Without fear of change: The Flipped Classroom as a flexible model in different learning environments
The study presented is the result of a research study conducted within a historical moment which led to the pandemic in 2020, and the unexpected situation experienced by university professors of transforming their face-to-face teaching to a virtual model. The resulting situation of confinement was u...
| Autores: | , , , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2022 |
| País: | España |
| Institución: | Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya) |
| Repositorio: | Recercat. Dipósit de la Recerca de Catalunya |
| OAI Identifier: | oai:recercat.cat:10459.1/84909 |
| Acceso en línea: | https://doi.org/10.1016/j.heliyon.2022.e12160 http://hdl.handle.net/10459.1/84909 |
| Access Level: | acceso abierto |
| Palabra clave: | Metodologies actives Docència presencial Docència virtual Educació Superior Active methodologies Face-to-face teaching Virtual teaching Higher education |
| Sumario: | The study presented is the result of a research study conducted within a historical moment which led to the pandemic in 2020, and the unexpected situation experienced by university professors of transforming their face-to-face teaching to a virtual model. The resulting situation of confinement was utilized to explore how professors in Spain who implemented the Flipped Classroom (FC) model adapted to the change. The main goal was to verify if the FC model facilitated the transition from face-to-face to virtual teaching of university courses. A quantitative, non-experimental and descriptive approach was considered as the most adequate to reach the objective proposed, with the use of an ad-hoc Likert-type questionnaire. A total of 130 individuals completed the questionnaire, of which 48.5% were men and 51.5% women. The results showed that professors had to make very few changes to their courses. The female professors, and those who had less teaching experience with the FC model, mentioned having to make more modifications. Our findings show that the FC model facilitated the transition from a face-to-face university teaching model to a virtual one. |
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