Universitat Jaume I (SPAIN)
About this paper:
Appears in: ICERI2016 Proceedings
Publication year: 2016
Pages: 7362-7365
ISBN: 978-84-617-5895-1
ISSN: 2340-1095
doi: 10.21125/iceri.2016.0674
Conference name: 9th annual International Conference of Education, Research and Innovation
Dates: 14-16 November, 2016
Location: Seville, Spain
The new era of knowledge based economy and the Information and Communication Technologies (ICT) enable students to access and get information very easily. Therefore, students can study and learn new concepts in an autonomous way.

In this new context, it is more important and valuable to invest the time in the classroom in doing practices and in developing skills than in transmitting information and concepts by the teacher. Students are not passive subjects and are now located in the center of the teaching/learning process, being more necessary for them to develop transverse and specific competences rather than a fixed body of knowledge.

In this sense, it is important the introduction of new methodologies to improve participation and motivation of the students, as the one known as flipped classroom. The flipped classroom (also known as the "inverted classroom") is about changing the rules in teaching. In this model, tasks that are usually implemented in the classroom are now done as homework (for example, learning new concepts), and tasks that usually are done as homework are now implemented in the classroom (for example, problem solving, essay writing, case analysis,etc.).

A group of teachers of the subject Business Management in the second course of the Business Administration Degree at the University Jaume I in Castellón (Spain) are planning to implement this methodology in the next academic course. In this proposal we are going to explain how we are going to implement the flipped classroom, the planning of the course and the main activities that we are going to implement.
Flipped classroom, management course.