Abstract:

For decades there has been an increasing educational tendency for students to take a leading role in their own learning, enhancing their active participation in the teaching-learning process in order to foster a truly meaningful learning. Similarly, technology is increasingly occupying a prominent place in the personal and professional life of human beings, also having repercussions at their educational development.

The innovative experience presented in this document offers a university educational context that optimizes the Flipped Learning approach in the music field through technological integration, analyzing the aspects most valued by the students. This project has been carried out from the academic year 2012/2013 up to 2016/2017 with the students of the Degrees in Teaching in Early Childhood and Primary Education and the Master in Education of the Faculty of Education of the University of Zaragoza in the specific musical subjects. Throughout the different courses, teachers have sought to involve students more actively in their active participation and collaborative learning networks in the different subjects. Methodologically, the study has been based on action-research in education, in continuous cycles of observation, programming, implementation and evaluation that has favoured reprogramming towards the continuous optimization of the educational process.

The results show that students value the experience positively, being aware that it favours both their learning outside and within the classroom. Outside the classroom they emphasize the interactive learning obtained through the use of technological tools. The most valued points have been to be able to use them anytime, anywhere and every time that each student has needed, adapting to their different needs, styles and learning rhythms. They have also enabled them to have instant feedback on their progress and difficulties, guiding their autonomous learning process. Virtual collaborative networks have favoured sharing of resources and materials, allowing greater learning of all students and improving relationships between them. Within the classroom, students have stressed the application of active methodologies and varied techniques, using different technological tools, in which their active and collaborative participation have favoured a greater motivation and involvement in the subjects. In addition they value positively the teacher-student relationship that has been established, being closer and more useful than in more traditional methods.

As a conclusion, the positive assessment of the Flipped Learning approach for university learning in music is highlighted. It has allowed taking into account the differences in students' learning capacity, their learning rhythms and their learning styles. It has promoted conceptual understanding, dynamic and interactive learning. Students have increased their responsibility and commitment to their own learning, taking advantage of both session time and inter-sessional time. It is positively valued to continue developing this methodology in future courses.

Keywords:

Flipped Learning, Music Education, University Education, ICT.