About this paper

Appears in:
Page: 2825 (abstract only)
Publication year: 2016
ISBN: 978-84-608-8860-4
ISSN: 2340-1117
doi: 10.21125/edulearn.2016.1611

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

FACTORS TO CONSIDER WHEN IMPLEMENTING THE FLIPPED CLASSROOM MODEL

In recent years, educational innovation has been making great strides, which has been fostered, in part, by the European Higher Education Area. New pedagogical trends are spreading at an increasing rate, and at times it seems that before the practices and benefits of one methodology can be assimilated, the next trend is underway.

The “Flipped Classroom” model may be considered one the latest trends. However, this approach is gradually and consistently gaining ground across the whole range of educational centers, from preschools to universities. And furthermore, the literature already includes reports of experiences from all over the globe. This model essentially consists of reorganizing the traditional distribution of time inside and outside the classroom, while at the same time shifting the role of protagonist in the learning process from the educator to the learner.

Nine years after the first thoroughly documented case of an inverted or flipped classroom and following the enormous success of the free educational model of Khan Academy, educators around the world have successfully adopted this practice. Nevertheless, this methodology is not without its drawbacks and limitations; for example, it depends significantly on the specific educational context and the student body profile. Following a brief description of this model, a flipped classroom plan that was not successfully put into practice is examined. Then, the factors that may have facilitated or harmed this specific proposal are analyzed. And lastly, conclusions are drawn based on this initially unsuccessful experiment.
@InProceedings{LOPEZGONZALEZ2016FAC,
author = {L{\'{o}}pez-Gonz{\'{a}}lez, L.M. and L{\'{o}}pez-Ochoa, L.M. and Garc{\'{i}}a-Lozano, C. and Las-Heras-Casas, J.},
title = {FACTORS TO CONSIDER WHEN IMPLEMENTING THE FLIPPED CLASSROOM MODEL},
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.2016.1611},
url = {http://dx.doi.org/10.21125/edulearn.2016.1611},
publisher = {IATED},
location = {Barcelona, Spain},
month = {4-6 July, 2016},
year = {2016},
pages = {2825}}
TY - CONF
AU - L.M. López-González AU - L.M. López-Ochoa AU - C. García-Lozano AU - J. Las-Heras-Casas
TI - FACTORS TO CONSIDER WHEN IMPLEMENTING THE FLIPPED CLASSROOM MODEL
SN - 978-84-608-8860-4/2340-1117
DO - 10.21125/edulearn.2016.1611
PY - 2016
Y1 - 4-6 July, 2016
CI - Barcelona, Spain
JO - 8th International Conference on Education and New Learning Technologies
JA - EDULEARN16 Proceedings
SP - 2825
EP - 2825
ER -
L.M. López-González, L.M. López-Ochoa, C. García-Lozano, J. Las-Heras-Casas (2016) FACTORS TO CONSIDER WHEN IMPLEMENTING THE FLIPPED CLASSROOM MODEL, EDULEARN16 Proceedings, p. 2825.
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