Flipped learning como herramienta generadora de mejoras académicas en educación superior

  1. Antonio-José Moreno-Guerrero
  2. Jesús López-Belmonte
  3. Mª Elena Parra-González
  4. Adrián Segura-Robles
Journal:
Revista Fuentes

ISSN: 1575-7072,  2172-7775

Year of publication: 2024

Volume: 26

Volume: 1

Pages: 13-22

Type: Article

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Abstract

Advances in the field of technology and education are generating a proliferation of teaching methods, among which is flipped learning. The objective of the present study is to analyze a methodological contrast carried out between two different approaches (flipped learning and traditional expository method) in students of the Master's Degree in Compulsory Secondary Teaching and Baccalaureate, Professional Training and Language Teaching. The applied research method is a quasi-experimental design based on a quantitative methodology, developed for it by the Student's t-test for independent samples. In this case, a control group and an experimental group are used. The sample is made up of 63 university students from the University of Granada. The instrument used is an ad hoc, validated and reliable questionnaire. The results show that students' better value flipped learning than the expository method for learning the elaboration of a didactic unit in all study dimensions, except in the relationships between students. It can be concluded that flipped learning, as a didactic approach for learning to prepare didactic units in future teachers, is effective in relation to the traditional teaching method. Likewise, flipped learning has a direct impact on students' motivation and ratings

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