To read this content please select one of the options below:

Flipped learning and formative evaluation in higher education

Fernando M. Otero-Saborido (Universidad Pablo de Olavide, Sevilla, Spain)
Antonio J. Sánchez-Oliver (University of Sevilla, Sevilla, Spain)
Moisés Grimaldi-Puyana (University of Sevilla, Sevilla, Spain)
José Álvarez-García (Department of Financial Economics and Accounting, University of Extremadura, Cáceres, Spain)

Education + Training

ISSN: 0040-0912

Article publication date: 22 February 2018

Issue publication date: 23 May 2018

1012

Abstract

Purpose

The purpose of this paper is to design and validate a continuous self-assessment tool that involves university students in reflection processes on their Flipped Learning model learning.

Design/methodology/approach

For this, 66 students (18.77±1.36) of the first year of the Degree in Physical Activity and Sports Sciences participated for nine weeks in the weekly completion of a self-assessment tool. The questionnaire followed a content validation by a group of experts and, subsequently, reliability was found from the internal consistency perspective through Cronbach’s α.

Findings

The results obtained show a reliable tool that facilitates the work by competencies in university education under the Flipped Learning model.

Originality/value

This work is the first step that responds to the almost non-existent practices of democratic evaluation in Higher Education. The design and validation of questionnaires that consider the measures adopted by the European Higher Education Area and that takes into account European Credit Transfer and Accumulation System is scarce.

Keywords

Citation

Otero-Saborido, F.M., Sánchez-Oliver, A.J., Grimaldi-Puyana, M. and Álvarez-García, J. (2018), "Flipped learning and formative evaluation in higher education", Education + Training, Vol. 60 No. 5, pp. 421-430. https://doi.org/10.1108/ET-12-2017-0208

Publisher

:

Emerald Publishing Limited

Copyright © 2018, Emerald Publishing Limited

Related articles