Abstract:

The flipped classroom consists on a reorganization of times and spaces of teaching: whereas the lecture goes out of the classroom (and it is substituted, for example, by videos that the students watch at their own pace), the in-class time is used for activities that usually occur out of the classroom (for example, cooperative learning, tutorials, etc.). This work presents a flipped classroom experience carried out with Psychology students at the University of Zaragoza. The students had an active role in their own learning, preparing short videos about the content of a Developmental Psychology course that their classroom mates watched before coming to class. The in-class time was devoted to peer-instruction activities (Mazur, 2014) and to reflect about their own learning (metacognitive processes). The advantages of this teaching practice, as well as the main difficulties encountered during its implementation, are analyzed. Solutions to these challenges are proposed. In addition, the situational motivation of the students was analyzed through the Situational Motivation Scale (SIMS, Martín-Albo et al., 2009) and the Beliefs About the Causes of School Success Questionnaire (Castillo, Balaguer y Duda, 1992).

Keywords:

Flipped classroom, motivation, active learning.