About this paper

Appears in:
Pages: 4883-4889
Publication year: 2017
ISBN: 978-84-617-8491-2
ISSN: 2340-1079
doi: 10.21125/inted.2017.1139

Conference name: 11th International Technology, Education and Development Conference
Dates: 6-8 March, 2017
Location: Valencia, Spain

PAVING THE ROAD FOR FLIPPED TEACHING IN SPANISH UNIVERSITIES

M.C. González-Cruz1, R. Viñoles-Cebolla1, P. Ballesteros-Pérez2, J.L. Fuentes-Bargues1

1Universitat Politècnica de València (SPAIN)
2University of Reading (UNITED KINGDOM)
Traditionally, lecturers working for Spanish universities have organised their lessons by devoting most contact time to cover theoretical contents. Once those theoretical contents are properly addressed, some reinforcing examples and practical exercises are worked out by the lecturer, again with hardly any student participation. Hence, student involvement only becomes possible when they are proposed to perform a series of tasks and exercises always after the lesson and generally outside the classroom.

Fortunately, things are starting to change for many universities which are increasingly promoting active learning methodologies, and this is happening as they have proven to significantly enhance the whole teaching-learning process. Among these active learning methodologies, flip teaching is one of the most frequent newly-adopted instructional strategies.

However, the introduction of flip teaching poses some challenges and it requires a radical change of mentality for both lecturers and students. Particularly, in order to succeed, both actors need to discontinue former work habits by working on the theoretical concepts outside the classroom, while also significantly increasing their degree of interaction both inside and outside the classroom. Lecturers must spearhead this process of change, but success can only be achieved with proper student involvement.

This paper shows how flip teaching was implemented in a subject within the Msc in Project Management at the Universitat Politècnica de València. Particular emphasis is given, therefore, to this particular instructional strategy and the three basic components it relies on: students, teaching staff and the teaching-learning methodology itself. Results and conclusions extends the discussion and provides some guidelines on facilitating the (necessary) adoption of this and other active learning methodologies in Spanish university classrooms.
@InProceedings{GONZALEZCRUZ2017PAV,
author = {Gonz{\'{a}}lez-Cruz, M.C. and Vi{\~n}oles-Cebolla, R. and Ballesteros-P{\'{e}}rez, P. and Fuentes-Bargues, J.L.},
title = {PAVING THE ROAD FOR FLIPPED TEACHING IN SPANISH UNIVERSITIES},
series = {11th International Technology, Education and Development Conference},
booktitle = {INTED2017 Proceedings},
isbn = {978-84-617-8491-2},
issn = {2340-1079},
doi = {10.21125/inted.2017.1139},
url = {http://dx.doi.org/10.21125/inted.2017.1139},
publisher = {IATED},
location = {Valencia, Spain},
month = {6-8 March, 2017},
year = {2017},
pages = {4883-4889}}
TY - CONF
AU - M.C. González-Cruz AU - R. Viñoles-Cebolla AU - P. Ballesteros-Pérez AU - J.L. Fuentes-Bargues
TI - PAVING THE ROAD FOR FLIPPED TEACHING IN SPANISH UNIVERSITIES
SN - 978-84-617-8491-2/2340-1079
DO - 10.21125/inted.2017.1139
PY - 2017
Y1 - 6-8 March, 2017
CI - Valencia, Spain
JO - 11th International Technology, Education and Development Conference
JA - INTED2017 Proceedings
SP - 4883
EP - 4889
ER -
M.C. González-Cruz, R. Viñoles-Cebolla, P. Ballesteros-Pérez, J.L. Fuentes-Bargues (2017) PAVING THE ROAD FOR FLIPPED TEACHING IN SPANISH UNIVERSITIES, INTED2017 Proceedings, pp. 4883-4889.
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