Abstract:

The new educational environments, based on ICTs and skills development, need to be provided with adequate methodologies that allow their optimization. In this context, this communication is presented with the results of the analysis of good practices of university professors in hybrid classrooms with Flipped classroom methodology. We have worked with a sample of eleven classrooms of social sciences degrees, during the course 2016/17 at the European University of Madrid. A methodological triangulation has been carried out, whereby firstly teachers have identified their best practices and transmitted them through structured reports. Secondly, the competencies that are developed in these good practices have been compared with the variables identified by the sample students and professors as essential elements for the success of this educational environment. The results show that the main areas of good practice relate to the autonomy of the student, the development of technological tools, the reinforcement and practical development of knowledge, and teamwork.

Keywords:

Flipped Classroom, Hybrid Teaching, Higher Education, Good Practices Educational Innovation, Skills development.