Abstract:

Easy access to information through Internet and the integration of emerging online learning technologies present an opportunity to reflect on the way teaching and learning occur in the context of Higher Education. The flipped classroom model has emerged as an alternative to traditional teaching that focuses on the transmission of knowledge and lectures. The flipped classroom is a pedagogical model in which students watch the pedagogical resources or read texts and papers before class. The teacher then adopts a more dynamic role as guide and facilitator, promoting students’ active participation in their learning process during the class. This methodology uses active and collaborative learning linked to development of digital competences. Our study focuses on the flipped model of teaching and learning to analyze a case study about the use of the flipped classroom in higher education. We analyze a group of 75 students taking the course “Educational Technology” (“Tecnología Educativa”) in the Education degree program at the University of Granada (Spain) during academic year 2015-2016. The course contents were delivered through a virtual learning platform based on Moodle (Prado 2, the platform used at the University of Granada) and a manual, and the activities to promote active learning were performed during class. This paper presents the design, implementation, and future assessment of this new model of teaching and learning.

Keywords:

Higher Education, Flipped Classroom, Case Study, Technology