Abstract
The Flipped Learning (FL) model transfers certain learning processes outside of the classroom and uses class time to engage in active learning with students. The objective of this research is, on the one hand, to quantify the time that students spend on activities, discriminating which are active and passive learning, in class or at home. And on the other, to compare its variation with respect to the use of the FL or a traditional pedagogical model. The methodology used in the research has been quantitative with a quasi-experimental design with a control group and an experimental group. The data was obtained by recording the time spent on active and passive learning activities in class by the teacher and at home by the students, in each of the two groups. The results of the study indicate that the use of FL causes an increase of 155.25% in the class time dedicated to active learning activities; and that students dedicate 35.30% more time to academic activities at home compared to using a traditional pedagogical model.concise summary of 150-200 words is required.
References
Amstelveen, R. (2018). Flipping a college mathematics classroom: An action research project. Education and Information Technologies, 24(2), 1337–1350. https://doi.org/10.1007/s10639-018-9834-z
Arán, M. A., & Ortega, M. L. (2012). Enfoques de aprendizaje y hábitos de estudio en estudiantes universitarios de primer año de tres carreras de la Universidad Mayor Temuco, Chile 2011. Hekademos: Revista Educativa Digital, 11, 37–46. http://dialnet.unirioja.es/descarga/articulo/4059756.pdf%5Cnhttp://dialnet.unirioja.es/servlet/extart?codigo=4059756
Baepler, P., Walker, J. D., & Driessen, M. (2014). It’s not about seat time: Blending, flipping, and efficiency inactive learning classrooms. Computers & Education, 78, 227–236. https://doi.org/10.1016/j.compedu.2014.06.006
Barrado, C., Bofill, P., & Cerio, L. (2001). Siete experiencias de aprendizaje activo. 1–20. http://scholar.google.com/scholar?hl=en&btnG=Search&q=intitle:Siete+Experiencias+de+Aprendizaje+Activo#0
Basal, A. (2015). The Implementation of a Flipped Classroom in Foreign Language Teaching. Turkish Online Journal of Distance Education, October, 28–37. https://files.eric.ed.gov/fulltext/EJ1092800.pdf
Beard, A. (2019). Otras formas de aprender. Plataforma Editorial.
Belmonte, J. L., Cabrera, A. F., Núñez, J. A. L., & Sánchez, S. P. (2019). Formative transcendence of flipped learning in mathematics students of secondary education. Mathematics, 7(1226), 1–14. https://doi.org/10.3390/MATH7121226
Bergmann, J., & Sams, A. (2014). Flipped learning: Ga-teway to student engagement. International Society for Technology in Education.
Campillay, S., & Meléndez, N. (2015). Analysis of impact of methodology activates and heuristic learning in subjects of engineering. Actualidades Investigativas En Educación, 15, 1–16. http://www.scielo.sa.cr/scielo.php?pid=S1409-47032015000200014&script=sci_arttext
Chang, S. C., & Hwang, G. J. (2018). Impact of an augmented reality-based flipped learning guiding approach on students’ scientific project performance and perceptions. Computers & Education, 125, 226–239. https://doi.org/10.1016/j.compedu.2018.06.007
Chen, F., Lui, A. M., & Martinelli, S. M. (2017). A systematic review of the effectiveness of flipped classrooms in medical education. Medical Education, 51(6), 585–597. https://doi.org/10.1111/medu.13272
Chou, C. P., Chen, K. W., & Hung, C. J. (2021). A Study on Flipped Learning Concerning Learning Motivation and Learning Attitude in Language Learning. Frontiers in Psychology, 4181. https://doi.org/10.3389/fpsyg.2021.753463
Clark, R. M., & Kaw, A. K. (2019). Benefits of adaptive lessons for pre-class preparation in a flipped numerical methods course. International Journal of Mathematical Education in Science and Technology, 51(5), 1–17. https://doi.org/10.1080/0020739X.2019.1617439
Cross, K. P. (1987). Teaching for better learning. Medical Teacher, 2(6), 265–266. https://doi.org/10.3109/01421598009072176
Davies, R. S., Dean, D. L., & Ball, N. (2013). Flipping the classroom and instructional technology integration in a college-level information systems spreadsheet course. Educational Technology Research and Development, 61(4), 563-580. https://doi.org/10.1007/s11423-013-9305-6
De la Fuente Arias, J., Vera Martínez, M. M., & Cardelle-Elawar, M. (2017). Aportaciones de la Psicología de la Innovación y del Emprendimiento a la Educación, en la Sociedad del Conocimiento. Electronic Journal of Research in Education Psychology, 10(28). https://doi.org/10.25115/ejrep.v10i28.1544
Esperanza, P., Fabian, K., & Toto, C. (2016). Flipped Classroom Model: Effects on Performance, Attitudes and Perceptions in High School Algebra. DM Review, 9891, 85–97. https://doi.org/10.1007/978-3-319-45153-4_7
Feyen, J. (2020). Shall COVID-19 accelerate the transfer of passive learning to active education? Maskana, 11(1), 1–4. https://doi.org/10.18537/mskn.11.01.00
Foldnes, N. (2016). The flipped classroom and cooperative learning: Evidence from a randomised experiment. Active Learning in Higher Education, 17(1), 39–49. https://doi.org/10.1177/1469787415616726
Ford, P. (2015). Flipping a Math Content Course for Pre-Service Elementary School Teachers. Primus, 25(4), 369–380. https://doi.org/10.1080/10511970.2014.981902
Fornons, V., & Palau, R. (2020). La metodologia Flipped Classroom en la adquisición de la competencia clave aprender a aprender en D. Cobos-Sanchiz, E. López-Meneses, L. Molina-García, A. Jaén-Martínez y A.H. Martín-Padilla (Ed.), Claves para la innovación pedagógica ante los nuevos retos: respuestas en la vanguardia de la práctica educativa (pp. 809-819). Octaedro.
Fornons, V., Palau, R., & Santiago, R. (2021). Secondary school students’ perception according to their learning style of a mathematics Flipped Classroom. Journal of Technology and Science Education, 11(2), 227-244. https://doi.org/10.3926/jotse.1092
Fornons, V., & Palau, R. (2021). Flipped classroom en la enseñanza de las matemáticas: una revisión sistemática. Education in the Knowledge Society (EKS), 22, e24409. https://doi.org/10.14201/eks.24409
Fredriksen, H., Hadjerrouit, S., Monaghan, J., & Rensaa, R. (2018). Exploring tensions in a mathematical course for engineers utilizing a flipped classroom approach. http://cerme10.org/
Freeman, S., Eddy, S. L., McDonough, M., Smith, M. K., Okoroafor, N., Jordt, H., & Wenderoth, M. P. (2014). Active learning increases student performance in science, engineering, and mathematics. Proceedings of the National Academy of Sciences of the United States of America, 111(23), 8410–8415. https://doi.org/10.1073/pnas.1319030111
Fung, C. H. (2020). How Does Flipping Classroom Foster the STEM Education: A Case Study of the FPD Model. Technology, Knowledge and Learning, 30(14), 1945–1969. https://doi.org/10.1007/s10758-020-09443-9
García Peñalvo, F. J., Fidalgo Blanco, Á., Sein Echaluce, M. L., & Sánchez Canales, M. (2019). Active Peer-Based Flip Teaching. 1–16. https://doi.org/10.4018/978-1-5225-8142-0.ch001
George, D., Dixon, S., Stansal, E., Gelb, S. L., & Pheri, T. (2008). Time diary and questionnaire assessment of factors associated with academic and personal success among university undergraduates. Journal of American College Health, 56(6), 706–715. https://doi.org/10.3200/JACH.56.6.706-715
Ghilay, Y., & Ghilay, R. (2015). TBAL: Technology-Based Active Learning in Higher Education. Journal of Education and Learning, 4(4), 10–18. https://doi.org/10.5539/jel.v4n4p10
Gómez-Poyato, M. J., Aguilar-Latorre, A., Martínez-Pecharromán, M. M., Magallón-Botaya, R., & Oliván-Blázquez, B. (2019). Flipped classroom and role-playing as active learning methods in the social work degree: randomized experimental study. Social Work Education, 1–14. https://doi.org/10.1080/02615479.2019.1693532
Gordijn, J., Oosterhout, A., & Dijkstra, W. (2017). Innovation Mathematics Project, Blended Education in Practice: a Case Study At Delft University of Technology. EDULEARN17 Proceedings, 1, 9940–9950. https://doi.org/10.21125/edulearn.2017.0881
Gough, E., Dejong, D., Grundmeyer, T., & Baron, M. (2017). K-12 Teacher Perceptions Regarding the Flipped Classroom Model for Teaching and Learning. Journal of Educational Technology Systems, 45(3), 390–423. https://doi.org/10.1177/0047239516658444
Gouia, R., & Gunn, C. (2016). Making mathematics meaningful for freshmen students: investigating students’ preferences of pre-class videos. Research and Practice in Technology Enhanced Learning, 2. https://doi.org/10.1186/s41039-015-0026-9
Guerrero, S., Beal, M., Lamb, C., Sonderegger, D., & Baumgartel, D. (2015). Flipping undergraduate finite mathematics: Findings and implications. Primus, 25(9), 814–832. https://doi.org/10.1080/10511970.2015.1046003
Gundlach, E., Richards, K. A. R., Nelson, D., & Levesque-Bristol, C. (2015). A comparison of student attitudes, statistical reasoning, performance, and perceptions for web-augmented traditional, fully online, and flipped sections of a statistical literacy class. Journal of Statistics Education, 23(1). https://doi.org/10.1080/10691898.2015.11889723
Haidet, P., Morgan, R. O., O’Malley, K., Moran, B. J., & Richards, B. F. (2004). A controlled trial of active versus passive learning strategies in a large group setting. Advances in Health Sciences Education, 9(1), 15–27. https://doi.org/10.1023/B:AHSE.0000012213.62043.45
Hendrickson, P. (2019). Effect of Active Learning Techniques on Student Excitement, Interest, and Self-Efficacy. Journal of Political Science Education, 1–15. https://doi.org/10.1080/15512169.2019.1629946
Heuett, W. J. (2017). Flipping the Math Classroom for Non-Math Majors to Enrich Their Learning Experience. Primus, 27(10), 889–907. https://doi.org/10.1080/10511970.2016.1256925
Hodgson, T. R., Cunningham, A., McGee, D., Kinne, L., & Murphy, T. J. (2017). Assessing Behavioral Engagement in Flipped and Non-Flipped Mathematics Classrooms: Teacher Abilities and Other Potential Factors. International Journal of Education in Mathematics, Science and Technology, 5(4), 248–261. https://doi.org/10.18404/ijemst.296538
Hwang, G. J., Yin, C., & Chu, H. C. (2019). The era of flipped learning: promoting active learning and higher order thinking with innovative flipped learning strategies and supporting systems. Interactive Learning Environments, 27(8), 991–994. https://doi.org/10.1080/10494820.2019.1667150
Jordán, C., Magreñán, Á. A., & Orcos, L. (2019). Considerations about flip education in the teaching of advanced mathematics. Education Sciences, 9(3), 1–10. https://doi.org/10.3390/educsci9030227
Karampa, V., & Paraskeva, F. (2018). A motivational design of a flipped classroom on collaborative programming and STEAM. Communications in Computer and Information Science, 870, 226–238. https://doi.org/10.1007/978-3-319-95522-3_19
Keyser, M. W. (2000). Active Learning and Cooperative Learning: Understanding the Difference and Using Both Styles Effectively. Research Startegies, 17(1), 35–40.
Khan, R. N., & Watson, R. (2018). The flipped classroom with tutor support: An experience in a level one statistics unit. Journal of University Teaching and Learning Practice, 15(3). https://ro.uow.edu.au/jutlp/vol15/iss3/3
Kropp, F., Lindsay, N. J., & Hancock, G. (2011). Cultural context as a moderator of private entrepreneurship investment behaviour. Handbook of Research on New Venture Creation, 253–279. https://doi.org/10.4337/9780857933065.00022
Li, R., Lund, A., & Nordsteien, A. (2021). The link between flipped and active learning: a scoping review. Teaching in Higher Education, 0(0), 1–35. https://doi.org/10.1080/13562517.2021.1943655
Lopes, A. P., & Soares, F. (2017). What Do Students of a Higher Education Institution Think About Flipped Learning. EDULEARN17 Proceedings, 2759–2766. https://doi.org/10.21125/edulearn.2017.1582
Maquilón, J., Sanchez, M., & Cuesta, J. (2016). Enseñar y aprender en las aulas de educación primaria. Revista Electronica de Investigacion Educativa, 18(2), 144–155.
Namaziandost, E., & Çakmak, F. (2020) An account of EFL learners’ self-efficacy and gender in the Flipped Classroom Model. Educ Inf Technol 25, 4041–4055. https://doi.org/10.1007/s10639-020-10167-7
McCombs, B. L. (2001). What do we know about learners and learning? The learner centered framework: Bringing the educational system into balance. Educational Horizons, 79(4), 182–193.
McLean, S., Attardi, S. M., Faden, L., & Goldszmidt, M. (2016). Flipped classrooms and student learning: Not just surface gains. Advances in Physiology Education, 40(1), 47–55. https://doi.org/10.1152/advan.00098.2015
Michel, N., Cater III, J. J., & Varela, O. (2009). Active Versus Passive Teaching Styles: An Empirical Study of Student Learning Outcomes. Human Resource Development Quarterly, 20(4), 397–418. https://doi.org/https://doi.org/10.1002/hrdq.20025
Mora, J. C., & Kennedy, K. J. (2019). Schools and informal learning in a knowledge-based world. In R. C. Schank (Ed.), Schools and Informal Learning in a Knowledge-Based World (pp. 1–218). Routledge. https://doi.org/10.4324/9780429022616
Nazarenko, A. L. (2015). Blended Learning vs Traditional Learning: What Works? (A Case Study Research). Procedia - Social and Behavioral Sciences, 200(October), 77–82. https://doi.org/10.1016/j.sbspro.2015.08.018
Nihlawi, R., El-Baz, H., & Gunn, C. (2017). Looking Into the Impact of Flipped Learning Pedagogy on Students’ Perceived Learning Experience in Undergraduate Mathematics Courses. ICERI2017 Proceedings, 5809–5819. https://doi.org/10.21125/iceri.2017.1521
Novak, J., Kensington-Miller, B., & Evans, T. (2016). Flip or flop? Students’ perspectives of a flipped lecture in mathematics. International Journal of Mathematical Education in Science and Technology, 48(5), 647–658. https://doi.org/10.1080/0020739X.2016.1267810
Ogden, L. (2015). Student perceptions of the flipped classroom in college Algebra. Primus, 25(9), 782–791. https://doi.org/10.1080/10511970.2015.1054011
Palau, R., Fuentes, M., Mogas, J., & Cebrián, G. (2021). Analysis of the implementation of teaching and learning processes at Catalan schools during the Covid-19 lockdown. Technology, Pedagogy and Education, 30(1), 183-199. https://doi.org/10.1080/1475939X.2020.1863855
Palau, R., & Santiago, R. (2021). Las metodologías activas enriquecidas con tecnología. Revista de Ciències de l'Educació, 5-16. https://doi.org/10.17345/ute.2021.1.3269
Parlamento Europeo, P. (2018). Modernización de la educación en la Unión Resolución. https://www.europarl.europa.eu/doceo/document/TA-8-2018-0247_ES.pdf
Pérez, A. E. R. (2016). Tiempo de aprender: El aprovechamiento de los periodos en el aula. Revista Mexicana de Investigación Educativa, 21(69), 611–639.
Prieto, A. (2017). Profesor 3.0: Flipped classroom ¿Cuáles son sus ventajas? ¿Cuál es su origen y su evolución posterior? ¿Por qué no es una moda más? ¿Por qué mejora el aprendizaje? ¿Por qué deberías leer sobre este modelo en este verano?
Puga, L. A., & Jaramillo, L. M. (2015). Metodología activa en la construcción del conocimiento matemático. Sophía: Colección de Filosofia de La Educación, 19(2), 291–314. https://doi.org/10.17163/soph.n19.2015.14
Quintana, J. maría. (2005). Crítica pedagógica de los sistemas educativos occidentales. Ensaio Avaliação e Políticas Públicas Em Educação, 13(46), 55–66. https://doi.org/http://dx.doi.org/10.1590/S0104-40362005000100004
Robinson, K. (2011). Out of our minds: The power of being Creativa. Capstone.
Santiago, R., & Bergmann, J. (2018). Aprender al revés (Issue October). Ediciones Paidós.
Sarawagi, N. (2014). a Flipped Cs0 Classroom : Applying Bloom ’ S. Journal of Computing Sciences in Colleges, 29(6), 21–28.
Sargent, J., & Casey, A. (2020). Flipped learning, pedagogy and digital technology: Establishing consistent practice to optimise lesson time. European Physical Education Review, 26(1), 70–84. https://doi.org/10.1177/1356336X19826603
Sein-Echaluce, M. L., Fidalgo Blanco, Á., García Peñalvo, F. J., García Peñalvo, F. J., & García Peñalvo, F. J. (2017). Trabajo en equipo y Flip Teaching para mejorar el aprendizaje activo del alumnado - [Peer to Peer Flip Teaching]. La Innovación Docente Como Misión Del Profesorado : Congreso Internacional Sobre Aprendizaje, Innovación y Competitividad, 2008(Cinaic), 1–6. https://doi.org/10.26754/CINAIC.2017.000001_129
Silberman, M. L. (2005). Aprendizaje activo: 101 estrategias para enseñar cualquier materia.
Song, Y., & Kapur, M. (2017). How to Flip the Classroom – “ Productive Failure or Traditional Flipped Classroom ” Pedagogical Design ? Journal of Educational Technology & Society, 20(1), 292–305. https://www.jstor.org/stable/jeductechsoci.20.1.292?seq=1
Steen-Utheim, A. T., & Foldnes, N. (2018). A qualitative investigation of student engagement in a flipped classroom. Teaching in Higher Education, 23(3), 307–324. https://doi.org/10.1080/13562517.2017.1379481
Sun, Z., & Xie, K. (2020). How do students prepare in the pre-class setting of a flipped undergraduate math course? A latent profile analysis of learning behavior and the impact of achievement goals. The Internet and Higher Education, 46, 100731. https://doi.org/10.1016/j.iheduc.2020.100731
Sun, Z., Xie, K., & Anderman, L. H. (2017). The role of self-regulated learning in students’ success in flipped undergraduate math courses. Internet and Higher Education, 36, 41–53. https://doi.org/10.1016/j.iheduc.2017.09.003
Toor, A., & Mgombelo, J. (2018). Math centers : A pedagogical tool for student engagement in intermediate math class. https://hal.archives-ouvertes.fr/hal-01949020
Triantafyllou, E., & Timcenko, O. (2014). Introducing a flipped classroom for a statistics course: A case study. Proceedings of the 25th International Conference on European Association for Education in Electrical and Information Engineering, EAEEIE 2014, 5–8. https://doi.org/10.1109/EAEEIE.2014.6879373
W. Johnson, D., & T. Johnson, R. (2018). Cooperative Learning: The Foundation for Active Learning. Active Learning - Beyond the Future. https://doi.org/10.5772/intechopen.81086
Wanner, T., & Palmer, E. (2015). Personalising learning: Exploring student and teacher perceptions about flexible learning and assessment in a flipped university course. Computers & Education, 88, 354–369. https://doi.org/10.1016/J.COMPEDU.2015.07.008
Wasserman, N. H., Quint, C., Norris, S. A., & Carr, T. (2015). Exploring Flipped Classroom Instruction in Calculus III. International Journal of Science and Mathematics Education, 15, 545–568. https://doi.org/10.1007/s10763-015-9704-8
Watson, W. R., Watson, S. L., Magar, S. T., & Tay, L. (2020). Comparing attitudinal learning of large enrolment active learning and lecture classes. Innovations in Education and Teaching International. https://doi.org/10.1080/14703297.2019.1711440
Wright, S. E. (2015). Linear algebra and the experiences of a “flipper.” Primus, 25(8), 627–640. https://doi.org/10.1080/10511970.2015.1031304
Young, A. (2015). Flipping the calculus classroom: A cost-effective approach. Primus, 25(8), 713–723. https://doi.org/10.1080/10511970.2015.1031298
Zhang, S. L. (2019). Chinese-as-a-foreign-language learners’ use of self-regulated learning in flipped/blended learning environments - a descriptive study. Stud. Self Access Learn. J. 10, 181–204. https://doi.org/10.37237/100205
Zepeda, S., Abascal, R., & López, E. (2016). Integración de gamificación y aprendizaje activo en el aula. Ra Ximhai, 12(2016), 315–325. https://dialnet.unirioja.es/servlet/articulo?codigo=7933127
Ziegelmeier, L. B., & Topaz, C. M. (2015). Flipped calculus: A study of student performance and perceptions. Primus, 25(9), 847–860. https://doi.org/10.1080/10511970.2015.1031305
![Creative Commons License](http://i.creativecommons.org/l/by-nc-nd/4.0/88x31.png)
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Copyright (c) 2022 Pixel-Bit. Media and Education Journal