University of Lleida (SPAIN)
About this paper:
Appears in: INTED2016 Proceedings
Publication year: 2016
Pages: 5219-5228
ISBN: 978-84-608-5617-7
ISSN: 2340-1079
doi: 10.21125/inted.2016.0250
Conference name: 10th International Technology, Education and Development Conference
Dates: 7-9 March, 2016
Location: Valencia, Spain
Nowadays, it is accepted that the knowledge society is plural, global, digital and HIPERTEXTUAL. The appearance of the Internet and the digital world has generated a radical change in how to access and transmit knowledge. Learning has stopped being an internal and individual activity, such as Siemens points out (2005), to be a collective activity. In academic contributions as Moraros, Islam, Yu, Banow and Schindelka, 2015); specific researches on innovation in teaching (Valero 2011) and also the available evidences that indicate that the real innovation in the classroom depends on the methodological design that makes the teacher or the teaching team.
In this regard, the university training needs a change about the conception of the teaching? This change must happen to stop seeing the teachers as the center of the formative process? Today, students are to become the main actor of their own learning process. It is necessary the implementation of models that encourage curiosity, creativity, knowledge outside the classroom and, in the end, the attitude and autonomy when learning (Abeysekera and Dawson, 2014).
From that perspective and through teaching initiatives, of EDO-UdL group (subgroup EDO research group Organizational Development Team and students of the Master of Child Psychology and Degree of Physiotherapy of the University of Lleida in Spain have participated in different training programs. The results have identified elements to establish the basis for the design, implementation and evaluation of the transfer of a training model in university education.
The paper explains the application of the experience at the University of Lleida during the academic year 2014-2015. The general aim is to offer evidences about the model, specifically in: to know the opinion of students whether the methodology improves learning and teaching processes; to analyse his satisfaction in the development of the subject; know the academic performance and to identify the opinion of lecturer.
The method used was an evaluative study and data were collected through three instruments: the official survey of university, a questionnaire developed and validated for this research, a focus group and their academic marks. The results show an enrichment of the teaching-learning process, in aspects of assimilation of concepts, changing role of the teacher and students, improve of processes of participation and communication, integration of ICT and interest by the subject.

[1] Abeysekera, L.; Dawson, P. (2014). Motivation and cognitive load in the flipped classroom: definition, rationale and a call for research. Higher Education Research and Development. Volume 34, Issue 1, 2 January 2015, Pages 1-14.
[2] Moraros, J.; Islam, A.; Yu, S.; Banow, R.; Schindelka, B. (2015). Flipping for success: Evaluating the effectiveness of a novel teaching approach in a graduate level setting. BMC Medical Education. 1-10.
[3] Siemens, G. (2005). Connectivism: A learning theory for the digital age. International journal of instructional technology and distance learning, 2(1), 3-10.
[4] Gerhard, H. (2011). School Governance in Switzerland: Tensions. Educational Management Administration & Leadership 469–485
[5] Valero, M (2011) Algunas reflexiones sobre innovación docente en el marco del Proyecto Bolonia. Arbor: Ciencia, pensamiento y cultura, Nº 3, 117-122
training, university, flipped classroom, methods.