About this paper

Appears in:
Pages: 4290-4295
Publication year: 2019
ISBN: 978-84-09-08619-1
ISSN: 2340-1079
doi: 10.21125/inted.2019.1073

Conference name: 13th International Technology, Education and Development Conference
Dates: 11-13 March, 2019
Location: Valencia, Spain

FLIPPED LEARNING VS. MASTER CLASS: PRELIMINARY RESULTS IN THE DESIGN AND IMPLEMENTATION OF THIS PEDAGOGICAL MODEL IN PHARMACY DEGREE

The concept of inverted class ("Flipped Classroom") arose in 2000 when Lage and Baker proposed a change of place between the two main activities of the traditional model: "homework and lessons in the home". Before that, most of the pedagogical models applied in University degrees was based on the traditional “Master class”, in which the professor develops the theoretical/practical content in the classroom. The flipped classroom is an approach that allows professors to implement a novel pedagogical methodology based on the inversion of the traditional structure of the Master Class, from the group learning space to the individual learning space. In which, the professor guides students as they apply concepts in the subject matter (through scientific documents) and performs a cooperative, dynamic and interactive activities in class.

The aim of the present study was to design and implement the flipped learning methodology in two subjects of Pharmacy degree ("Food products and nutraceuticals" and "Pharmaceutical technology"), as part of an innovative education project developed in Complutense University of Madrid (Spain).

The preliminary results of the present study highlight that by "turning" the class, much more enriching classes are obtained for the students than the traditional ones, since it allows them to pose their questions, defend their reasoning while they were guided by the professor.

Acknowledgement:
This study was financed by a Teaching Innovation Project of Complutense University of Madrid, Ref. # PIMCD-2018-222.
@InProceedings{MORALES2019FLI,
author = {Morales, P. and Fern{\'{a}}ndez-Ruiz, V. and S{\'{a}}nchez-Mata, M.C. and Ciudad-Mulero, M. and Dom{\'{i}}nguez, L. and Garc{\'{i}}a-Recio, V. and C{\'{o}}rdoba-D{\'{i}}az, M. and C{\'{o}}rdoba-D{\'{i}}az, D. and Girb{\'{e}}s, T. and Jimenez, P. and C{\'{a}}mara, M.},
title = {FLIPPED LEARNING VS. MASTER CLASS: PRELIMINARY RESULTS IN THE DESIGN AND IMPLEMENTATION OF THIS PEDAGOGICAL MODEL IN PHARMACY DEGREE},
series = {13th International Technology, Education and Development Conference},
booktitle = {INTED2019 Proceedings},
isbn = {978-84-09-08619-1},
issn = {2340-1079},
doi = {10.21125/inted.2019.1073},
url = {http://dx.doi.org/10.21125/inted.2019.1073},
publisher = {IATED},
location = {Valencia, Spain},
month = {11-13 March, 2019},
year = {2019},
pages = {4290-4295}}
TY - CONF
AU - P. Morales AU - V. Fernández-Ruiz AU - M.C. Sánchez-Mata AU - M. Ciudad-Mulero AU - L. Domínguez AU - V. García-Recio AU - M. Córdoba-Díaz AU - D. Córdoba-Díaz AU - T. Girbés AU - P. Jimenez AU - M. Cámara
TI - FLIPPED LEARNING VS. MASTER CLASS: PRELIMINARY RESULTS IN THE DESIGN AND IMPLEMENTATION OF THIS PEDAGOGICAL MODEL IN PHARMACY DEGREE
SN - 978-84-09-08619-1/2340-1079
DO - 10.21125/inted.2019.1073
PY - 2019
Y1 - 11-13 March, 2019
CI - Valencia, Spain
JO - 13th International Technology, Education and Development Conference
JA - INTED2019 Proceedings
SP - 4290
EP - 4295
ER -
P. Morales, V. Fernández-Ruiz, M.C. Sánchez-Mata, M. Ciudad-Mulero, L. Domínguez, V. García-Recio, M. Córdoba-Díaz, D. Córdoba-Díaz, T. Girbés, P. Jimenez, M. Cámara (2019) FLIPPED LEARNING VS. MASTER CLASS: PRELIMINARY RESULTS IN THE DESIGN AND IMPLEMENTATION OF THIS PEDAGOGICAL MODEL IN PHARMACY DEGREE, INTED2019 Proceedings, pp. 4290-4295.
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