Flipped learning as a teaching method in the bilingual university classroom

Over recent decades, the implementation of active learning methodologies, such as the flipped classroom (FC), has provided an innovative, motivating, and multidisciplinary role in the acquisition of educational competences of university students. Thus, the objective of this research was to analyse t...

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Bibliographic Details
Published inNordic journal of digital literacy Vol. 17; no. 3; pp. 170 - 181
Main Author Molina-Torres, María-Pilar
Format Journal Article
LanguageEnglish
Published 11.10.2022
Subjects
Active method
bilingual education
flipped classroom (FC)
inverted classroom
online learning
teaching university
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Summary:Over recent decades, the implementation of active learning methodologies, such as the flipped classroom (FC), has provided an innovative, motivating, and multidisciplinary role in the acquisition of educational competences of university students. Thus, the objective of this research was to analyse the usefulness of the FC versus traditional methodologies. The sample is composed of 155 students in the bilingual itinerary of the Degree in Primary Education at the University of Cordoba (Spain). The research methodology was quantitative based on a Likert-type questionnaire with twelve closed questions. The results show the conceptions that students have about the educational methodologies that they have used in their classroom practices, and those they have learned in their teacher training. As a general conclusion, this study provided an opportunity to reflect on the benefits or the weaknesses of digital education in the face of more theoretical teaching.
Bibliography:10.18261/issn.1891-943X
ISSN:0809-6724
1891-943X
DOI:10.18261/njdl.17.3.3