University of Zaragoza (SPAIN)
About this paper:
Appears in: ICERI2019 Proceedings
Publication year: 2019
Pages: 5049-5059
ISBN: 978-84-09-14755-7
ISSN: 2340-1095
doi: 10.21125/iceri.2019.1230
Conference name: 12th annual International Conference of Education, Research and Innovation
Dates: 11-13 November, 2019
Location: Seville, Spain
In the traditional educational system, not all students learn at the same pace or in the same way. This can induce a situation of absolute boredom or tedium in some students, while at the same time it can cause a state of anxiety or stress in the rest; producing drastic results in students. In recent years, Flipped Teaching, a new pedagogical approach, has appeared in the educational horizon. This learning model proposes a substantial change on classical teaching. Its purpose is to improve the learning style of students, that is, it is a more student-based training. Some recent studies indicate that this model promotes a more interactive learning, while improving the competences acquired by students. A good implementation of the flipped model requires a learning atmosphere that promotes interactions such as the exchange of ideas and debate. Student interactions are also needed, so that both the students' skills and the knowledge creation process are improved.

Now, when Flipped Learning appeared in higher education, it created high expectations associated with its effects on student motivation. Many teachers chose this methodology with the purpose of increasing the participation of students in the classroom; an important aspect in the new learning process. However the ignorance about the new strategy, the lack of digital tools and planning difficulties regarding its implementation have caused certain skepticism after the initial euphoria. Thus, some teachers were disappointed with this technique and its implementation in the classroom. Currently, available digital tools are suitable for its implementation in the educational context. But it is necessary to train teachers to introduce this methodology in the classroom effectively. Success in learning does not depend on the selection of a technological tool or another, but in the use that is made of it in the classroom. The goal is to know, how and where to use this technology. The ideas are innumerable always as support for the teaching methodology. But, how do these technological tools influence the teaching-learning process? And, are they really effective? The purpose of this document is to answer these questions. It is clear that the technology applied in the classroom can improve the integration, motivation and participation of the students, an example is the development of interactive questionnaires (Q&A) in the classroom; although it can also increase the degree of distraction. In this way students can use their own mobile device to answer the questionnaire (BYOD model application). In addition both, teacher and students, get feedback in real time.

In this paper, the authors reflect on the implementation of this pedagogical methodology in higher education; indicating some contexts where this strategy can be useful and really effective. It also shows different ICT resources that facilitate its use in the classroom. Digital tools are the essence of these adaptive teaching models. Thus, new technologies don’t make a teacher good or bad, since they are useless by themselves. Now, together with an adequate methodology, they can improve learning. This paper presents some guidelines and good advice for the implementation of Flipped Learning. The experience presented was carried out at the Master degree. The learning results obtained allow us to maintain a positive attitude in their use and applicability in higher education. From the student's point of view, the results were satisfactory.
Flipped Learning, Learning Space Design, Advanced Classroom Applications & Technologies, Serious Games, Gamification, Learning Analytics, Apps for Education