About this paper

Appears in:
Pages: 5051-5057
Publication year: 2014
ISBN: 978-84-617-2484-0
ISSN: 2340-1095

Conference name: 7th International Conference of Education, Research and Innovation
Dates: 17-19 November, 2014
Location: Seville, Spain

FLIPPED LEARNING RESULTS: A CASE STUDY IN MACROECONOMICS

I. Puebla, F. Sola, I. Temiño, A. Torres

Universidad Francisco de Vitoria (SPAIN)
An important part of university teaching is done using a traditional methodology. In it a significant percentage of class time is devoted to the presentation of the content of each subject by the teacher, which may limit the time spent on other learning activities.

In this environment one can wonder whether it is possible for students to obtain greater achievements in skills and competencies, if the activities are organized using a different methodology, based on new technologies.

The theory may be studied by the undergraduate at home and a test system can be set on the virtual campus to evaluate the degree of learning of it before the student enters the class.

This allows classes to be dedicated to other more practical and experiential activities related to individual and group work, debates, case studies or other cooperative activities in which the interaction between these students and the teacher is more relevant and students may feel more involved and in line with the professional world.

The methodology that introduce this type of innovative teaching is based in the fact that the activities that traditionally are performed in the classroom, should be done by the student in an autonomous way on line according to the spirit of Bologna and vice versa. This methodology is called Flipped Classroom (FC).

The key issues addressed in this paper are: what are the qualitative and quantitative results obtained by students considering this new methodology? How vary these results with respect to those obtained with the traditional methodology?

The objective of this research is precisely to analyze the effect of using FC on student achievement in Macroeconomics at Francisco de Vitoria University. The information obtained has allowed us to analyze and compare the results in terms of skills development, learning outcomes and student satisfaction with each methodology, with the aim of future application to other curriculum subjects.
@InProceedings{PUEBLA2014FLI,
author = {Puebla, I. and Sola, F. and Temi{\~n}o, I. and Torres, A.},
title = {FLIPPED LEARNING RESULTS: A CASE STUDY IN MACROECONOMICS},
series = {7th International Conference of Education, Research and Innovation},
booktitle = {ICERI2014 Proceedings},
isbn = {978-84-617-2484-0},
issn = {2340-1095},
publisher = {IATED},
location = {Seville, Spain},
month = {17-19 November, 2014},
year = {2014},
pages = {5051-5057}}
TY - CONF
AU - I. Puebla AU - F. Sola AU - I. Temiño AU - A. Torres
TI - FLIPPED LEARNING RESULTS: A CASE STUDY IN MACROECONOMICS
SN - 978-84-617-2484-0/2340-1095
PY - 2014
Y1 - 17-19 November, 2014
CI - Seville, Spain
JO - 7th International Conference of Education, Research and Innovation
JA - ICERI2014 Proceedings
SP - 5051
EP - 5057
ER -
I. Puebla, F. Sola, I. Temiño, A. Torres (2014) FLIPPED LEARNING RESULTS: A CASE STUDY IN MACROECONOMICS, ICERI2014 Proceedings, pp. 5051-5057.
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