Flipped learning as a tool for generating academic improvements in higher education
DOI:
https://doi.org/10.12795/revistafuentes.2024.22244Keywords:
educational innovation, learning process, information technologies, computer assisted learning, active learning, university, motivation, student achievementAbstract
Advances in the field of technology and education are generating a proliferation of teaching methods, among which is flipped learning. The objective of the present study is to analyze a methodological contrast carried out between two different approaches (flipped learning and traditional expository method) in students of the Master's Degree in Compulsory Secondary Teaching and Baccalaureate, Professional Training and Language Teaching. The applied research method is a quasi-experimental design based on a quantitative methodology, developed for it by the Student's t-test for independent samples. In this case, a control group and an experimental group are used. The sample is made up of 63 university students from the University of Granada. The instrument used is an ad hoc, validated and reliable questionnaire. The results show that students' better value flipped learning than the expository method for learning the elaboration of a didactic unit in all study dimensions, except in the relationships between students. It can be concluded that flipped learning, as a didactic approach for learning to prepare didactic units in future teachers, is effective in relation to the traditional teaching method. Likewise, flipped learning has a direct impact on students' motivation and ratings.
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