Without fear of change: the flipped classroom as a flexible model in different learning environments
The study presented is the result of a research study conducted within a historical moment which led to the pandemic in 2020, and the unexpected situation experienced by university professors of transforming their face-to-face teaching to a virtual model. The resulting situation of confinement was u...
| Main Authors: | , , , |
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| Format: | Article |
| Language: | English |
| Published: |
Elsevier
2022-12-01
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| Series: | Heliyon |
| Subjects: | |
| Online Access: | http://www.sciencedirect.com/science/article/pii/S240584402203448X |
| _version_ | 1797960938133913600 |
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| author | Òscar Flores-Alarcia Isabel del-Arco Bravo Anabel Ramos-Pla Anna Espart |
| author_facet | Òscar Flores-Alarcia Isabel del-Arco Bravo Anabel Ramos-Pla Anna Espart |
| author_sort | Òscar Flores-Alarcia |
| collection | DOAJ |
| description | The study presented is the result of a research study conducted within a historical moment which led to the pandemic in 2020, and the unexpected situation experienced by university professors of transforming their face-to-face teaching to a virtual model. The resulting situation of confinement was utilized to explore how professors in Spain who implemented the Flipped Classroom (FC) model adapted to the change. The main goal was to verify if the FC model facilitated the transition from face-to-face to virtual teaching of university courses. A quantitative, non-experimental and descriptive approach was considered as the most adequate to reach the objective proposed, with the use of an ad-hoc Likert-type questionnaire. A total of 130 individuals completed the questionnaire, of which 48.5% were men and 51.5% women. The results showed that professors had to make very few changes to their courses. The female professors, and those who had less teaching experience with the FC model, mentioned having to make more modifications. Our findings show that the FC model facilitated the transition from a face-to-face university teaching model to a virtual one. |
| first_indexed | 2024-04-11T00:51:46Z |
| format | Article |
| id | doaj.art-fcb9d491a9be44a99e76c17052cbaa75 |
| institution | Directory Open Access Journal |
| issn | 2405-8440 |
| language | English |
| last_indexed | 2024-04-11T00:51:46Z |
| publishDate | 2022-12-01 |
| publisher | Elsevier |
| record_format | Article |
| series | Heliyon |
| spelling | doaj.art-fcb9d491a9be44a99e76c17052cbaa752023-01-05T08:39:05ZengElsevierHeliyon2405-84402022-12-01812e12160Without fear of change: the flipped classroom as a flexible model in different learning environmentsÒscar Flores-Alarcia0Isabel del-Arco Bravo1Anabel Ramos-Pla2Anna Espart3Department of Pedagogy, University of Lleida, Lleida, Spain; Corresponding author.Department of Pedagogy, University of Lleida, Lleida, SpainDepartment of Pedagogy, University of Lleida, Lleida, SpainDepartment of Nursing and Physiotherapy, University of Lleida, SpainThe study presented is the result of a research study conducted within a historical moment which led to the pandemic in 2020, and the unexpected situation experienced by university professors of transforming their face-to-face teaching to a virtual model. The resulting situation of confinement was utilized to explore how professors in Spain who implemented the Flipped Classroom (FC) model adapted to the change. The main goal was to verify if the FC model facilitated the transition from face-to-face to virtual teaching of university courses. A quantitative, non-experimental and descriptive approach was considered as the most adequate to reach the objective proposed, with the use of an ad-hoc Likert-type questionnaire. A total of 130 individuals completed the questionnaire, of which 48.5% were men and 51.5% women. The results showed that professors had to make very few changes to their courses. The female professors, and those who had less teaching experience with the FC model, mentioned having to make more modifications. Our findings show that the FC model facilitated the transition from a face-to-face university teaching model to a virtual one.http://www.sciencedirect.com/science/article/pii/S240584402203448XActive methodologiesFace-to-face teachingVirtual teachingHigher education |
| spellingShingle | Òscar Flores-Alarcia Isabel del-Arco Bravo Anabel Ramos-Pla Anna Espart Without fear of change: the flipped classroom as a flexible model in different learning environments Heliyon Active methodologies Face-to-face teaching Virtual teaching Higher education |
| title | Without fear of change: the flipped classroom as a flexible model in different learning environments |
| title_full | Without fear of change: the flipped classroom as a flexible model in different learning environments |
| title_fullStr | Without fear of change: the flipped classroom as a flexible model in different learning environments |
| title_full_unstemmed | Without fear of change: the flipped classroom as a flexible model in different learning environments |
| title_short | Without fear of change: the flipped classroom as a flexible model in different learning environments |
| title_sort | without fear of change the flipped classroom as a flexible model in different learning environments |
| topic | Active methodologies Face-to-face teaching Virtual teaching Higher education |
| url | http://www.sciencedirect.com/science/article/pii/S240584402203448X |
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