About this paper

Appears in:
Pages: 9271-9280
Publication year: 2019
ISBN: 978-84-09-14755-7
ISSN: 2340-1095
doi: 10.21125/iceri.2019.2245

Conference name: 12th annual International Conference of Education, Research and Innovation
Dates: 11-13 November, 2019
Location: Seville, Spain

FLIPPED TEACHING AND GAME-BASED LEARNING IN HIGHER EDUCATION: THE GOOD, THE BAD AND THE UGLY

J.S. Artal-Sevil

University of Zaragoza (SPAIN)
In recent years Flipped Teaching, a new pedagogical model that promotes a change in traditional teaching, is gaining more and more attention in the educational community. This pedagogical approach combined with educational techniques such as Just-in Time Teaching or Game-based Learning is being used in higher education. In general, a good implementation of the Flipped Teaching model requires a learning atmosphere that promotes interaction among students as well as discussion and exchange of ideas. Undoubtedly, the implementation of this educational strategy improves the student motivation and increases their participation in the classroom. The purpose is to improve the teaching-learning process. Moreover, the use of devices, technologies and ICT tools can help attract students' attention. All this has caused a change in the nature of higher education. The results also show that the Flipped Teaching process can promote a more participatory learning, stimulates motivation and enhances students' digital skills. In addition, small corrections to bad learning practices, when caught early, can help develop good learning habits. Now the effort of the students, during the development of the different activities, is more oriented towards the skills acquisition than towards the simple memorization of contents and concepts. In summary, the method proposes a student-centered teaching.

When Flipped Teaching and Game-based Learning appeared in higher education, they created high expectations about its effects of student motivation. However, despite all this buzz, or perhaps because of it, not all of the opinions being published about the Flipped concept are positive ones. In some cases the development of new activities and materials for students (e.g. theory-pills, improved contents, interactive questionnaires, video-lessons, etc.) and in other cases the planning difficulties or simply ignorance regarding its implementation in the classroom, have caused some skepticism after the initial euphoria. As is logical to think, to introduce this new educational strategy effectively, it is necessary to train teachers and trainers. It should also be considered that many teachers began to implement this pedagogical approach without having adequate training. Sometimes its application in the classroom has been caused because it is a fashion educational strategy; letting yourself be carried away by the success of the moment. It is not necessary to cite the large number of papers and books that have appeared in recent years indicating its advantages and benefits in higher education. In this way, many teachers do not know in detail the teaching methodology, as well as the technological tools available for its application in the classroom.

In this paper, the author discusses the techniques that are used during the implementation of the Flipped Teaching model combined with Game-based Learning. On the other hand, any reason that causes teachers to talk about new educational techniques (including modern, exaggerated or controversial concepts), is a positive force for change in the educational landscape. In this way, the strengths and weaknesses of this educational strategy from an objective viewpoint are shown. The teacher's observations are classified according to benefits (good), hard reality (bad) and unpleasant (ugly). The presented model has been suggested as an alternative approach to improve efficiency in the learning process.
@InProceedings{ARTALSEVIL2019FLI,
author = {Artal-Sevil, J.S.},
title = {FLIPPED TEACHING AND GAME-BASED LEARNING IN HIGHER EDUCATION: THE GOOD, THE BAD AND THE UGLY},
series = {12th annual International Conference of Education, Research and Innovation},
booktitle = {ICERI2019 Proceedings},
isbn = {978-84-09-14755-7},
issn = {2340-1095},
doi = {10.21125/iceri.2019.2245},
url = {http://dx.doi.org/10.21125/iceri.2019.2245},
publisher = {IATED},
location = {Seville, Spain},
month = {11-13 November, 2019},
year = {2019},
pages = {9271-9280}}
TY - CONF
AU - J.S. Artal-Sevil
TI - FLIPPED TEACHING AND GAME-BASED LEARNING IN HIGHER EDUCATION: THE GOOD, THE BAD AND THE UGLY
SN - 978-84-09-14755-7/2340-1095
DO - 10.21125/iceri.2019.2245
PY - 2019
Y1 - 11-13 November, 2019
CI - Seville, Spain
JO - 12th annual International Conference of Education, Research and Innovation
JA - ICERI2019 Proceedings
SP - 9271
EP - 9280
ER -
J.S. Artal-Sevil (2019) FLIPPED TEACHING AND GAME-BASED LEARNING IN HIGHER EDUCATION: THE GOOD, THE BAD AND THE UGLY, ICERI2019 Proceedings, pp. 9271-9280.
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