About this paper

Appears in:
Pages: 2816-2824
Publication year: 2016
ISBN: 978-84-608-8860-4
ISSN: 2340-1117
doi: 10.21125/edulearn.2016.1610

Conference name: 8th International Conference on Education and New Learning Technologies
Dates: 4-6 July, 2016
Location: Barcelona, Spain

THE EXPERIENCE OF FLIPPED CLASSROOM IN HIGHER EDUCATION. A CASE STUDY IN THE UNIVERSITY OF GRANADA

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.
@InProceedings{IBANEZCUBILLAS2016EXP,
author = {Ib{\'{a}}{\~n}ez-Cubillas, P. and G{\'{a}}miz-S{\'{a}}nchez, V.M. and Gallego-Arrufat, M.J.},
title = {THE EXPERIENCE OF FLIPPED CLASSROOM IN HIGHER EDUCATION. A CASE STUDY IN THE UNIVERSITY OF GRANADA},
series = {8th International Conference on Education and New Learning Technologies},
booktitle = {EDULEARN16 Proceedings},
isbn = {978-84-608-8860-4},
issn = {2340-1117},
doi = {10.21125/edulearn.2016.1610},
url = {http://dx.doi.org/10.21125/edulearn.2016.1610},
publisher = {IATED},
location = {Barcelona, Spain},
month = {4-6 July, 2016},
year = {2016},
pages = {2816-2824}}
TY - CONF
AU - P. Ibáñez-Cubillas AU - V.M. Gámiz-Sánchez AU - M.J. Gallego-Arrufat
TI - THE EXPERIENCE OF FLIPPED CLASSROOM IN HIGHER EDUCATION. A CASE STUDY IN THE UNIVERSITY OF GRANADA
SN - 978-84-608-8860-4/2340-1117
DO - 10.21125/edulearn.2016.1610
PY - 2016
Y1 - 4-6 July, 2016
CI - Barcelona, Spain
JO - 8th International Conference on Education and New Learning Technologies
JA - EDULEARN16 Proceedings
SP - 2816
EP - 2824
ER -
P. Ibáñez-Cubillas, V.M. Gámiz-Sánchez, M.J. Gallego-Arrufat (2016) THE EXPERIENCE OF FLIPPED CLASSROOM IN HIGHER EDUCATION. A CASE STUDY IN THE UNIVERSITY OF GRANADA, EDULEARN16 Proceedings, pp. 2816-2824.
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