Factors affecting students’ perception of flipped learning over time in a teacher training program
The flipped learning methodology could play a key role in teacher training, as it exposes future teachers to experience this active methodology as students. With the purpose of shedding light on how students perceptions may vary over time and how they can be related to the improvement of the flipped...
| Autores: | , , , , , |
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| Tipo de recurso: | artículo |
| Fecha de publicación: | 2023 |
| País: | España |
| Institución: | Consejo General de la Arquitectura Técnica de España (CGATE) |
| Repositorio: | RIARTE |
| OAI Identifier: | oai:www.riarte.es:20.500.12251/3333 |
| Acceso en línea: | http://hdl.handle.net/20.500.12251/3333 https://doi.org/10.1016/j.heliyon.2023.e21318 |
| Access Level: | acceso abierto |
| Palabra clave: | Aprendizaje Aula invertida Metodología docente Formación universitaria Docentes Educación secundaria Formación profesional superior 5801.04 Teorías Educativas 5801.05 Pedagogía Experimental 5801.07 Métodos Pedagógicos 5802.03 Desarrollo de Asignaturas 5802.07 Formación Profesional |
| Sumario: | The flipped learning methodology could play a key role in teacher training, as it exposes future teachers to experience this active methodology as students. With the purpose of shedding light on how students perceptions may vary over time and how they can be related to the improvement of the flipped learning methodology, our study explores different factors in an eight-year period. Specifically, we analyse teaching performance considering data on students perceptions from the 2015–2016 academic year to 2022–2023 of a course embedded within a master s degree in teacher training in Spain. Once future teachers had experienced flipped learning as students, a sample of 338 completed a survey regarding their perceptions of the flipped classroom approach and the instructor role. In our study, the more experienced the instructor, the better perception the students showed on both the flipped learning methodology and the performance of their teacher. In particular, we found that future teachers had (i) a good or very good opinion about flipped learning, regardless of their gender (ii) a more positive perception about flipped learning, teaching performance and course development in the last five academic years, (iii) no remarkable differences between study specialisations in those last academic years, and (iv) a better opinion about the flipped learning model when they have best grades. We discuss our findings according to six factors that affect the flipped learning experience and, thus, students perception of flipped learning over time: “student characteristics”, “teacher characteristics”, “implementation”, “task characteristics”, “out-of-class activities” and “in-class activities”—factors already unveiled by a recent state-of-the-art review to enhance the effectiveness of flipped classroom. We can conclude that the instructors teaching experience is a key factor that affects the implementation of flipped learning, influencing students perception and, consequently, the success of this active methodology. © 2023 The Authors |
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