Métricas alternativas
Keywords
higher education
educational technology
learning methods
college students
student achievement
Flipped Learning educación superior
tecnología educacional
estrategias educativas
estudiante universitario
rendimiento escolar
Flipped Learning
educational technology
learning methods
college students
student achievement
Flipped Learning educación superior
tecnología educacional
estrategias educativas
estudiante universitario
rendimiento escolar
Flipped Learning
How to Cite
González-Martínez, J. (2022). Flipping to Rethink: Technopedagogical Reflections on a Flipped Learning Experience in Teacher Education: [Flipping to Rethink: Technopedagogical Reflections on a Flipped Learning Experience in Teacher Education]. Pixel-Bit. Media and Education Journal, 65, 39–63. https://doi.org/10.12795/pixelbit.93545
Abstract
Rethinking the learning process in higher education subjects with a markedly reflective nature in teacher training opens the door to the implementation of an flipped learning strategy, in which readings and videos anticipate students’ first contact with the relevant concepts, in order to then problematise them dialogically during the face-to-face class. In this paper we analyse a FL implementation during the academic years 2019/20 and 2021/22, based on a student satisfaction questionnaire (N=294), their semester grades and the data on the consumption of technological resources; and it allows us to validate the proposal, which is particularly favourable for students who regularly attend and participate in classes, and confirms that the increase in workloads is not excessive from their perspective. Likewise, the relationship between the face-to-face class and the proposed digital educational resources is analysed, and it is concluded that, far from supplanting it, these digital resources complement and reinforce the class dynamics (also in a more intense way for those who attend and participate more).
References
Andía, L. A., Santiago, R., & Sota, J. M. (2020). ¿Estamos técnicamente preparados para el flipped classroom? Un análisis de las competencias digitales de los profesores en España. Contextos Educativos. Revista de Educación, 25, 275–311. https://doi.org/10.18172/con.4218
Aronson, N., & Arfstrom, K. M. (2013). Flipped Learning in Higher Education. In Always Learning. Pearson. https://doi.org/10.4018/978-1-59904-935-9.ch274
Ash, K. (2012). Educators view flipped model with a more critical eye. Education Week, 32(2), S6–S7.
Bergmann, J., & Sams, A. (2008). Relaxing Chemistry Class. Learning & Leading with Technology, Dec-Jan(2008–09), 22–27.
Blair, E., Maharaj, C., & Primus, S. (2016). Performance and perception in the flipped classroom. Education and Information Technologies, 21(6), 1465–1482. https://doi.org/10.1007/s10639-015-9393-5
Brewer, R., & Movahedazarhouligh, S. (2018). Successful stories and conflicts: A literature review on the effectiveness of flipped learning in higher education. In Journal of Computer Assisted Learning (Vol. 34, Issue 4, pp. 409–416). Blackwell Publishing Ltd. https://doi.org/10.1111/jcal.12250
Cecchinato, G. (2014). Fliped Classroom: innovare la scuola con le tecnologie digitali. TD Tecnologie Didattiche, 22(1), 11–20.
Coates, H. (2006). Student Engagement in Campus-Based and Online Education. Routledge. https://doi.org/https://doi.org/10.4324/9780203969465
Comber, D. P. M., & Brady-Van den Bos, M. (2018). Too much, too soon? A critical investigation into factors that make Flipped Classrooms effective. Higher Education Research and Development, 37(4), 683–697. https://doi.org/10.1080/07294360.2018.1455642
Foschi, L. C., & Cecchinato, G. (2018). Flipped classroom: risultati di una sperimentazione condotta presso l’IIS Bosso-Monti di Torino. RicercAzione. Six-Monthly Journal on Learning, Research and Innovation in Education, 10(1), 195–216.
Foschi, L. C., & Cecchinato, G. (2020). Perusall: University learning-teaching innovation employing social annotation and machine learning. Qwerty. Open and Interdisciplinary Journal of Technology, Culture and Education, 15(2), 45–67. https://doi.org/10.30557/QW000030
Goodwin, B., & Miller, K. B. (2013). Evidence on Flipped Classrooms Is Still Coming In. Research Says, by the ASCD. https://www.ascd.org/el/articles/evidence-on-flipped-classrooms-is-still-coming-in
Gündüz, A. Y., & Akkoyunlu, B. (2019). Student views on the use of flipped learning in higher education: A pilot study. Education and Information Technologies, 24(4), 2391–2401. https://doi.org/10.1007/s10639-019-09881-8
Lage, M. J., Platt, G. J., & Treglia, M. (2000). Inverting the classroom: A gateway to creating an inclusive learning environment. Journal of Economic Education, 31(1), 30–43. https://doi.org/10.1080/00220480009596759
Marcey, D. J. (2014). The Lecture Hall as an Arena of Inquiry: Using Cinematic Lectures and Inverted Classes (CLIC) to Flip an Introductory Biology Lecture Course. Academic Commons.
Martín Rodríguez, D., & Santiago, R. (2015). ¿Es el flipped classroom un modelo pedagógico eficaz? Un estudio sobre la percepción de estudiantes de Primaria, ESO y Bachillerato? Comunicación y Pedagogía, 285–286.
McLaughlin, J. E., Griffin, L. T. M., Esserman, D. A., Davidson, C. A., Glatt, D. M., Roth, M. T., Gharkholonarehe, N., & Mumper, R. J. (2013). Pharmacy student engagement, performance, and perception in a flipped satellite classroom. American Journal of Pharmaceutical Education, 77(9). https://doi.org/10.5688/ajpe779196
Mezirow, J. (1996). Contemporary Paradigms of Learning. Adult Education Quarterly, 46(3), 158–172. https://doi.org/10.1177/074171369604600303
Michael, J. (2006). Where’s the evidence that active learning works? American Journal of Physiology - Advances in Physiology Education, 30(4), 159–167. https://doi.org/10.1152/advan.00053.2006
Mishra, P., & Koehler, M. J. (2006). Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge. Teachers College Record, 108(6), 1017–1054. http://punya.educ.msu.edu/publications/journal_articles/mishra-koehler-tcr2006.pdf
O’Flaherty, J., & Phillips, C. (2015). The use of flipped classrooms in higher education: A scoping review. Internet and Higher Education, 25, 85–95. https://doi.org/10.1016/j.iheduc.2015.02.002
Pierce, R., & Fox, J. (2012). Vodcasts and active-learning exercises in a “flipped classroom” model of a renal pharmacotherapy module. American Journal of Pharmaceutical Education, 76(10). https://doi.org/10.5688/ajpe7610196
Pluta, W. J., Richards, B. F., & Mutnick, A. (2013). PBL and Beyond: Trends in Collaborative Learning. Teaching and Learning in Medicine, 25(SUPPL.1). https://doi.org/10.1080/10401334.2013.842917
Raffaghelli, J. E. (2017). La Flipped Classroom funziona? Analisi critica di evidenze empiriche sulla sua efficacia per l’apprendimento. Does Flipped Classroom work? Critical analysis of empirical evidences on its effectiveness for learning. Form@re. Open Journal per La Formazione in Rete, 17(3), 116–134. https://doi.org/http://dx.doi.org/10.13128/formare-21216
Santiago, R. (2019). Connecting the Flipped Learning model and the Multiple Intelligen-ces Theory considering Bloom’s taxonomy. Magister, 31(2), 45–54. https://www.uniovi.es/reunido/index.php/MSG/index
Santiago, R., & Bergmann, J. (2018). Aprender al revés. Flipped learning 3.0 y metodologías activas en el aula. Paidós.
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
Zhao, L., He, W., & Su, Y. S. (2021). Innovative Pedagogy and Design-Based Research on Flipped Learning in Higher Education. Frontiers in Psychology, 12. https://doi.org/10.3389/fpsyg.2021.577002
Aronson, N., & Arfstrom, K. M. (2013). Flipped Learning in Higher Education. In Always Learning. Pearson. https://doi.org/10.4018/978-1-59904-935-9.ch274
Ash, K. (2012). Educators view flipped model with a more critical eye. Education Week, 32(2), S6–S7.
Bergmann, J., & Sams, A. (2008). Relaxing Chemistry Class. Learning & Leading with Technology, Dec-Jan(2008–09), 22–27.
Blair, E., Maharaj, C., & Primus, S. (2016). Performance and perception in the flipped classroom. Education and Information Technologies, 21(6), 1465–1482. https://doi.org/10.1007/s10639-015-9393-5
Brewer, R., & Movahedazarhouligh, S. (2018). Successful stories and conflicts: A literature review on the effectiveness of flipped learning in higher education. In Journal of Computer Assisted Learning (Vol. 34, Issue 4, pp. 409–416). Blackwell Publishing Ltd. https://doi.org/10.1111/jcal.12250
Cecchinato, G. (2014). Fliped Classroom: innovare la scuola con le tecnologie digitali. TD Tecnologie Didattiche, 22(1), 11–20.
Coates, H. (2006). Student Engagement in Campus-Based and Online Education. Routledge. https://doi.org/https://doi.org/10.4324/9780203969465
Comber, D. P. M., & Brady-Van den Bos, M. (2018). Too much, too soon? A critical investigation into factors that make Flipped Classrooms effective. Higher Education Research and Development, 37(4), 683–697. https://doi.org/10.1080/07294360.2018.1455642
Foschi, L. C., & Cecchinato, G. (2018). Flipped classroom: risultati di una sperimentazione condotta presso l’IIS Bosso-Monti di Torino. RicercAzione. Six-Monthly Journal on Learning, Research and Innovation in Education, 10(1), 195–216.
Foschi, L. C., & Cecchinato, G. (2020). Perusall: University learning-teaching innovation employing social annotation and machine learning. Qwerty. Open and Interdisciplinary Journal of Technology, Culture and Education, 15(2), 45–67. https://doi.org/10.30557/QW000030
Goodwin, B., & Miller, K. B. (2013). Evidence on Flipped Classrooms Is Still Coming In. Research Says, by the ASCD. https://www.ascd.org/el/articles/evidence-on-flipped-classrooms-is-still-coming-in
Gündüz, A. Y., & Akkoyunlu, B. (2019). Student views on the use of flipped learning in higher education: A pilot study. Education and Information Technologies, 24(4), 2391–2401. https://doi.org/10.1007/s10639-019-09881-8
Lage, M. J., Platt, G. J., & Treglia, M. (2000). Inverting the classroom: A gateway to creating an inclusive learning environment. Journal of Economic Education, 31(1), 30–43. https://doi.org/10.1080/00220480009596759
Marcey, D. J. (2014). The Lecture Hall as an Arena of Inquiry: Using Cinematic Lectures and Inverted Classes (CLIC) to Flip an Introductory Biology Lecture Course. Academic Commons.
Martín Rodríguez, D., & Santiago, R. (2015). ¿Es el flipped classroom un modelo pedagógico eficaz? Un estudio sobre la percepción de estudiantes de Primaria, ESO y Bachillerato? Comunicación y Pedagogía, 285–286.
McLaughlin, J. E., Griffin, L. T. M., Esserman, D. A., Davidson, C. A., Glatt, D. M., Roth, M. T., Gharkholonarehe, N., & Mumper, R. J. (2013). Pharmacy student engagement, performance, and perception in a flipped satellite classroom. American Journal of Pharmaceutical Education, 77(9). https://doi.org/10.5688/ajpe779196
Mezirow, J. (1996). Contemporary Paradigms of Learning. Adult Education Quarterly, 46(3), 158–172. https://doi.org/10.1177/074171369604600303
Michael, J. (2006). Where’s the evidence that active learning works? American Journal of Physiology - Advances in Physiology Education, 30(4), 159–167. https://doi.org/10.1152/advan.00053.2006
Mishra, P., & Koehler, M. J. (2006). Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge. Teachers College Record, 108(6), 1017–1054. http://punya.educ.msu.edu/publications/journal_articles/mishra-koehler-tcr2006.pdf
O’Flaherty, J., & Phillips, C. (2015). The use of flipped classrooms in higher education: A scoping review. Internet and Higher Education, 25, 85–95. https://doi.org/10.1016/j.iheduc.2015.02.002
Pierce, R., & Fox, J. (2012). Vodcasts and active-learning exercises in a “flipped classroom” model of a renal pharmacotherapy module. American Journal of Pharmaceutical Education, 76(10). https://doi.org/10.5688/ajpe7610196
Pluta, W. J., Richards, B. F., & Mutnick, A. (2013). PBL and Beyond: Trends in Collaborative Learning. Teaching and Learning in Medicine, 25(SUPPL.1). https://doi.org/10.1080/10401334.2013.842917
Raffaghelli, J. E. (2017). La Flipped Classroom funziona? Analisi critica di evidenze empiriche sulla sua efficacia per l’apprendimento. Does Flipped Classroom work? Critical analysis of empirical evidences on its effectiveness for learning. Form@re. Open Journal per La Formazione in Rete, 17(3), 116–134. https://doi.org/http://dx.doi.org/10.13128/formare-21216
Santiago, R. (2019). Connecting the Flipped Learning model and the Multiple Intelligen-ces Theory considering Bloom’s taxonomy. Magister, 31(2), 45–54. https://www.uniovi.es/reunido/index.php/MSG/index
Santiago, R., & Bergmann, J. (2018). Aprender al revés. Flipped learning 3.0 y metodologías activas en el aula. Paidós.
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
Zhao, L., He, W., & Su, Y. S. (2021). Innovative Pedagogy and Design-Based Research on Flipped Learning in Higher Education. Frontiers in Psychology, 12. https://doi.org/10.3389/fpsyg.2021.577002
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Copyright (c) 2022 Pixel-Bit. Media and Education Journal
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