Application of the flipped classroom model to stimulate university students’ learning with online education

  1. Maria Jose Cuetos 1
  1. 1 Universidad Internacional de La Rioja
    info

    Universidad Internacional de La Rioja

    Logroño, España

    ROR https://ror.org/029gnnp81

Aldizkaria:
JOTSE

ISSN: 2013-6374

Argitalpen urtea: 2023

Alea: 13

Zenbakia: 1

Orrialdeak: 368-380

Mota: Artikulua

DOI: 10.3926/JOTSE.1806 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

Beste argitalpen batzuk: JOTSE

Garapen Iraunkorreko Helburuak

Laburpena

This work sets out the results of a teaching innovation project applying the flipped classroom model in the Knowledge of Mathematics module on a bachelor’s degree in primary education over two consecutive years at a university that exclusively uses online teaching. This model is used with the aim of stimulating the students’ working methods and improve their intrinsic motivation. The research evaluates the impact of the flipped classroom on academic performance in the subject and collects information on student satisfaction with the development of the experiment. This is a pioneering study as it analyses learning outcomes with mathematical content in university-level classes delivered online synchronously on a permanent basis and not owing to exceptional circumstances such as the Covid-19 pandemic. To do this, specific videos were developed, which students had to watch, with various practical exercises embedded in them to be done before classes. The marks from these exercises along with the final grades for the course are considered to assess the learning outcomes throughout the semester. The results obtained were clearly positive both in performance and in terms of students’ motivation and awareness of their own learning process, as well as the contribution of this proposal to improving their teaching–learning process, essentially through greater student involvement in and commitment to the subject.

Erreferentzia bibliografikoak

  • Aguilera, C., Manzano, A., Martínez, I., Lozano, M.C., & Casiano, C. (2017). Flipped Classroom model. International Journal of Developmental and Educational Psychology, 4(1), 261-266. https://doi.org/10.17060/ijodaep.2017.n1.v4.1055
  • Alebrahim, F., & Ku, H.Y. (2020). Perceptions of student engagement in the flipped classroom: a case study. Educational Media International. https://doi.org/10.1080/09523987.2020.1786776
  • Boslaugh, S., & Watters, P.A. (2008). Statistics in a Nutshell: A Desktop Quick Reference. O’Reilly Media.
  • Baker, J.W. (2000). The “classroom flip”: Using web course management tools to become the guide by the side. 11th International Conference on College Teaching and Learning. Jacksonville, Florida, United States.
  • Basso-Aranguiz, M., Bravo-Molina, M., Castro-Riquelme, A., & Moraga-Contreras, C. (2018). Proposal of a Technology Model for Flipped Classroom (T-FliC) in Higher Education. Revista Electrónica Educare, 22(2), 1-17. https://doi.org/10.15359/ree.22-2.2
  • Bergmann, J., & Sams, A. (2012). Flip Your Classroom: Reach Every Student in Every Class Every Day. International Society for Technology in Education.
  • Cabi, E. (2018). The Impact of the Flipped Classroom Model on Students’ Academic Achievement. International Review of Research in Open and Distributed Learning, 19(3), 202-225. https://doi.org/10.19173/irrodl.v19i3.3482
  • Campos-Mesa, M.C., Castañeda-Vázquez, C., Del Castillo-Andrés, Ó., & González-Campos, G. (2022). Augmented Reality and the Flipped Classroom-A Comparative Analysis of University Student Motivation in Semi-Presence-Based Education Due to COVID-19: A Pilot Study. Sustainability, 14, 2319. https://doi.org/10.3390/su14042319
  • Chiou, Y., & Shih, T. (2015). Auto Grouping and Peer Grading System in Massive Open Online Course (MOOC). Int. J. Distance Educ. Technol., 13, 25-43. https://doi.org/10.4018/IJDET.2015070102
  • Clark, R.M., Kaw, A.K., Lou, Y., & Scott, A.R. (2022). The flipped classroom during the remote period of COVID: student perceptions compared to pre-COVID times. International Journal of Mathematical Education in Science and Technology. https://doi.org/10.1080/0020739X.2022.2052198
  • Dafonte-Gómez, A., García-Crespo, O., & Ramahí-García, D. (2018). Flipped Learning and Digital Competence: Techno-Pedagogical Design and University Students Perception. Index.comunicación: Revista científica en el ámbito de la Comunicación Aplicada, 8(2), 275-294.
  • De Vellis, R.F. (2003). Scale development: Theory and applications. Sage Publications.
  • Delozier, S., & Rhodes, M. (2016). Flipped classrooms. A review of key ideas and recommendations for practice. Educational Psychology Review, 29, 141-151. https://doi.org/10.1007/s10648-015-9356-9
  • Galindo-Dominguez, H., & Bezanilla, M.J. (2019). A systematic review of flipped classroom methodology at university level in Spain. International Journal of Technology and Educational Innovation, 5(1), 81-90. https://doi.org/10.24310/innoeduca.2019.v5i1.4470
  • García-Aretio, L. (2018). Blended learning and the convergence of face-to-face and distance education. RIED. Revista Iberoamericana de Educación a Distancia, 21(1), 9-22. https://doi.org/10.5944/ried.21.1.19683
  • González, D., Jeong, J., Cañada, F., & Gallego, A. (2017). Teaching science contents through a «Flipped» model: An instruction example for Primary Education bachelor students. Enseñanza de las Ciencias, 35(2), 71-87. https://doi.org/10.5565/rev/ensciencias.2233
  • Gros-Salvat, B. (2011). Evolución y retos de la educación virtual. Construyendo el e-learning del siglo XXI. Editorial UOC.
  • He, W., Holton, A., Gu, H., Warschauer, M., & Farkas, G. (2019). Differentiated Impact of Flipped Instruction: When Would Flipped Instruction Work or Falter? International Journal of Teaching and Learning in Higher Education, 31(1), 32-49.
  • Hernandez-Sampieri, R., Fernandez-Collado, C., & Baptista-Lucio, M. (2010). Metodologia de la investigacion. McGraw Hill
  • Jeong, J.S., González-Gómez, D., & Yllana Prieto, F. (2020). Sustainable and flipped STEM education: Formative assessment online interface for observing pre-service teachers’ performance and motivation. Education Sciences, 10(10), 283. https://doi.org/10.3390/educsci10100283
  • Kara, M., Erdoğdu, F., Kokoç, M., & Cagiltay, K. (2019). Challenges Faced by Adult Learners in Online Distance Education: A Literature Review. Open Praxis, 11(1), 5-22. https://doi.org/10.5944/openpraxis.11.1.929
  • Lage, M., Platt, G., & Treglia, M. (2000). Inverting the classroom: A gateway to creating an inclusive learning environment. Journal of Economic Education, 31(1), 30-43. https://doi.org/10.1080/00220480009596759
  • Likert, R. (1932). A technique for the measurement of attitudes. Archives of Psychology. https://doi.org/2731047
  • Martin-Rodriguez, D., & Santiago-Campión, R. (2016). Flipped Learning model at training secondary teachers. Training for change. Revista de Educación, 1, 117. https://doi.org/10.18172/con.2854
  • Martínez-Clares, P., Pérez-Cusó, J., González-Morga, N., González-Lorente, C., & Martínez-Juárez, M. (2020). University Tutoring seen by its students: Proposals for improvement. Revista de la Educación Superior, 195(49), 55-72. https://doi.org/10.36857/resu.2020.195.1251
  • Means, B., Toyama, Y., Murphy, R., Bakia, M., & Jones, K. (2009). Evaluation of evidence-based practices in online learning: A meta-analysis and review of online learning studies. US Department of Education.
  • Mengual, S., Lopez, J., Fuentes, A., & Pozo, S. (2020). Structural model of influential extrinsic factors in flipped learning. Educación XX1, 23(1), 75-101. https://doi.org/10.5944/educxx1.23840
  • Meza-López, L.D., Torres-Velandia, A.S., & Lara-Ruiz, J.J. (2016). Learning Strategies Emerging in E-Learning Modality. RED. Revista de Educación a Distancia, 48(5).
  • Miragall, M., & García-Soriano, G. (2016). Transforming a class from the Psychology degree into a flipped classroom. @TIC. Revista d’Innovació Educativa, 17, 21-29. https://doi.org/10.7203/attic.17.9097
  • Moreno-Guerrero, A.J., Soler-Costa, R., Marín-Marín, J.A., & López-Belmonte, J. (2021). Flipped learning and good teaching practices in secondary education. Comunicar, Revista Científica de Comunicación y Educación, 68. https://doi.org/10.3916/C68-2021-09
  • Oliván-Blázquez, B., Aguilar-Latorre, A., Gascón-Santos, S., Gómez-Poyato, M.J., Valero-Errazu, D., Magallón-Botaya, R. et al. (2022). Comparing the use of flipped classroom in combination with problem-based learning or with case-based learning for improving academic performance and satisfaction. Active Learning in Higher Education, March. https://doi.org/10.1177/14697874221081550
  • Pence, P.L., Franzen, S.R., & Kim, M.J. (2021). Flipping to motivate: perceptions among prelicensure nursing students. Nurse Educ., 46(1), 43-48. https://doi.org/10.1097/NNE.0000000000000814
  • Pérez, F.J., & Martínez, M. (2015). Tutoring and counselling services at university: two realities in one context. Revista Electrónica Interuniversitaria de Formación del Profesorado, 18(2), 177-192. https://doi.org/10.6018/reifop.18.2.219461
  • Prieto, A., Diaz, D., Lara, I., Monserrat, J., Sanvicen, P., Santiago, R. et al. (2018). New combinations of ‘flipped classroom with just in time teaching’ and learning analytics of student responses. RIED, Revista Iberoamericana de Educación a Distancia, 21(1), 175-194. https://doi.org/10.5944/ried.21.1.18836
  • Romero-García, C., de Paz-Lugo, P., Buzón-García, O., & Navarro-Asencio, E. (2021). Evaluation of an online training based on Flipped classroom. Revista de Educación, 391, 65-93. https://doi.org/10.4438/1988-592X-RE-2021-391-471
  • Rotellar, C., & Cain, J. (2016). Research, perspectives, and recommendations on implementing the Flipped Classroom. American Journal of Pharmaceutical Education, 80(2), 34. https://doi.org/10.5688/ajpe80234
  • Sacristán San Cristóbal, M., Martín, R.D., Navarro-Asensio, E., & Tourón-Figueroa, J. (2017). Flipped Classroom y Didáctica de las Matemáticas en la Formación online de Maestros de Educación Infantil. Revista Electrónica Interuniversitaria de Formación del Profesorado, 20(3), 1-14. https://doi.org/10.6018/reifop.20.3.292551
  • Schwarzenberg, P., Navon, J., & Pérez-Sanagustín, M. (2019). Models to provide guidance in flipped classes using online activity. Journal of Computing in Higher Education, 32, 282-306. https://doi.org/10.1007/s12528-019-09233-y
  • Salcines-Talledo, I., Cifrián-Bemposta, E., González-Fernández, N., & Viguri-Fuente, J. (2020). Case study about the student perceptions of the Flipped Classroom model in engineering subjects. Design and implementation of a questionnaire. Revista Complutense De Educación, 31(1), 25-34. https://doi.org/10.5209/rced.61739
  • Torrecilla, S. (2018). Flipped Classroom: An effective pedagogical model in Science learning. Revista Iberoamericana de Educación, 76(1), 9-22. https://doi.org/10.35362/rie7612969
  • Torrecilla, S., & García, M. (2020). Flipped Classroom: learning strategies and science performance. Edutec. Revista Electrónica De Tecnología Educativa, 72, 111-124. https://doi.org/10.21556/edutec.2020.72.1525
  • Tourón, J., & Santiago, R. (2015). Flilpped Learning model and the development of talent at school. Revista de Educación, 368, 196-231. https://doi.org/10.4438/1988-592X-RE-2015-368-288
  • Tourón, J., Santiago, R., & Díez, A. (2014). The Flipped Classroom: Cómo convertir la escuela en un espacio de aprendizaje. Grupo Océano
  • Tse, W.S., Choi, L.Y.A., & Tang, W.S. (2019). Effects of Video-Based Flipped Class Instruction on Subject Reading Motivation: Flipped Class Instruction. British Journal of Educational Technology, 50, 385-398. https://doi.org/10.1111/bjet.12569
  • Valero, M., Martinez, M., Pozo, F., & Planas, E. (2019). A successful experience with the flipped classroom in the Transport Phenomena course. Education for Chemical Engineers, 26, 67-79. https://doi.org/10.1016/j.ece.2018.08.003
  • Van Alten, D.C., Phielix, C., Janssen, J., & Kester, L. (2019). Effects of Flipping the Classroom on Learning Outcomes and Satisfaction: A Meta-Analysis. Educational Research Review, 28, e.100281. https://doi.org/10.1016/j.edurev.2019.05.003
  • Vidal, M., Rivera, N., Nolla, N., Morales, I.R., & Vialart, M.N. (2016). Aula invertida, nueva estrategia didáctica. Educación Médica Superior, 30(3), 1-12
  • Zainuddin, Z., & Perera, C.J. (2019). Exploring students’ competence, autonomy and relatedness in the flipped classroom pedagogical model. Journal of Further and Higher Education, 43(1), 115-126. https://doi.org/10.1080/0309877X.2017.1356916
  • Zheng, B., Chang, C., Lin, C.H., & Zhang, Y. (2021). Self-efficacy, academic motivation, and self-regulation: How do they predict academic achievement for medical students? Medical Science Educator, 31, 125-130. https://doi.org/10.1007/s40670-020-01143-4
  • Zheng, B., & Zhang, Y. (2020). Self-regulated learning: the effect on medical student learning outcomes in a flipped classroom environment. BMC Medical Education, 20, 100. https://doi.org/10.1186/s12909-020-02023-6
  • Zheng, L., Bhagat, K.K., Zhen, Y., & Zhang, X. (2020). The Effectiveness of the Flipped Classroom on Students’ Learning Achievement and Learning Motivation: A Meta-Analysis. Educational Technology & Society, 23(1), 1-15. https://doi.org/10.2307/26915403
  • Zhu, L., Lian, Z., & Engström, M. (2020). Use of a flipped classroom in ophthalmology courses for nursing, dental and medical students: A quasi-experimental study using a mixed-methods approach. Nurse Education Today, 85. https://doi.org/10.1016/j.nedt.2019.104262
Datuen iturria: Dialnet