Abstract:

Flipped learning methodology transfers instruction from group learning space to the individual learning space, transforming the classroom in an interactive learning environment where the teacher uses the previously generated knowledge and outcomes to apply concepts and engage the subject matter. Student’s approach to learning is how the student faces subjects from his/her personal point of view. It can be classified in deep and surface approach, that differ in the aim of the student with an intrinsic motivation for learning in the first and a meet of the requirements of the subject in the second. The influence of flipped learning on the student’s approach to learning in a first-year subject of food science technology degree was assessed using the R-SPW-2F questionnaire. The reliability of the questionnaire was strong for the main subscales, but weaker for the secondary scales, with high correlations between the main scales and their related subscales. The students showed a slightly higher deep approach than surface approach, with no differences between flipped and non-flipped methodology. Male students showed higher surface approach than females. The students maintained their approach to learning regardless of the methodology used. Combining both methodologies in a same subject seems not to affect the election of the student approach to learning, but improvements can be made to high deep approach to reach higher performance results.

Keywords:

Flipped classroom, R-SPQ-2F, motivation, teaching methodologies.