Abstract:

Flipped Classroom strategy has achieved significant mention in academic circles in recent years. Flipped Classroom uses in-class time to work on learning materials that were studied and explored by students previously (e.g. presentations, YouTube videos, small concept-test, documents related, etc.). Undoubtedly, the implementation of this educational strategy improves the student motivation and increases their participation in the classroom. Flipped Learning has changed the way that students receive information from their teachers. Although at present this methodology has acquired much popular attention, it has not developed a relevant research on the different techniques that can be used during the implementation. It is well known that knowledge retention is far more effective when students learn by-doing something, instead of just listening or watching. Thus the classroom is a place to organize discussions and other academic tasks. Now the effort of the students, during the development of the different experiences, is more oriented towards the acquisition of skills and competences than towards the simple memorization of contents and concepts in the classroom. The principle and essence of flipped classroom has been introduced in this paper.

Indeed, flipped classroom can be considered as a complement, rather than a substitute, to the traditional classroom in higher education because it allows than class time is oriented toward active and collaborative learning. Flipped Classroom is a blended learning model that depends on a greater number of digital and multimedia resources. Most authors agree on deep-learning aspects provided by the active and collaborative techniques. The benefits that can accrue from active learning are well documented and they have been widely discussed within the literature. Also it should be noted that the effectiveness of collaborative learning can depend on the professor ability to implement these educational strategies. A benefit of flipped classroom is that students are able to study course material at a rate that is adjusted for each their learning style.

In this paper the authors discuss the different techniques that were used during the implementation of flipped learning in the semester. The course is integrated into the Master of Renewable Energies and Energy Efficiency. Flipped Classroom implements the self-learning ability. Students use technology to access the instructional materials and other multimedia resources outside the classroom, in order to participate later in active learning during in-class time. So the class is a place where the student-teacher interaction and communication occurs. It has been observed that students respond positively to flipped learning. Educational innovation strategies shown in this paper are economically efficient, sustainable and transferable to other subjects and knowledge disciplines, because the resources and tools necessary for its implementation are free and widely used within the educational community.

Keywords:

Flipped Classroom, Learning Experiences in Higher and Further Education, Blended learning, Learning by-doing, Student Performance, Projects and Experiences.