w=
ww.concienciadigital.org
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ISSN: 2600-5859
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Vol. 3,
N°1.2, p. 80-91, marzo, 2020
Higher education trough =
flipped
classroom: a review of recent literature
José Luis Andrade Mendoza.[1], =
Lorena
Maribel Yumi=
Guacho.[2], =
Rosa
Belén Ramos Jiménez.[3]
Recibido:05-01-2020 / Revisado:22-01-2020 /Aceptado: 03-02-2020/
Publicado: 05-03-2020
An innova=
tive
approach of learning in higher education level is certainly flipped classro=
om, the
application of new technology in the educational field is helping educations
with real advantages in this digital era that engages learners and tutors in
flipped classroom learning. The present study assesses an efficient revisio=
n of
the bibliography on the flipped classroom, with the aims of advantages with=
its
challenges that face two main actors; university learners and professors. T=
he
effect of the flipped model and its improvement to higher education is
conducted on the interest of its operation in several academic fields. It is
discussed the advantages and interests of the flipped model in teaching
contents breaking the traditional model with the access and application of
technological tools in the academic context. The research concludes with a =
suggestion
based on the influence of technology as a resource of learning acquisition =
and
the evidence of improvement in learners academic lives with the performance
and practice of the flipped model approach.
Keywords: Flipped
classroom, Higher education, inverted classroom, active learning.
Resumen
Un enfoque innovador de aprendizaje en=
el
nivel de educación superior es sin duda el aula invertida, la aplicación de
nuevas tecnologías en el campo educativo está ayudando a las educaciones con
ventajas reales en esta era digital que involucra a los estudiantes y tutor=
es
en el aprendizaje invertido en el aula. El presente estudio evalúa una revi=
sión
eficiente de la bibliografía en el aula invertida, con el objetivo de venta=
jas
con sus desafíos que enfrentan dos actores principales; Estudiantes
universitarios y profesores. El efecto del modelo invertido y su mejora en =
la
educación superior se lleva a cabo en interés de su funcionamiento en varios
campos académicos. Se discuten las ventajas e intereses del modelo invertid=
o en
la enseńanza de contenidos que rompen el modelo tradicional con el acceso y=
la
aplicación de herramientas tecnológicas en el contexto académico. La
investigación concluye con una sugerencia basada en la influencia de la tec=
nología
como un recurso de adquisición de aprendizaje y la evidencia de mejora en la
vida académica del alumno con el desempeńo y la práctica del enfoque de mod=
elo
invertido.
Palabras clave: Aula
invertida, educación superior, aula invertida, aprendizaje activo.
Introduction
The flipp=
ed
classroom nowadays represents a modern pedagogical approach that changes the
entire model class, where learners work in an active form through the corre=
ct
use of technological sources found on internet, in contrast of the traditio=
nal
learning model where the participation of learners are passive and professo=
rs
become the center of the class, the instructions are given straight. Educat=
ion
at University motivates their professors and leaners in updated approaches that
enhance acquisition of diverse teaching models, the idea to improve their students learning skills into a new era, w=
here
regular classes are switched or flipped. The benefit of video podcast on the
platform YouTube motivate students in a practice different learning
skill.
In this
article, it is reported the innovation of flipped classroom-focused in the
production of learning acquisition skills where the enjoyment of students in
their learning process showing their satisfaction and their motivation in t=
heir
learning style.
An analys=
is
of recent literature based on flipped class is presented in this research, =
in
some other field it is found as an inverted class where higher education fo=
cuses
the interest for its advantage that represents this model. The process of f=
lipping
a regular classroom class in higher education will be explained. Finally, t=
he
framework of our article follows a formal and classic form where we open our
research with an important review of updated literature followed by the
description of the methodology applied, presenting the conclusions that will
help further academic studies.
Literature review
The term =
of
Flipped classroom model is formulated in the year 2007 by Bergmann and Sams, and it is detailed as a teaching approach break=
ing
the traditional perspective of a common class where activities are complete=
ly
acquired at home and reinforced in the class. (Bergmann and Sams,
2012; Davies et al., 2013).
Flipping a
regular classroom has taken several forms between teaching and learning
strategies in the class and the access to deliver a full class in an online
mode through technological tools (Awidi &
Paynter, 2019). The flipped approach has taken an imperative connotation in=
the
education field breaking the traditional stereotype among educators worldwi=
de.
In the same background, Goh & Ong (2019) in their study conducted that
flipped classroom also known as blended learning, students have more
flexibility at the moment that integrates online learning activities. Under
this context, blended learning combines online learning tasks including
components such as video, games, podcasts, online reading material and onli=
ne
assignments helping learners access anywhere or everywhere as long as the
internet access is available, nevertheless, online learning does not replace
face to face learning style the inclusion of this method and traditional me=
thod
complement each other and work complementary together turning flipped class=
room
as an inclusive learning experience.
He, Holto=
n,
Farkas, & Warschauer (2016) asserted that t=
he
essence over flipped instructions begins with the ability to combine online
instructions and activities designed in the class turning in the design of =
new
material. Also, the authors highlighted the interest over flipped pedagogy =
that
combines the flexibility of the integration of authentic material, its bene=
fit
of online instruction with active learning teaching techniques and the
construction of use of knowledge.
Flipping a regular class in higher education
Uzunboylu & Karagozlu (2015) assert that flip=
ped
classroom provides different learning styles especially the application of
learning technology, in this circumstance, the authors reveal that flipped
model encourage learners into important learning activities where they find
themselves their learning style because it causes great interest in the sub=
ject
matter. Under this concept, flipped classrooms are not only essentially
appropriate for all classes in the higher education context, because all
depends on what activities and contents are designed for the class,
nevertheless, but the accurate application in a flipped model
The consi=
deration
of flipping a traditional class, Frisby & Martin (2010) reveals that
students need wide feedback in the guidelines provided by their instructors,
making the flipping class as an essential supportive tool when feedback is
needed in learning perspective.
The application of technology in a flipped class
As a mann=
er
of fact, higher education goal focuses the effort based on the application =
of
technical sources where students applied these tools found on the internet =
such
as online videos and web pages, the authors remark the advances in
technological field motivate learners in the application of video lectures
outclass in-person lectures, with cooperative online videos. In this contex=
t,
Online homework represents an assertive role in contrast to paper-and-pencil
homework, and wisely conducted into smart training systems become as curren=
t as
of the presence of teachers. (Bishop & Verleger, 2013). Flipped class in
higher education highlights the effective results when feedback is combined
between the interaction of students production of knowledge and teachers =
work
that encourages connection between outdoors class activities and indoors cl=
ass.
Abeysekera & Dawson (2015) advocate the view that flipped classroom approa=
ches
have the total attention becoming a popular figure of education, due to its
term since its origin around 2011 develop its popularity on Google the most
researched term in the web increasing its search until its potential work
expose its ideal results. The authors present arguments to emphasize that t=
he
flipped classroom discharge the conventional endemic reading style, where a
lecture is replaced trough an active approach which activities are done in =
the
class during their pre-classes (before class) and post-classes (after class=
activities).
Another key point is presented when the flipped classroom personifies the
transference of information- directly to students in the habitual face-to-f=
ace
lecture or commonly known as the traditional lecture. The application of th=
is
approach certainly moves the acquisition of new content in a different sche=
dule
which is learned out of class time. As an illustration, it can be seen that=
the
role of students under the present model is placed more active and
collaborative tasks connecting with engaging resources that invert the comm=
on
lecture, with these intention leaners can consolidate their knowledge after
class.
Beenen &
Furthermo=
re,
Lai & Hwang (2016) suggest that the educational paradigm has rearranged=
from
teacher instruction mode to student-centered learning constructing the term
flipped classroom as a learning approach that substituted the time spent =
in
the construction of basic knowledge in class into academic time in doing
homework or producing knowledge. Certainly, the authors establish that flip=
ped
classrooms have two modes of learning: Outclassss and
In -class.
ˇ T=
he Out
of class learning:
The students learning process is acquired through
watching videos, web-based instructions or other descriptive materials. Stu=
dents
take control their time and learning process because their capacity of recoll=
ecting
the information and understand the contests are truly affected.
ˇ T=
he In
class learning:
The student´s presence in the class represents an =
essential
element of the mentioned m=
odel class
due to students performance is evidenced according to their development, the activities accomplished and t=
heir
performance in the class based on their capacity in giving appropriate
solutions.
Regarding In-class and Out-class in a flipped mo=
del
class, Akçayır & =
Akçayır
(2018) believe that there is a variety of activities to apply in flipped cl=
ass
style, especially activities where the appropriate learning is activated wh=
ich
in this case can be correctly effective with in-class and outclass.
Freeman & Herreid, (2013) mention in their stu=
dy
that all the activities designed for the flipped classroom are mostly chosen
according to the technology available and the complexity, in this case,
homework can use readings and videos, those must be wisely tailored for the
students to get them ready for the in-class activities. In the same path, t=
he
best option of choice for most students and teachers referring out - of cla=
ss
activities certainly are videos that explain clearly the activities instead=
of
the old-fashioned lecture method.
The flipped classroom as an instructional model has
developed a positive alternative in learning process in contrast to predict=
able
lecture-based teaching, this model has been also understood by academic
researchers as the inverted classroom because the fast proliferation in
Internet access and advances in online technology is well seen, also it
presents an opportunity to consider the way of our classes the teaching
methodology and learning results especially in the context of higher educat=
ion.
Galway, L. P., Corbett, K. K., Takaro, T. K., Ta=
iryan,
K., & Frank, E. (2014) mentionated that in =
the
last ten years, the interest of this framework has increased the collaborat=
ive
and active learning through the use of online learning strategies and
technologies where in-class learning is incorporated with updated
learning experiences.
Equally important, Gilboy, Heinerich=
s,
& Pazzaglia (2015) asserted that in =
higher
education outcomes flipped classroom increases that student learning level,=
as
an example the authors confirm when students and teachers promote this appr=
oach
at the moment that surveys are applied. The authors highlighted the results of the development of student and
professors according their interactions, the contact of each other in real-=
time
give the opportunity to correct their possible mistakes a=
nd
reinforce any doubt, the result definitely increased learners engagement <=
/span>by
the production of the target language.
Discussing flipping the classroom approach, the
authors assert that students study instructional material before class those
can be conducted through watching online lectures and more, after that in c=
lass
leaners can apply the material learned with previous time during the class.=
Flipping the class give a=
great
popularity to professor of a new era because the results of this approach are highly positive. (van
Alten, Phielix, Jan=
ssen,
& Kester, 2019)
The view of flipped classrooms in higher education,
the author suggests that in-class activities studies often conduct on stude=
nts
their effort in satisfaction and learning outcomes. (Bouwmeester, 2019).
Camiling (2017) mentions that students these days have free access to
technological advancements tools, these sources give teachers great demand =
in
the application of new technologies involving the request of new design of
teaching-learning methods.
The autho=
rs
assert that this is an educator´s evidence where the 21st century motivates
their learners' efficient management and application of technological sourc=
es
where they can be done to enhance the production of contents in any form.
The benef=
its
in the principles for the flipped classroom are advocated by Kim, Kim, Khera & Getman (2014)
follows:
Conclusions
The revie=
w of
the literature reveals that students at the university find themselves
motivated to increase their learning process out of the classroom instead of
the traditional model that is evidenced inside the class due to the
independence and autonomy developed by leaners through the correct manageme=
nt
of place and time.
The flipp=
ed
classroom is considered as an instructional approach for use in higher
education level, this active learning model is effective for enhancing the
acquisition of independent thinking in university students. A successful
classroom design trough the flipped approach can be executed in considerati=
on
of the precise learning objectives in the class. (Rawa=
s,
Bano, & Alaidarous,
2019).
The resul=
ts
based on the literature review open more opportunities to be studied in the
academic field where flipped classroom pattern interchange the direct
instruction implemented by teachers in class, the application of technologi=
cal
sources which in most of the cases videos are accessed for learners who find
more advantages in this model than a regular class because they analyze all=
the
instruction in an autonomous learning environment at anytime and anyplace (=
Bergmann
& Sams, 2012; Hamdan et al., 2013).
It is
notorious the analysis of this method because it pointed several disciplines
where professors at the university and students in the classroom are intere=
sted
in the reinforcement of knowledge and the interaction not only presential c=
lass
because the principal objective is to produce autonomous learning and guide
study with improvement in the teaching-learning process.
Bibliographic
references
ADDIN Mendeley Bibliography CSL_BIBLIOGRAPHY Abeysekera, L., &
Dawson, P. (2015). Motivation and cognitive load in the flipped classroom:
definition, rationale and a call for research. Higher Education Research=
and
Development, 34(1), 114. Retrieved from https://doi.org/10.1080=
/07294360.2014.934336
Bergmann, J., & Sams, A.
(2008). Remixing chemistry
PARA
CITAR EL ARTÍCULO INDEXADO
Andrade
Mendoza, J. L., Yumi Guacho, L. M., & Ramos
Jiménez, R. B. (2020). Aula invertida de educación superior: una revisión de
literatura reciente. ConcienciaDigital, =
3(1.2),
80-91. h=
ttps://doi.org/10.33262/concienciadigital.v3i1.2.1180
El artículo qu=
e se
publica es de exclusiva responsabilidad de los autores y no necesariamente
reflejan el pensamiento de la Revi=
sta
Conciencia Digital.
El artículo qu=
eda
en propiedad de la revista y, por tanto, su publicación parcial y/o total en
otro medio tiene que ser autorizado por el director de la Revista Conciencia Digital.
[1] Escuela Superior Politécnica=
de
Chimborazo, . Riobamba, Ecuador. jose.andrade@espoch.edu.ec
[2] Escuela
Superior Politécnica de Chimborazo, Faculty of Computer Science and Electronics.
Riobamba, Ecuador. lo.yumig@espoch.edu.ec=
[3]
Escuela Superior Polité=
cnica
de Chimborazo, Faculty of Computer Science and Electronics=
. Riobamba, Ecuador. rosa.ramos@espoch.edu.ec
w=
ww.concienciadigital.org
=
=
ISSN: 2600-5859
=
Vol. 3,
N°1.2, p. 80-91, marzo, 2020