FLIPPED CLASSROOM FROM THE TEACHING PERSPECTIVE

M.P. Castellano Chamorro1, I. Mosquera Gende2, A. Conde Del Río3

1Escuelas Profesionales Sagrada Familia de Úbeda (SPAIN)
2UNIR (SPAIN)
3Royal Russell School (UNITED KINGDOM)
The use of Information and Communication Technologies (ICT) in our current society has modified, to a large extent, both interpersonal relations amongst individuals and the way in which knowledge is accessed. This new technological context has created new challenges within the educational field, in particular, regarding the principles of teaching and learning. One of the existing proposals to improve the quality of education is to include ICT as an educational tool and, in turn, redefine the pedagogical frameworks.

On the basis of this thought, in this article we will analyse Flipped Classroom methodology as a possibility to introduce new technologies in the classroom, focusing on the teaching perspective. Inverting the class involves changing the traditional model of teaching the subject in the classroom and doing homework at home, applying a hybrid-type education (online and face to face education). To this effect, after a brief introduction, we will firstly introduce the definition and main features of this methodology. Then, we will expose the new role of the teacher and the selected results from having undertaken a survey on the topic of the Internet and its use in teaching. Lastly, we will proceed to draw the final conclusions.