Abstract:

European Higher Education Area (EHEA) has meant adapting to new methodologies so students can achieve the objectives set by the Bologna Declaration, being the most important of them student’s autonomy, in which the Professor becomes a guide that facilitates the use of resources, and tools the students need to explore and develop new knowledge and skills among which are the new information technologies.

As part of our teaching innovation project line, we added to our methodology the flipped learning environment, thus, students study are sent a recording of the lessons, which they study in their house at their own pace and the class becomes an environment in which they are able to solve their doubts with the help of their Professor. This system allows students to evaluate their own progression and at the same time allows the Professor to implement a personalization in the path that every student goes through by not only answering their questions but by also assessing their strengths and weaknesses on the subject they are studying.

This methodology has resulted in an improvement of students’ academic performance. These results show that giving students both autonomy to study on their own and setting a personalized path of learning for them based on their strength and weaknesses improves both their motivation and their academic performance.

Keywords:

EHEA, flipped learning, toxicology.