REFLECTING ON MY STUDENTS´ PERCEPTIONS IN THE IMPLEMENTATION OF FLIPPED CLASSROOM ACTIVITIES AND ITS EFFECTIVENESS

This study demonstrates how a new pedagogical model of teaching has a huge impact on the learning process and its effectiveness from my students´ perceptions in the implementation of flipped classroom. This implementation encourages cooperative learning and expands their knowledge in their second language acquisition.
Based on my own experience with my students and with this model also known as inverted classroom, one the most important aspects that I have found is that they have developed autonomous learning, which has allowed them to be more active and productive in the class.

Active learning is an umbrella term for pedagogies focusing on student activity and student engagement in the learning process (Prince, 2004).

As a result of prior knowledge acquired through flipped activities designed with the use of technology, students have increased their participation during the sessions. Flipped classroom is giving students the freedom to interact in the class according to their own learning style.

The flipped classroom provides the opportunity to engage students through active learning strategies. The use of videos before class sessions have facilitated learning evaluation through answer-question activities, pop quizzes, expositions, forums or debates, and using a bulletin board where they can share, reflect, post, collaborate, and so on.

Findings would indicate the validity of using this teaching approach. Its great flexibility allows teachers of different teaching styles to adapt it to their own needs.