Flipped Classroom Method for the Teacher Training for Secondary Education: A Case Study in the University of Granada, Spain.
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| 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] |
| Copyright of International Journal of Emerging Technologies in Learning is the property of International Association of Online Engineering (IAOE) and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 136975903 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Flipped Classroom Method for the Teacher Training for Secondary Education: A Case Study in the University of Granada, Spain. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Hinojo-Lucena%2C+Francisco-Javier%22">Hinojo-Lucena, Francisco-Javier</searchLink><relatesTo>1</relatesTo><i> fhinojo@ugr.es</i><br /><searchLink fieldCode="AR" term="%22Aznar-Díaz%2C+Inmaculada%22">Aznar-Díaz, Inmaculada</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Cáceres-Reche%2C+María-Pilar%22">Cáceres-Reche, María-Pilar</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Romero-Rodríguez%2C+José-María%22">Romero-Rodríguez, José-María</searchLink><relatesTo>1</relatesTo> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22International+Journal+of+Emerging+Technologies+in+Learning%22">International Journal of Emerging Technologies in Learning</searchLink>. 2019, Vol. 14 Issue 11, p202-208. 7p. 1 Diagram, 1 Chart. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Flipped+classrooms%22">Flipped classrooms</searchLink><br />*<searchLink fieldCode="DE" term="%22Secondary+education%22">Secondary education</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher+training%22">Teacher training</searchLink><br />*<searchLink fieldCode="DE" term="%22Academic+improvement%22">Academic improvement</searchLink><br />*<searchLink fieldCode="DE" term="%22Master's+degree%22">Master's degree</searchLink><br /><searchLink fieldCode="DE" term="%22Social+skills%22">Social skills</searchLink><br /><searchLink fieldCode="DE" term="%22Likert+scale%22">Likert scale</searchLink> – Name: SubjectGeographic Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22Spain%22">Spain</searchLink> – Name: SubjectCompany Label: Company/Entity Group: Su Data: <searchLink fieldCode="DE" term="%22Universidad+de+Granada%22">Universidad de Granada</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: 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] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of International Journal of Emerging Technologies in Learning is the property of International Association of Online Engineering (IAOE) and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.3991/ijet.v14i11.9853 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 7 StartPage: 202 Subjects: – SubjectFull: Flipped classrooms Type: general – SubjectFull: Secondary education Type: general – SubjectFull: Teacher training Type: general – SubjectFull: Academic improvement Type: general – SubjectFull: Master's degree Type: general – SubjectFull: Social skills Type: general – SubjectFull: Likert scale Type: general – SubjectFull: Spain Type: general – SubjectFull: Universidad de Granada Type: general Titles: – TitleFull: Flipped Classroom Method for the Teacher Training for Secondary Education: A Case Study in the University of Granada, Spain. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Hinojo-Lucena, Francisco-Javier – PersonEntity: Name: NameFull: Aznar-Díaz, Inmaculada – PersonEntity: Name: NameFull: Cáceres-Reche, María-Pilar – PersonEntity: Name: NameFull: Romero-Rodríguez, José-María IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 11 Text: 2019 Type: published Y: 2019 Identifiers: – Type: issn-print Value: 18630383 Numbering: – Type: volume Value: 14 – Type: issue Value: 11 Titles: – TitleFull: International Journal of Emerging Technologies in Learning Type: main |
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