Abstract:

The advantages the flipped classroom provides for students’ learning are widely known, nevertheless, it is revealing to see how students’ perceptions regarding the advantages and limitations do not correspond greatly with the ones teachers hold. This work presents a comparative study among teachers' and students' perceptions regarding the flipped classroom. The comparison considered advantages and areas of opportunity for activities developed outside the classroom, such as the use of videos, simulations, etc., that were commonly completed by students before attending class. A survey was applied among a group of 93 undergraduate students from the first semesters of engineering courses (such as Physics, Mathematics among others) that had the experience of attending courses that use the flipped classroom modality and the same survey was applied to 22 teachers in charge of such courses. Students and teachers listed advantages and areas of opportunity for activities and materials used for class preparation. Using that information, the analysis of this study consisted of comparing and contrasting the different perceptions from both, teachers and students. This study was conducted on a qualitative based approach trying to find out what is consistently the same perception of the used of videos in a flipped classroom for both students and teachers. As a result of the analysis, it was found that even if there are coincidences in issues like flexibility and the possibility of reviewing a video; there are important differences in the perception the videos have in motivating students for learning. The results obtained in this research allow teachers to be in a better position to create appropriate visual material that is better suited and directed to reach learning objectives in specific subjects. Finally the authors presented their conclusion on students’ and teachers’ perceptions and theirs attitudes towards the activities due before lectures. Furthermore, this study will help to build a practical educational experience on novel educational models such as flipped classroom to enhance learning.

Keywords:

Flipped classroom, student perception, educational innovation, student satisfaction.