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Analysis of Prospective Teachers’ Perceptions of the Flipped Classroom as a Classroom Methodology

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  • Alejandro Colomo Magaña

    (Department of Didactics and School Organization, University of Córdoba, 14071 Córdoba, Spain)

  • Ernesto Colomo Magaña

    (Department of Theory and History of Education, University of Málaga, 29010 Málaga, Spain)

  • Francisco D. Guillén-Gámez

    (Department of Didactics and School Organization, University of Córdoba, 14071 Córdoba, Spain)

  • Andrea Cívico Ariza

    (Education Area, Valencian International University, 46002 Valencia, Spain)

Abstract

In order for students to be the protagonists of the teaching and learning process, teachers must change their role in the classroom. A successful alternative is the flipped classroom methodology, where educational technology is integrated into a reorganisation and optimisation of class time. Based on this alternative, this paper aims to analyse the perceptions of future teachers about the FC as an active methodology. A quantitative longitudinal panel design was carried out with pre-test and post-test measures, with a descriptive, inferential and predictive approach. The sample consisted of 284 prospective teachers from the University of Malaga (Spain), who were asked about their perceptions of the FC using an ad hoc questionnaire. The results reflect positive perceptions of the FC methodology on the part of the future teachers, with significant differences by gender in favour of men. The variables gender, re-watching videos, digital competence and autonomous learning were predictors of the participants’ perceptions. In conclusion, it is important to highlight the importance of implementing active methodologies such as the FC with future teachers that they can use when carrying out their work.

Suggested Citation

  • Alejandro Colomo Magaña & Ernesto Colomo Magaña & Francisco D. Guillén-Gámez & Andrea Cívico Ariza, 2022. "Analysis of Prospective Teachers’ Perceptions of the Flipped Classroom as a Classroom Methodology," Societies, MDPI, vol. 12(4), pages 1-15, June.
  • Handle: RePEc:gam:jsoctx:v:12:y:2022:i:4:p:98-:d:846626
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    References listed on IDEAS

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    1. Lui-Kwan Ng & Chung-Kwan Lo, 2022. "Flipped Classroom and Gamification Approach: Its Impact on Performance and Academic Commitment on Sustainable Learning in Education," Sustainability, MDPI, vol. 14(9), pages 1-23, April.
    2. Yanguang Chen, 2016. "Spatial Autocorrelation Approaches to Testing Residuals from Least Squares Regression," PLOS ONE, Public Library of Science, vol. 11(1), pages 1-19, January.
    3. Suhkyung Shin & Kyungbin Kwon & Jiyoon Jung, 2022. "Collaborative Learning in the Flipped University Classroom: Identifying Team Process Factors," Sustainability, MDPI, vol. 14(12), pages 1-12, June.
    4. Zhiyong Li & Jiaying Li, 2022. "Using the Flipped Classroom to Promote Learner Engagement for the Sustainable Development of Language Skills: A Mixed-Methods Study," Sustainability, MDPI, vol. 14(10), pages 1-22, May.
    5. Dalibor Gonda & Gabriela Pavlovičová & Anna Tirpáková & Viliam Ďuriš, 2021. "Setting Up a Flipped Classroom Design to Reduce Student Academic Procrastination," Sustainability, MDPI, vol. 13(15), pages 1-14, August.
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    1. Hala Dalbani & Safaa Eissa & Sharifah Fatimah Syed-Ahmad & Norah Almusharraf, 2022. "Transitioning to Flipped Classrooms: Instructors’ Perspectives," Sustainability, MDPI, vol. 14(20), pages 1-26, October.

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