Abstract:

In the context of higher education, students are expected to possess a certain degree of autonomy in their learning process, but they often require motivation and guidance. The flipped classroom methodology, although it promotes autonomous learning, may fall short in providing the necessary motivation and guidance. This study presents a case study where the application of a flipped classroom model is complemented with in-class activities to enhance motivation and guidance. The case study focuses on a semester-long subject in the field of computer science, which was divided into seven topics. Pre-class and in-class materials were prepared for each topic.
The key aspect of this methodology lies in the pre-class materials, which comprehensively cover the content of each topic, while the in-class materials consist of activities similar to those used for assessment. This approach aims to achieve three objectives: firstly, to promote student autonomy by encouraging them to independently engage with the subject matter; secondly, to motivate students during the pre-class stage through activities that resemble or serve as examples of assessable tasks, thus preparing them for the final examination; and thirdly, to guide students in their learning journey by providing opportunities to apply their acquired knowledge and address any doubts or questions in face-to-face interactions with the teacher.
The evaluation of this methodology was conducted through two approaches: objective and subjective. The objective evaluation involved assessing students' consistent engagement throughout the semester through various activities, and comparing their grades with those of students who followed different methodologies. On the other hand, the subjective evaluation gathered students' opinions on different aspects of the subject through surveys.
This work provides insights into the implementation of a flipped classroom approach enriched with in-class activities to enhance motivation and guidance. The findings shed light on the impact of this methodology on student autonomy, motivation, and overall learning experience, offering valuable implications for educational practitioners and researchers in the field of higher education.

Keywords:

Flipped classroom, assessment-oriented activities.