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Flipped Classroom model before and during COVID-19: using technology to develop 21st century skills

Cecilia Latorre-Cosculluela (Departamento Ciencias de la Educación, Facultad de Ciencias Humanas y de la Educacion, Universidad de Zaragoza, Huesca, Spain)
Cristina Suárez (Department of Economics, Faculty of Economic, Business and Tourism Sciences of the University of Alcalá de Henares, Alcalá de Henares, Spain)
Sonia Quiroga (Department of Economics, Faculty of Economic, Business and Tourism Sciences of the University of Alcalá de Henares, Alcalá de Henares, Spain)
Natalia Sobradiel-Sierra (Departamento Ciencias de la Educación, Facultad de Ciencias Humanas y de la Educacion, Universidad de Zaragoza, Huesca, Spain)
Raquel Lozano-Blasco (Departamento Ciencias de la Educación, Facultad de Educación, Universidad de Zaragoza, Zaragoza, Spain)
Ana Rodríguez-Martínez (Departamento Ciencias de la Educación, Facultad de Ciencias Humanas y de la Educacion, Universidad de Zaragoza, Huesca, Spain)

Interactive Technology and Smart Education

ISSN: 1741-5659

Article publication date: 6 April 2021

Issue publication date: 22 September 2021

6563

Abstract

Purpose

The confidence placed in the use of technology and other computing resources is an important support for the deep transformation toward processes of very high quality teaching-learning based on active learning. This paper aims to present and describe a higher education experience with Flipped Learning before and during the transformation of education due to the COVID-19 pandemic. In addition, the study analyzes the effectiveness perceived by university students of Flipped Learning for the development of competencies for the 21st century.

Design/methodology/approach

For this study, a quantitative methodology is used in which 376 university students fill out a questionnaire after experiencing several sessions with an inverted classroom under both onsite and online instructions.

Findings

On average, the results show a high agreement among students on the benefits or effectiveness that learning designs with Flipped Classroom have on the development of skills that will be useful for their personal and professional future. These competencies include character building, collaboration, communication, citizenship, critical thinking and creativity. At the same time, and depending on some control variables such as the modality of teaching (onsite or online), the course, the predisposition to innovate or previous experience with innovation, significant differences are also observed.

Originality/value

Education and learning have the need to respond to the different educational and training needs for the future. In this sense, the Flipped Classroom methodology allows the development of skills for the 21st century. In turn, this approach also makes it possible to approach blended learning. Experiences such as the one described in this study will characterize the future of education.

Keywords

Citation

Latorre-Cosculluela, C., Suárez, C., Quiroga, S., Sobradiel-Sierra, N., Lozano-Blasco, R. and Rodríguez-Martínez, A. (2021), "Flipped Classroom model before and during COVID-19: using technology to develop 21st century skills", Interactive Technology and Smart Education, Vol. 18 No. 2, pp. 189-204. https://doi.org/10.1108/ITSE-08-2020-0137

Publisher

:

Emerald Publishing Limited

Copyright © 2021, Emerald Publishing Limited

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