Abstract:

Introduction:
The class Flipped Classroom is a "pedagogical model that transfers the work of certain learning processes outside the classroom and uses class time, together with the teacher's experience, to facilitate and enhance other processes of knowledge acquisition and practice inside the classroom”. The flipped classroom is not a tool or a technology, but a way of working with students that facilitates their learning in a personalized way.
The COVID-19 pandemic has challenged the education sector, requiring teachers to implement various changes in teaching-learning strategies. This scenario, which had many drawbacks, was, however, ideal for applying the “reverse classes” methodology.
The objective of this work is to analyze the role of a Pilot Project for the implementation of the Flipped Classroom during the pandemic.

Methodology:
As part of an Advanced Teaching Innovation Project (PID) "Flipped Classroom implementation pilot project in the development of the training program of the Official Master's Degree in Human Nutrition", financed by the Plan FIDO 2018-20 of the UGR, the teachers of four subjects of said Master generated teaching resources in different formats (online documents, MOOC videos and interactive PDF with links to further information). These specific resources were intended to provide the student with the fundamental theory of knowledge that they need to learn, to later practice in the classroom.
As a consequence of the confinement by COVID-19, the methodology for delivering university teaching had to be adapted to an online format. The teachers of the Master participating in the PID then made the resources generated available to the students through the Prado2 platform, a virtual learning environment made available to each subject by the UGR. Through this platform, the teacher also generated debate (“forums”) and was even able to resolve students' doubts while working with the theoretical content from home. In addition, tests, questions and activities were included, which allowed the teacher to know the degree of assimilation of the concepts.

Results:
The developed PID was based on providing content before the face-to-face class and, therefore, involved the digitization and virtualization of content. Thanks to the material generated, the adaptation to online teaching imposed by the pandemic was rapid and the classes were taught using videoconference platforms and respecting the calendar and schedule of the subjects.
The student satisfaction surveys, carried out by the UGR's Quality, Innovation and Prospective Unit for the 2019-20 academic year, indicate that student satisfaction was moderate in some aspects, since they scored (out of 5) with 3, 25 ± 1.29 the contents taught; 3.25 ± 1.19 the evaluation systems adopted; 3.50 ± 1.0 timing; 3.38 ± 1.21 resources for virtual teaching. It is worth highlighting the satisfaction of the students with the teaching performance of the teaching staff; with a score of 5 in the 2019/20 academic year, while the UGR average is 4.41 ± 0.99.

Conclusions:
Considering the situation and taking into account that the data show a very high standard deviation, we think that moderate results are to be expected. In any case, we consider that these results do not reflect the effort made by the professors of the Degree, given the starting circumstances, which did not allow a better preparation in these new competences that had to be developed in the face of the unforeseen health emergency.

Keywords:

Flipped Classroom, Teaching Innovation Project, Master's Degree.