Abstract:

Innovation is a challenge for the university education system because, despite pedagogical and technological advances, the use of only traditional expository methodology still predominates (Galway et al., 2014). The present study aimed to explore the impact of the implementation of flipped classroom techniques in two psychology degree courses, Physiological Psychology (number of enrolled students = 125) and Thinking and Human Learning (number of enrolled students = 130). These innovative techniques imply that students play an active role in their learning process creating a student-centered educational environment. We checked whether the methodology used facilitated the achievement of the student's learning objectives and improved their motivation, satisfaction, and self-confidence in learning. To assess this, the Student Satisfaction and Self-Confidence in Learning Scale (SCLS) and the Student Engagement Questionnaire (SEQ) were applied. The final grade scores obtained in both courses were also taken into account. They were compared with those obtained in the same course the previous academic year or with a lecture-based course. The obtained results will be discussed and conclusions concerning the impact of flipped classroom techniques on university students’ involvement and academic performance will be drawn.

Keywords:

Innovation, Innovative Techniques, Flipped Classroom Techniques, Student Engagement, Student Satisfaction and Self-Confidence in Learning.