University of Zaragoza (SPAIN)
About this paper:
Appears in: EDULEARN17 Proceedings
Publication year: 2017
Pages: 5051-5061
ISBN: 978-84-697-3777-4
ISSN: 2340-1117
doi: 10.21125/edulearn.2017.2132
Conference name: 9th International Conference on Education and New Learning Technologies
Dates: 3-5 July, 2017
Location: Barcelona, Spain
Can Flipped Classroom or Flipped Learning strategy be applied with different teaching methodologies? Can these methodologies be used simultaneously through the whole semester? Many authors have found that students are usually more receptive to a certain type of methodological strategy rather than another. This involves thinking on the choice of the appropriate method. In addition, once the method evaluation procedure is carried out, it is possible to think about whether students with lower grades would obtain higher grades when applying another pedagogical model. The scientific literature also shows that motivation is a primary factor in teaching-learning processes. So what is the most appropriate technique for not demotivating students in the classroom? If students have different learning styles, it is evident that the best results will be given in those cases where teaching method and learning style coincide. This turns into an increase in the teaching-learning efficiency.

Then, is it possible to adapt the teaching to the different learning styles of students? In this case, how do you guide their assessment? This document provides different educational solutions. At the same time presents the advantages and disadvantages from the viewpoint of its implementation in the classroom. It has been a certainty that the use of a methodological mix within the Flipped Classroom approach may be the appropriate strategy. This results in an increase in the teacher-student and the student-student interaction. The motivation factor of students is also increased. In addition, to using these teaching strategies simultaneously allows developing multiple competences, abilities and transversal skills within the degrees, encouraging the student's complete development.

This paper presents an interdisciplinary experience of applying several teaching methodologies (Problem-based Learning, Case-Method, Simulation-based Learning, Role-Playing, Puzzle-based Learning, Game-based Learning, Blended Learning, etc.) in different university degrees (Engineering, Medicine and Veterinary). All subjects are based on the Flipped Classroom teaching approach. The incorporation of these techniques in the classroom is usually simple. The obtained results show a remarkable improvement over the last years. The goodness of the method allows obtaining conclusions and answers to the series of questions developed. At the same time, it allows thinking on the success of the Flipped pedagogical model.

Many authors have cited the relevance of ICT in the Flipped Classroom teaching approach, pointing out its influence on student learning. Today the mobile phone is the main information processing device and every student carry one. Today nobody argues about the introduction of ICT in teaching has brought many benefits and advantages in education, making easier the students learning and improving their efficiency. There are several free online tools (Socrative, Kahoot, EDpuzzle, PlayPosit, Rubrics, etc.) that, whatever the context treated, can be applied in the classroom or outside it regardless of the methodological technique used. All these tools and technological applications must be at the service of the teaching goals that arise in each moment.
Learning styles, Flipped Classroom, Interdisciplinary experience, Blended Learning, Case-Method, Simulation-based Learning, Role-Playing, Puzzle-based Learning.