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Notas:
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We find ourselves in the era of a new paradigm of education, in which learning ceases
to be an internal and individual activity and becomes an activity performed collectively,
critically, in participation with others, and online (Siemens, 2005). It is in this sense that
the flipped classroom model arises. The present study provides evidence of the model’s
efficacy at the university. The study investigates whether the model improves: the
teaching and learning processes, the satisfaction in the development of the course, the
academic performance of students and the assessment of professors. The method used
consisted of an evaluative study and the collection of data from both professors and
students. Regarding students, we analysed the following set of data: academic results,
the university’s official survey, a questionnaire created and validated for the purpose of
this study, and a focus group. Regarding professors, we collected data by interviewing
the professors that organized the course. The results were in line with the previous
study carried out by Yarbro, Arfstrom, McKnight and McKnight (2014). The study by
Yarbro and colleagues, as well as present study, confirmed that the model contributed
to: the enrichment of teaching and learning processes, aspects related to the
integration of concepts, the role change of professors and students, the improvement
of the processes of participation and communication, the integration of the ICTs, the
improvement of academic results, and the promotion of student interest in the course. |
