Abstract:

The teaching-learning methodology of flipped classroom has been used in higher education as a way to improve the competences of the students, maximizing the time used to solve the problems proposed whereas the theory of the lessons is prepared by the student in advance using videos or other multimedia resources. The subject of Animal Nutrition (Veterinary Degree of the University of Murcia) implemented the methodology of flipped classroom in the practical lessons of feed microscopy (Course 2018/2019). Feed microscopy is a flexible, fast and inexpensive feed quality control technique, providing general information on ingredients. During theses practices, the student must identify the ingredients of a sample, alone or mixed, through recognizing their external appearance (stereo microscopy). At the end of the term, a survey was developed in order to evaluate the knowledge acquired, autonomy, satisfaction, and practice format acceptance. A questionnaire was implemented using a Likert scale of 4 levels (1 Strongly disagree, 2 disagree, 3 agree, 4 Strongly agree). A participation of 88 students was recorded from a total of 109 students enrolled, giving a confidence level of 95% and a 5% margin of error. The scores for the items knowledge acquired and autonomy achieved by the students showed the highest values (3.07±0.524 and 3.28±0.566, respectively). Also, the overall satisfaction reached a value of 2.89±0.615, and the acceptance of the flipped classroom 2.98±0.625. In addition, the 73.86% of students recommended expanding this format to other practices. So, in conclusion, the flipped classroom methodology showed a good level of acceptance by the students in the practices of feed microscopy, with a high level of satisfaction.

Keywords:

Flipped classroom, animal nutrition, higher education.