The flipped classroom model at the university: analysis based on professors’ and students’ assessment in the educational field

We find ourselves in the era of a new paradigm of education, in which learning ceases to be an internal and individual activity and becomes an activity performed collectively, critically, in participation with others, and online (Siemens, 2005). It is in this sense that the flipped classroom model a...

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Detalhes bibliográficos
Autores: Flores i Alarcia, Òscar, Arco Bravo, Isabel del, Silva, Patricia
Formato: artículo
Estado:Versión publicada
Fecha de publicación:2016
País:España
Recursos:Universitat de Lleida (UdL)
Repositorio:Repositori Obert UdL
OAI Identifier:oai:repositori.udl.cat:10459.1/57600
Acesso em linha:https://doi.org/10.1186/s41239-016-0022-1
http://hdl.handle.net/10459.1/57600
Access Level:acceso abierto
Palavra-chave:Flipped classroom
University teaching
Teaching innovation
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spelling The flipped classroom model at the university: analysis based on professors’ and students’ assessment in the educational fieldFlores i Alarcia, ÒscarArco Bravo, Isabel delSilva, PatriciaFlipped classroomUniversity teachingTeaching innovationWe find ourselves in the era of a new paradigm of education, in which learning ceases to be an internal and individual activity and becomes an activity performed collectively, critically, in participation with others, and online (Siemens, 2005). It is in this sense that the flipped classroom model arises. The present study provides evidence of the model’s efficacy at the university. The study investigates whether the model improves: the teaching and learning processes, the satisfaction in the development of the course, the academic performance of students and the assessment of professors. The method used consisted of an evaluative study and the collection of data from both professors and students. Regarding students, we analysed the following set of data: academic results, the university’s official survey, a questionnaire created and validated for the purpose of this study, and a focus group. Regarding professors, we collected data by interviewing the professors that organized the course. The results were in line with the previous study carried out by Yarbro, Arfstrom, McKnight and McKnight (2014). The study by Yarbro and colleagues, as well as present study, confirmed that the model contributed to: the enrichment of teaching and learning processes, aspects related to the integration of concepts, the role change of professors and students, the improvement of the processes of participation and communication, the integration of the ICTs, the improvement of academic results, and the promotion of student interest in the course.Springer Verlag2016info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionhttps://doi.org/10.1186/s41239-016-0022-1http://hdl.handle.net/10459.1/57600reponame:Repositori Obert UdL instname:Universitat de Lleida (UdL)InglésReproducció del document publicat a https://doi.org/10.1186/s41239-016-0022-1International Journal of Educational Technology in Higher Education, 2016, vol. 13, núm. 21cc-by (c) Flores et al., 2016info:eu-repo/semantics/openAccesshttp://creativecommons.org/licenses/by/3.0/es/oai:repositori.udl.cat:10459.1/576002026-06-24T12:42:17Z
dc.title.none.fl_str_mv The flipped classroom model at the university: analysis based on professors’ and students’ assessment in the educational field
title The flipped classroom model at the university: analysis based on professors’ and students’ assessment in the educational field
spellingShingle The flipped classroom model at the university: analysis based on professors’ and students’ assessment in the educational field
Flores i Alarcia, Òscar
Flipped classroom
University teaching
Teaching innovation
title_short The flipped classroom model at the university: analysis based on professors’ and students’ assessment in the educational field
title_full The flipped classroom model at the university: analysis based on professors’ and students’ assessment in the educational field
title_fullStr The flipped classroom model at the university: analysis based on professors’ and students’ assessment in the educational field
title_full_unstemmed The flipped classroom model at the university: analysis based on professors’ and students’ assessment in the educational field
title_sort The flipped classroom model at the university: analysis based on professors’ and students’ assessment in the educational field
dc.creator.none.fl_str_mv Flores i Alarcia, Òscar
Arco Bravo, Isabel del
Silva, Patricia
author Flores i Alarcia, Òscar
author_facet Flores i Alarcia, Òscar
Arco Bravo, Isabel del
Silva, Patricia
author_role author
author2 Arco Bravo, Isabel del
Silva, Patricia
author2_role author
author
dc.subject.none.fl_str_mv Flipped classroom
University teaching
Teaching innovation
topic Flipped classroom
University teaching
Teaching innovation
description We find ourselves in the era of a new paradigm of education, in which learning ceases to be an internal and individual activity and becomes an activity performed collectively, critically, in participation with others, and online (Siemens, 2005). It is in this sense that the flipped classroom model arises. The present study provides evidence of the model’s efficacy at the university. The study investigates whether the model improves: the teaching and learning processes, the satisfaction in the development of the course, the academic performance of students and the assessment of professors. The method used consisted of an evaluative study and the collection of data from both professors and students. Regarding students, we analysed the following set of data: academic results, the university’s official survey, a questionnaire created and validated for the purpose of this study, and a focus group. Regarding professors, we collected data by interviewing the professors that organized the course. The results were in line with the previous study carried out by Yarbro, Arfstrom, McKnight and McKnight (2014). The study by Yarbro and colleagues, as well as present study, confirmed that the model contributed to: the enrichment of teaching and learning processes, aspects related to the integration of concepts, the role change of professors and students, the improvement of the processes of participation and communication, the integration of the ICTs, the improvement of academic results, and the promotion of student interest in the course.
publishDate 2016
dc.date.none.fl_str_mv 2016
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://doi.org/10.1186/s41239-016-0022-1
http://hdl.handle.net/10459.1/57600
url https://doi.org/10.1186/s41239-016-0022-1
http://hdl.handle.net/10459.1/57600
dc.language.none.fl_str_mv Inglés
language_invalid_str_mv Inglés
dc.relation.none.fl_str_mv Reproducció del document publicat a https://doi.org/10.1186/s41239-016-0022-1
International Journal of Educational Technology in Higher Education, 2016, vol. 13, núm. 21
dc.rights.none.fl_str_mv cc-by (c) Flores et al., 2016
info:eu-repo/semantics/openAccess
http://creativecommons.org/licenses/by/3.0/es/
rights_invalid_str_mv cc-by (c) Flores et al., 2016
http://creativecommons.org/licenses/by/3.0/es/
eu_rights_str_mv openAccess
dc.publisher.none.fl_str_mv Springer Verlag
publisher.none.fl_str_mv Springer Verlag
dc.source.none.fl_str_mv reponame:Repositori Obert UdL
instname:Universitat de Lleida (UdL)
instname_str Universitat de Lleida (UdL)
reponame_str Repositori Obert UdL
collection Repositori Obert UdL
repository.name.fl_str_mv
repository.mail.fl_str_mv
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