About this paper

Appears in:
Pages: 7384-7391
Publication year: 2019
ISBN: 978-84-09-12031-4
ISSN: 2340-1117
doi: 10.21125/edulearn.2019.1766

Conference name: 11th International Conference on Education and New Learning Technologies
Dates: 1-3 July, 2019
Location: Palma, Spain

FLIPPED LEARNING IN HIGHER EDUCATION: A CASE STUDY

J. Palací1, D. Palací-López2, M.I. López Rodríguez3

1Universidad ICAI-ICADE, Madrid (SPAIN)
2Universitat Politècnica de València (SPAIN)
3Universitat de València (SPAIN)
In contrast with more traditional teaching methods, based on the so-called master class, the use of other models has been generalized in Higher Education, with the purpose of adapting the teaching-learning process so that the teacher acts more as a support and guide, and the student becomes the protagonist of his own learning.

One such model, Flipped Learning (FL), also called Flip Teaching or Flipped Classroom, has been used successfully in both qualitative and quantitative subjects. One of the characteristics of this model is the use of resources that allow students to acquire knowledge necessary to perform activities within it outside the classroom, as well as to obtain feedback on their progress. Among these resources, some remarkable ones are those of an audio-visual nature and the so-called Audience Response Systems (ARS). In addition to assessing the impact that their use may have on the students’ academic performance, it is also worth evaluating their perception of the use of these tools in their learning process, if that perception depends on certain factors (motivation, pre-university studies, gender…), etc. This is because, by knowing the impact of these resources in students with a certain profile, the faculty would have relevant information to better schedule the activities to be carried out and tools to make use of.

In an attempt to answer the questions raised, the present work reflects the results obtained from assessing of students’ perception of this tools for the teaching/assimilation of a quantitative subject of a degree imparted by the University of Valencia. To collect the required data a questionnaire was prepared in which they were asked for information related to the subject in question, as well as questions of a personal nature (pre-university studies, if the centre where said studies were conducted was private or public, motivation to access the degree...). A preliminary analysis of these data allowed to detect significant differences among some levels of the different factors.
@InProceedings{PALACI2019FLI,
author = {Palac{\'{i}}, J. and Palac{\'{i}}-L{\'{o}}pez, D. and L{\'{o}}pez Rodr{\'{i}}guez, M.I.},
title = {FLIPPED LEARNING IN HIGHER EDUCATION: A CASE STUDY},
series = {11th International Conference on Education and New Learning Technologies},
booktitle = {EDULEARN19 Proceedings},
isbn = {978-84-09-12031-4},
issn = {2340-1117},
doi = {10.21125/edulearn.2019.1766},
url = {http://dx.doi.org/10.21125/edulearn.2019.1766},
publisher = {IATED},
location = {Palma, Spain},
month = {1-3 July, 2019},
year = {2019},
pages = {7384-7391}}
TY - CONF
AU - J. Palací AU - D. Palací-López AU - M.I. López Rodríguez
TI - FLIPPED LEARNING IN HIGHER EDUCATION: A CASE STUDY
SN - 978-84-09-12031-4/2340-1117
DO - 10.21125/edulearn.2019.1766
PY - 2019
Y1 - 1-3 July, 2019
CI - Palma, Spain
JO - 11th International Conference on Education and New Learning Technologies
JA - EDULEARN19 Proceedings
SP - 7384
EP - 7391
ER -
J. Palací, D. Palací-López, M.I. López Rodríguez (2019) FLIPPED LEARNING IN HIGHER EDUCATION: A CASE STUDY, EDULEARN19 Proceedings, pp. 7384-7391.
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