Flipped learning and good teaching practices in secondary education

Moreno-Guerrero, Antonio-José, Soler-Costa, Rebeca, Marín-Marín, José-Antonio and López-Belmonte, Jesús Flipped learning and good teaching practices in secondary education. Comunicar, 2021, vol. 29, n. 68, pp. 107-117. [Journal article (Paginated)]

[thumbnail of Research article (English)]
Preview
Text (Research article (English))
c6809en.pdf - Published version
Available under License Creative Commons Attribution Non-commercial Share Alike.

Download (765kB) | Preview
[thumbnail of Research article (Español)]
Preview
Text (Research article (Español))
c6809es.pdf - Published version
Available under License Creative Commons Attribution Non-commercial Share Alike.

Download (842kB) | Preview

English abstract

Flipped learning is a didactic method that requires the teacher to have a series of competences for its application. The aim of this research is to analyse the abilities of Spanish teachers of Compulsory Secondary Education (CSE) to develop good practices in flipped learning and to discover the factors which influence the development of good practices in these teachers. The research method is based on a quantitative methodology with a descriptive and correlational design. A total of 1,743 teachers in Spain participated in the study. The instrument used was the Flipped Classroom Teacher Scale (FCTS) questionnaire. The results show that 758 teachers, less than half the teachers surveyed, show competences to adequately develop a methodology based on flipped learning, where age, use of information and communication technologies (ICTs) in education, time spent using them in the personal sphere, number of devices and teaching experience have an influence on the application of the method. The conclusion reached is that there is a linear relationship between institutional support, technological self-efficacy, teaching beliefs and teaching strategies for the development of good practices in flipped learning in the teachers analysed, so these factors are postulated as conditioning factors.

Spanish abstract

El flipped learning se considera un método didáctico en el que el docente requiere de una serie de competencias para su aplicación. El objetivo de esta investigación es analizar las capacidades para desarrollar buenas prácticas sobre flipped learning en docentes españoles de Educación Secundaria Obligatoria (ESO) y descubrir los factores que influyen en el desarrollo de buenas prácticas en dichos docentes. El método de investigación se fundamenta en una metodología cuantitativa, con un diseño de tipo descriptivo y correlacional. En el estudio participaron 1.743 docentes del territorio español. El instrumento usado es el cuestionario Flipped Classroom Teacher Scale (FCTS). Los resultados muestran que menos de la mitad de los docentes encuestados revelan competencias para desarrollar de forma adecuada una metodología fundamentada en el flipped learning, concretamente 758 docentes, donde la edad, el uso de las tecnologías de la información y comunicación (TIC) en el ámbito educativo, el tiempo de uso de las mismas en el ámbito personal, el número de dispositivos y la experiencia docente influyen en la aplicación del método. Se concluye que existe una relación lineal entre el apoyo institucional, la autoeficacia tecnológica, las creencias docentes y las estrategias de enseñanza para el desarrollo de buenas prácticas con flipped learning en el profesorado analizado, por lo que se postulan como factores condicionantes.

Item type: Journal article (Paginated)
Keywords: Flipped learning; ICT; teaching innovation; teaching methods; educational research; quantitative analysis; Flipped learning; TIC; innovación docente; métodos de enseñanza; investigación educativa; análisis cuantitativo
Subjects: B. Information use and sociology of information > BJ. Communication
G. Industry, profession and education.
G. Industry, profession and education. > GH. Education.
Depositing user: Alex Ruiz
Date deposited: 21 Dec 2021 10:23
Last modified: 21 Dec 2021 10:23
URI: http://hdl.handle.net/10760/42706

References

Bandura, A. (1997). Self-efficacy: The exercise of control. Freeman. https://bit.ly/3v16x13

Bergmann, J., & Sams, A. (2012). Flip Your Classroom: Reach every student in every class every day. ISTE.

Bollen, K.A. (1989). Structural equations with latent variables. John Wiley y Sons. http://doi.org/10.1002/9781118619179

Byrne, B.M. (2013). Structural equation modeling with AMOS: Basic concepts, applications, and programming, second edition multivariate applications series. Taylor & Francis. https://doi.org/10.4324/9780203805534

Cabero, J., & Llorente, M.C. (2015). Tecnologías de la Información y la Comunicación (TIC): Escenarios formativos y teorías del aprendizaje. Revista Lasallista de Investigación, 12(2), 186-193. https://doi.org/10.22507/rli.v12n2a19

Cabero, J., Arancibia, M.L., & Del-Prete, A. (2019). Technical and didactic knowledge of the Moodle LMS in higher education. Beyond functional use. Journal of New Approaches in Educational Research, 8(1), 25-33. https://doi.org/10.7821/naer.2019.1.327

Chou, C.L., Hung, M.L., Tsai, C.W., & Chang, Y.C. (2019). Developing and validating a scale for measuring teachers’ readiness for flipped classrooms in junior high schools. British Journal of Educational Technology, 51(4), 1420-1435. https://doi.org/10.1111/bjet.12895

Cid, A.S., Guede, R., & Tolmos, P. (2018). La clase invertida en la formación inicial del profesorado: Acercando la realidad del aula de matemáticas. Bordón, 70(3), 77-93. https://doi.org/10.13042/bordon.2018.64127

Demanet, J., & Van-Houtte, M. (2012). Teachers’ attitudes and students’ opposition: School misconduct as a reaction to teachers’ diminished effort and affect. Teaching and Teacher Education, 28(6), 860-869. https://doi.org/10.1016/j.tate.2012.03.008

Díez-Gutiérrez, E., & Díaz-Nafría, J.M. (2018). Ubiquitous learning ecologies for a critical cybercitizenship. [Ecologías de aprendizaje ubicuo para la ciberciudadanía crítica]. Comunicar, 54, 49-58. https://doi.org/10.3916/C54-2018-05

Ekici, M. (2021). A systematic review of the use of gamification in flipped learning. Education and Information Technologies, 1-20. https://doi.org/10.1007/s10639-020-10394-y

El-Miedany, Y. (2019). Flipped learning. Rheumatology Teaching, 285-303. https://doi.org/10.1007/978-3-319-98213-7_15

Ertmer, P.A. (2005). Teacher pedagogical beliefs: The final frontier in our quest for technology integration? Educational Technology Research and Development, 53(4), 25-39. https://doi.org/10.1007/BF02504683

Fernández, F.J., Fernández, M.J., & Rodríguez, J.M. (2018). El proceso de integración y uso pedagógico de las TIC en los centros educativos. Educación XX1, 21(2), 395-416. https://doi.org/10.5944/educxx1.17907

Froehlich, D.E. (2018). Non-technological learning environments in a technological world: Flipping comes to the aid. Journal of New Approaches in Educational Research, 7(2), 88-92. https://doi.org/10.7821/naer.2018.7.304

Hamdan, N., McKnight, P., McKnight, K., & Arfstrom, K.M. (2013). A white paper based on the literature review titled a review of flipped learning. Pearson. https://bit.ly/3dz1m0h

He, W., Holton, A., Farkas, G., & Warschauer, M. (2016). The effects of flipped instruction on out-of-class study time, exam performance, and student perceptions. Learning and Instruction, 45, 61-71. https://doi.org/10.1016/j.learninstruc.2016.07.001

Hernández, R., Fernández, C., & Baptista, M.P. (2014). Metodología de la investigación. McGraw Hill. https://bit.ly/38h2swc

Hwang, G.J., Chang, S.C., Song, Y., & Hsieh, M.C. (2020). Powering up flipped learning: An online learning environment with a concept map?guided problem?posing strategy. Journal of Computer Assisted Learning, 1-17. https://doi.org/10.1111/jcal.12499

Joo, Y.J., Joung, S., & Sim, W.J. (2011). Structural relationships among internal locus of control, institutional support, flow, and learner persistence in cyber universities. Computers in Human Behavior, 27(2), 714-722. https://doi.org/10.1016/j.chb.2010.09.007

Jovanovi?, J., Gaševi?, D., Dawson, S., Pardo, A., & Mirriahi, N. (2017). Learning analytics to unveil learning strategies in a flipped classroom. The Internet and Higher Education, 33, 74-85. https://doi.org/10.1016/j.iheduc.2017.02.001

Jurado, P., Moreno-Guerrero, A.J., Marín-Marín, J.A., & Soler, R. (2020). The term equity in education: A literature review with scientific mapping in web of science. International Journal of Environmental Research and Public Health, 17(10), 1-17. https://doi.org/10.3390/ijerph17103526

Karabulut-Ilgu, A., Jaramillo, N., & Jahren, C.T. (2018). A systematic review of research on the flipped learning method in engineering education. British Journal of Educational Technology, 49(3), 398-411. https://doi.org/10.1111/bjet.12548

Khan, I.U., Hameed, Z., Yu, Y., Islam, T., Sheikh, Z., & Khan, S.U. (2018). Predicting the acceptance of MOOCs in a developing country: Application of task-technology fit model, social motivation, and self-determination theory. Telematics and Informatics, 35(4), 964-978. https://doi.org/10.1016/j.tele.2017.09.009

Lee, J., Lim, C., & Kim, H. (2017). Development of an instructional design model for flipped learning in higher education. Educational Technology Research and Development, 65, 427-453. https://doi.org/10.1007/s11423-016-9502-1

Leo, J., & Puzio, K. (2016). Flipped instruction in a high school science classroom. Journal of Science Education and Technology, 25(5), 775-781. https://doi.org/10.1007/s10956-016-9634-4

Lin, H.C., Hwang, G.J., & Hsu, Y.D. (2019). Effects of ASQ-based flipped learning on nurse practitioner learners' nursing skills, learning achievement and learning perceptions. Computers & Education, 139, 207-221. https://doi.org/10.1016/j.compedu.2019.05.014

Long, T., Cummins, J., & Waugh, M. (2016). Use of the flipped classroom instructional model in higher education: Instructors’ perspectives. Journal of Computing in Higher Education, 29(2), 179-200. https://doi.org/10.1007/s12528-016-9119-8

López, M., & Bernal, C. (2019). El perfil del profesorado en la Sociedad Red: reflexiones sobre la competencia digital de los y las estudiantes en Educación de la Universidad de Cádiz. IJERI, 11, 83-100. https://bit.ly/2LIr8F0

MacLeod, J., Yang, H.H., Zhu, S., & Shi, Y. (2017). Technological factors and student-to-student connected classroom climate in cloud classrooms. Journal of Educational Computing Research, 56(6), 826-847. https://doi.org/10.1177/0735633117733999

Mardia, K.V. (1970). Measures of multivariate skewness and kurtosis with applications. Biometrika, 57(3), 519-530, 519-530. https://doi.org/10.1093/biomet/57.3.519

Mengual-Andrés, S., López-Belmonte, J., Fuentes-Cabrera, A., & Pozo-Sánchez, S. (2020). Modelo estructural de factores extrínsecos influyentes en el flipped learning. Educación XX1, 23(1), 75-101. https://doi.org/10.5944/educxx1.23840

Ojando, E., Simon, J., Prats, M., Martinez, M., Santaolalla, E., & Torres, J. (2020). Evaluación de una experiencia formativa en Flipped Classroom para profesores universitarios de la Universidad Pontificia Comillas de Madrid. Aloma, 37(2), 53-61. https://doi.org/10.51698/aloma.2019.37.2.53-61

Santiago, R., & Bergmann, J. (2018). Aprender al revés. Flipped learning 3.0 y metodologías activas en el aula. Paidós Educación.

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

Shaw, H., Ellis, D.A., & Ziegler, F.V. (2018). The Technology Integration Model (TIM). Predicting the continued use of technology. Computers in Human Behavior, 83, 204-214. https://doi.org/10.1016/j.chb.2018.02.001

Starkey, L. (2020). A review of research exploring teacher preparation for the digital age. Cambridge Journal of Education, 50(1), 37-56. https://doi.org/10.1080/0305764X.2019.1625867

Tang, T., Abuhmaid, A.M., Olaimat, M., Oudat, D.M., Aldhaeebi, M., & Bamanger, E. (2020). Efficiency of flipped classroom with online-based teaching under COVID-19. Interactive Learning Environments, 1-12. https://doi.org/10.1080/10494820.2020.1817761

Thai, N.T.T., De-Wever, B., & Valcke, M. (2017). The impact of a flipped classroom design on learning performance in higher education: Looking for the best blend of lectures and guiding questions with feedback. Computers & Education, 107, 113-126. https://doi.org/10.1016/j.compedu.2017.01.003

Tourón, J., & Santiago, R. (2015). El modelo flipped learning y el desarrollo del talento en la escuela=flipped learning model and the development of talent at school. Revista de educación, 368, 174-195. https://doi.org/10.4438/1988-592X-RE-2015-368-288

Zainuddin, Z., Habiburrahim, H., Muluk, S., & Keumala, C. (2019). How do students become self-directed learners in the EFL flipped-class pedagogy? A study in higher education. Indonesian Journal of Applied Linguistics, 8(3), 678-690. https://doi.org/10.17509/ijal.v8i3.15270

Zheng, B., Ward, A., & Stanulis, R. (2020). Self-regulated learning in a competency-based and flipped learning environment: Learning strategies across achievement levels and years. Medical Education Online, 25(1), 1-7. https://doi.org/10.1080/10872981.2019.1686949


Downloads

Downloads per month over past year

Actions (login required)

View Item View Item