University Students’ Perception of the Usefulness of the Flipped Classroom Methodology

Education Sciences

Roberto Soto-Varela¹  Melchor Gómez-García²  Ernesto Colomo-Magaña³  Julio Ruiz-Palmero³ 

[1] Department of Applied Languages and Education, Faculty of Languages and Education, Nebrija University, 28015 Madrid, Spain;Department of Pedagogy, Autonomous University of Madrid, 28049 Madrid, Spain;Faculty of Education Sciences, University of Málaga, 29071 Málaga, Spain;

关键词: flipped classroom;    active methodology;    learning;    higher education;    university students;   

DOI  :  10.3390/educsci10100275

来源: DOAJ

【 摘 要 】

In a digital and interconnected context, where educational processes are in constant change, active methodologies take on a relevant role by making students the protagonists of their learning. Among the different possibilities, the flipped classroom stands out for its time optimization, the incorporation of technological resources, and the personalization of the processes. The aim of this research is to analyze the perception of higher education students about the usefulness of the flipped classroom as a methodology. The information was collected with a validated instrument, which was applied to a sample of 123 students from the Faculty of Educational Sciences of the University of Málaga (Spain). A positive evaluation of the usefulness of the flipped classroom as a learning methodology was reflected in the results, highlighting its instrumental dimension. Significant differences were perceived regarding the usefulness of the flipped classroom for the promotion of autonomous learning, which had a superior valuation according to women. In conclusion, the flipped classroom stands as a methodological alternative to promote learning that has a positive evaluation from the students that made up the sample.

【 授权许可】

Unknown