recorded videos. In-classroom activities, a combination of seminars, interactive discussions, and quiz were explored. Time constraints, lack of faculty development programs are considered to be negative factors for the success of the flipped classroom. Conclusion: Within the limitation of the study, flipped classroom can be adapted as a method of pedagogy in clinical dentistry.

Cultural adaptation and validation of instruments for measuring the flipped classroom experience

IntroductionIn 2017, a revamped bachelor of pharmacy program was introduced at Monash University and incorporated a predominantly flipped classroom-based pedagogy. The attitudes and preferences of students towards this program had yet to be assessed using a reliable instrument. Since no instrument was readily available, the objective of this study was to identify, contextualize, and validate a suitable instrument. MethodsWe conducted a literature search to identify and adapt a validated instrument. Cognitive interviews were conducted to examine students' understanding of scales and definitions of items. The instrument was then evaluated by education experts for further refinement. The reliability of the final instrument was assessed in a cohort of students, and unsuitable items were removed. ResultsStudents had issues understanding the scales and specific terms used in the original instrument, potentially due to differences in terminologies used in the university's context and variance in English proficiency levels and exposure. In the preference domain, wording of the instrument to present exclusively traditional classroom or exclusively flipped classroom statements greatly influenced its reliability. This could be due to exposure of students to a predominantly flipped classroom environment since inception. The final instrument optimized in this study had α = 0.85, 0.86, and 0.9 for the pre-activities, in-class lectures, and in-class workshops attitude domains, respectively, and α = 0.73 for the preference domain. ConclusionsOur study highlights the necessity of contextualizing instruments to fit the local context in which they are administered and provides key recommendations when conducting such adaptations.

A flipped classroom experience: Towards the knowledge of new ecofriendly materials named "geopolymers"

Technological advances have impacted almost every facet of modern culture and even in the educational methodologies. As new technologies become available, they are often embraced in educational innovation in an attempt to enhance traditional instruction. To this purpose, the “flipped classroom” is a learning model in which content attainment is shifted forward to outside of class, then followed by teacher-facilitated concept application activities in class. The constructivist approach, realized through an active-learning style of teaching, is more important respect to the order with which the teacher participated in the learning process. In this respect, the goal is to provide an alternative teaching approach on environmental issue. In particular, thanks to active learning (flipped classroom) it is possible to know and to appreciate a new eco-friendly material named to “Geopolymers”. One of the most important environmental advantage that can be attributed to this material is represented by the lower energy requirements for its production. Thus, this material could represent a potential tool able to mitigate the environmental pollution. In this regard, the geopolymers could provide a possible solution to wastes reuse as a resource to scale down the demand for extraction of new resources. This paper looks at some positive aspects of technology and waste treatment, and deals with the production of innovative building materials obtained by waste recycling known as geopolymers. Specifically, it is important to highlight the possibility of using wastes characterized by high silica and aluminum amounts as raw materials, particularly suitable to produce geopolymers by chemical activation with alkali. This is a useful method to improve hazardous-waste management and to reduce health and environmental issues due to the strong capability of make inert hazardous waste. This solution confirms the importance of re-manufacturing, reusing and recycling and, moreover, making a waste a new raw material and helps to move toward a more circular economy where wastes become negligible and further natural resources are used in an efficient and sustainable way. The proposed topic is addressed to students and aims to arouse their interest in the fields of the environmental protection and waste management, but overall it gives the perspective of natural resource preservation, and a most efficient way of their use without depleting the planet’s resources.

Improve teaching with modalities and collaborative groups in an LMS: an analysis of monitoring using visualisation techniques

Monitoring students in Learning Management Systems (LMS) throughout the teaching–learning process has been shown to be a very effective technique for detecting students at risk. Likewise, the teaching style in the LMS conditions, the type of student behaviours on the platform and the learning outcomes. The main objective of this study was to test the effectiveness of three teaching modalities (all using Online Project-based Learning -OPBL- and Flipped Classroom experiences and differing in the use of virtual laboratories and Intelligent Personal Assistant -IPA-) on Moodle behaviour and student performance taking into account the covariate "collaborative group". Both quantitative and qualitative research methods were used. With regard to the quantitative analysis, differences were found in student behaviour in Moodle and in learning outcomes, with respect to teaching modalities that included virtual laboratories. Similarly, the qualitative study also analysed the behaviour patterns found in each collaborative group in the three teaching modalities studied. The results indicate that the collaborative group homogenises the learning outcomes, but not the behaviour pattern of each member. Future research will address the analysis of collaborative behaviour in LMSs according to different variables (motivation and metacognitive strategies in students, number of members, interactions between students and teacher in the LMS, etc.).

Facilitating self-efficacy in university students: an interactive approach with Flipped Classroom

ABSTRACT The aim of this study is to investigate the perceived self-efficacy of university students after experiencing several Flipped Classroom sessions at different time points: prior to the outbreak of the COVID-19 pandemic (onsite instruction) and after confinement at home (online instruction). The study's methodology followed a quantitative approach in which a total of 376 university students who had experienced the Flipped Learning sessions completed a general self-efficacy questionnaire. The results showed that the perceived self-efficacy is influenced by the academic year in which the students are enrolled, the modality in which the Flipped Classroom experience has been implemented (online or onsite) and the predisposition to innovation. In terms of practical implications, the Flipped Classroom applied in online formats could be a highly useful resource for designing active learning environments in which university students could improve their sense of self-efficacy. Consequently, their expectations and academic performance could also be improved.

Constructivist teaching and learning with technologies in the COVID-19 lockdown in Eastern India.

This paper reports a study on teaching and learning strategies during the COVID‐19 lockdown period (CLP) that were used by the secondary government school teachers and students in Eastern India. These teaching and learning strategies were analysed in relation to their engagement with an initiative called Integrated approach to Technology in Education (ITE). ITE engagement in the pre‐CLP involved using project‐based learning (PBL) with technology and continuous, practise‐based professional development for teachers focusing on integrating constructivist use of technology in their curriculum and pedagogy. A survey and interviews of teachers revealed that teachers with higher ITE engagement in the pre‐CLP were more likely to use PBL with technology during the CLP. Students' interviews indicated that this PBL involved deep research and technical skills that were also practised during the CLP using distance technologies. Thus, the study demonstrated adaptation of ITE innovation into a distance mode; the introduction of WebQuests during the CLP improved the likelihood of teachers engaging in project‐based teaching and PBL during the CLP. Policymakers, practitioners and researchers are recommended to adopt and continue to study the sustainability of ITE approach in new contexts such as the CLP. Practitioner notesWhat is already known about this topic Project‐based learning (PBL) with technology is related to constructivist use of technology which leads to higher order thinking skills and the learner's ability to adapt learning and knowledge in new contexts.Effective teacher professional development (TPD) is continuous, uses community of practise (CoP) groups and offers opportunities to practise new knowledge and skills in the classroom context. TPD for technology integration allows the demonstration and practise of constructivist pedagogies.Access to devices, connectivity and digital resources in the local language are major issues faced by students to connect with teaching and learning in the COVID‐lockdown period (CLP), especially students in underprivileged settings. What this paper adds Prior exposure to PBL with technology and effective TPD when combined with demonstrations of this learning in a new context (COVID‐19 lockdown period, CLP required distance mode) will increase the likelihood of implementing PBL with technology in this new context.Besides increased use of technology, the CLP created a scope for adoption of teaching and learning pedagogies in the post‐CLP, such as the use of Instant Messaging Application (IMA) for a flipped classroom experience across home/social and school settings. Implications for practice and/or policy Standardised digital resources may not be the only solution for teaching and learning when schools have to be closed.Constructivist use of technology by students with project‐based learning (PBL), artefact creation on authentic tasks and inquiry‐based learning has the potential to transform students from passive consumers into active adapters in newer contexts like COVID‐19 lockdown period (CLP).Investment in practise‐based continuous professional development of teachers can develop a sense of agency and competence so that teachers can adapt technologies for constructive teaching pedagogies and mitigate access related challenges for students in different contexts.Integrate new teaching and learning strategies that emerged during the CLP in the curriculum and pedagogy of both in‐service and pre‐service teacher professional development.

Academic Performance and Technology Acceptance Model (TAM) Through a Flipped Classroom Experience: Training of Future Teachers of Primary Education

In recent years, studies carried out in the educational field have concluded that the Flipped Classroom methodology offers numerous advantages for both teachers and students. In this sense, this approach is worked on at the university to develop skills necessary for the future professional of students, as well as increase their commitment to the subjects. The general objective of this research is to verify if the learning acquired through the Flipped methodology, as well as the perception of it, are useful for university students of the Degree in Primary Education. For this, two types of designs are used: pretest-posttest and validation through structural equations (PLS) of the scale to evaluate the degree of acceptance of the Flipped methodology based on the TAM model. The results show the adequacy of the training proposal based on Flipped methodology for university students. The students perceive the incorporation of the inverted methodology as an adequate strategy, highlighting the ease of use in the classroom, the acceptance of its integration, the transformation of interest in learning and showing a positive attitude towards its use in the future. Together, the level of acceptance as regards the validation of the TAM model is high. Finally, the possibility of replicating the model in similar investigations or through the so-called emerging technologies is evaluated.