Flipped Classroom Method for the Teacher Training for Secondary Education: A Case Study in the University of Granada, Spain.

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Bibliographic Details
Title:	Flipped Classroom Method for the Teacher Training for Secondary Education: A Case Study in the University of Granada, Spain.
Authors:	Hinojo-Lucena, Francisco-Javier¹ fhinojo@ugr.es, Aznar-Díaz, Inmaculada¹, Cáceres-Reche, María-Pilar¹, Romero-Rodríguez, José-María¹
Source:	International Journal of Emerging Technologies in Learning. 2019, Vol. 14 Issue 11, p202-208. 7p. 1 Diagram, 1 Chart.
Subject Terms:	Flipped classrooms, Secondary education, Teacher training, Academic improvement, *Master's degree, Social skills, Likert scale
Geographic Terms:	Spain
Company/Entity:	Universidad de Granada
Abstract:	Flipped Classroom methodology has strongly introduced in the classrooms of different educational levels, but above all in the University. This methodology could be defined as the reversal of roles in the classroom, where the student acquires theoretical knowledge outside of the classroom and becomes a space for resolving doubts and cooperative work. Thus, this paper analyzes the experience carried out at the University of Granada with students of the Master's Degree in Secondary School Training where Flipped Classroom methodology has been applied. The research methodology used is quantitative, so that an ad hoc questionnaire on a Likert scale was used to obtain the data. Among the obtained results, it is observed that the students perceive an improvement in their academic performance and the improvement of the different personal and social skills. Finally, it can be concluded that this kind of experiences where the Flipped Classroom methodology is applied favors the development of skills depending of subject taught and the field of knowledge. [ABSTRACT FROM AUTHOR]
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Database:	Education Research Complete

Description
Abstract:	Flipped Classroom methodology has strongly introduced in the classrooms of different educational levels, but above all in the University. This methodology could be defined as the reversal of roles in the classroom, where the student acquires theoretical knowledge outside of the classroom and becomes a space for resolving doubts and cooperative work. Thus, this paper analyzes the experience carried out at the University of Granada with students of the Master's Degree in Secondary School Training where Flipped Classroom methodology has been applied. The research methodology used is quantitative, so that an ad hoc questionnaire on a Likert scale was used to obtain the data. Among the obtained results, it is observed that the students perceive an improvement in their academic performance and the improvement of the different personal and social skills. Finally, it can be concluded that this kind of experiences where the Flipped Classroom methodology is applied favors the development of skills depending of subject taught and the field of knowledge. [ABSTRACT FROM AUTHOR]
ISSN:	18630383
DOI:	10.3991/ijet.v14i11.9853