The Flipped Classroom and the Development of Competences: A Teaching Innovation Experience in Higher Education

Because of the changes in society, the educational scope must implement teaching–learning methodologies that help students to develop the competences that will be necessary in their academic– professional journey. This study presents a teaching innovation experience that is based on the flipped clas...

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Detalles Bibliográficos
Autores: Sevillano Monje, Verónica, Martín Gutiérrez, Ángela, Hervás Gómez, Carlos
Tipo de recurso: artículo
Estado:Versión publicada
Fecha de publicación:2022
País:España
Institución:Universidad de Sevilla (US)
Repositorio:idUS. Depósito de Investigación de la Universidad de Sevilla
OAI Identifier:oai:idus.us.es:11441/135288
Acceso en línea:https://hdl.handle.net/11441/135288
https://doi.org/10.3390/educsci12040248
Access Level:acceso abierto
Palabra clave:Flipped classroom
Competences
University teaching
Teaching experience
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spelling The Flipped Classroom and the Development of Competences: A Teaching Innovation Experience in Higher EducationSevillano Monje, VerónicaMartín Gutiérrez, ÁngelaHervás Gómez, CarlosFlipped classroomCompetencesUniversity teachingTeaching experienceBecause of the changes in society, the educational scope must implement teaching–learning methodologies that help students to develop the competences that will be necessary in their academic– professional journey. This study presents a teaching innovation experience that is based on the flipped classroom methodology, which was carried out with 136 students (academic year: 2019–2020) in the subject of “Theory and History of Physical Education, Physical Activity and Sport” of the degree of Physical Activity and Sport Sciences of the University of Seville. The methodology of the study combines qualitative and quantitative approaches (mixed methods) through a pre-experimental design. The results show that there were significant differences in the acquisition of knowledge after the application of the methodology, which had a significant impact on the students’ competence levels. Moreover, the students presented high levels of satisfaction in different areas. This allows for the conclusion that it is important for this methodology to continue in later courses, given its contribution to the competences that are related to the formal aspects and that are linked to research and organisation. Recommendations for practice are presented at the end of this article.MDPIDidáctica y Organización EducativaTeoría e Historia de la Educación y Pedagogía Social2022info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfapplication/pdfhttps://hdl.handle.net/11441/135288https://doi.org/10.3390/educsci12040248reponame:idUS. Depósito de Investigación de la Universidad de Sevillainstname:Universidad de Sevilla (US)InglésEducation Sciences, 12 (4), 1-16.8. https://doi.org/10.3390/educsci12040248info:eu-repo/semantics/openAccessoai:idus.us.es:11441/1352882026-06-17T12:51:07Z
dc.title.none.fl_str_mv The Flipped Classroom and the Development of Competences: A Teaching Innovation Experience in Higher Education
title The Flipped Classroom and the Development of Competences: A Teaching Innovation Experience in Higher Education
spellingShingle The Flipped Classroom and the Development of Competences: A Teaching Innovation Experience in Higher Education
Sevillano Monje, Verónica
Flipped classroom
Competences
University teaching
Teaching experience
title_short The Flipped Classroom and the Development of Competences: A Teaching Innovation Experience in Higher Education
title_full The Flipped Classroom and the Development of Competences: A Teaching Innovation Experience in Higher Education
title_fullStr The Flipped Classroom and the Development of Competences: A Teaching Innovation Experience in Higher Education
title_full_unstemmed The Flipped Classroom and the Development of Competences: A Teaching Innovation Experience in Higher Education
title_sort The Flipped Classroom and the Development of Competences: A Teaching Innovation Experience in Higher Education
dc.creator.none.fl_str_mv Sevillano Monje, Verónica
Martín Gutiérrez, Ángela
Hervás Gómez, Carlos
author Sevillano Monje, Verónica
author_facet Sevillano Monje, Verónica
Martín Gutiérrez, Ángela
Hervás Gómez, Carlos
author_role author
author2 Martín Gutiérrez, Ángela
Hervás Gómez, Carlos
author2_role author
author
dc.contributor.none.fl_str_mv Didáctica y Organización Educativa
Teoría e Historia de la Educación y Pedagogía Social
dc.subject.none.fl_str_mv Flipped classroom
Competences
University teaching
Teaching experience
topic Flipped classroom
Competences
University teaching
Teaching experience
description Because of the changes in society, the educational scope must implement teaching–learning methodologies that help students to develop the competences that will be necessary in their academic– professional journey. This study presents a teaching innovation experience that is based on the flipped classroom methodology, which was carried out with 136 students (academic year: 2019–2020) in the subject of “Theory and History of Physical Education, Physical Activity and Sport” of the degree of Physical Activity and Sport Sciences of the University of Seville. The methodology of the study combines qualitative and quantitative approaches (mixed methods) through a pre-experimental design. The results show that there were significant differences in the acquisition of knowledge after the application of the methodology, which had a significant impact on the students’ competence levels. Moreover, the students presented high levels of satisfaction in different areas. This allows for the conclusion that it is important for this methodology to continue in later courses, given its contribution to the competences that are related to the formal aspects and that are linked to research and organisation. Recommendations for practice are presented at the end of this article.
publishDate 2022
dc.date.none.fl_str_mv 2022
dc.type.none.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.none.fl_str_mv https://hdl.handle.net/11441/135288
https://doi.org/10.3390/educsci12040248
url https://hdl.handle.net/11441/135288
https://doi.org/10.3390/educsci12040248
dc.language.none.fl_str_mv Inglés
language_invalid_str_mv Inglés
dc.relation.none.fl_str_mv Education Sciences, 12 (4), 1-16.
8. https://doi.org/10.3390/educsci12040248
dc.rights.none.fl_str_mv info:eu-repo/semantics/openAccess
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
application/pdf
dc.publisher.none.fl_str_mv MDPI
publisher.none.fl_str_mv MDPI
dc.source.none.fl_str_mv reponame:idUS. Depósito de Investigación de la Universidad de Sevilla
instname:Universidad de Sevilla (US)
instname_str Universidad de Sevilla (US)
reponame_str idUS. Depósito de Investigación de la Universidad de Sevilla
collection idUS. Depósito de Investigación de la Universidad de Sevilla
repository.name.fl_str_mv
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