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Effect of Bring-Your-Own-Device Program on Flipped Learning in Higher Education Students

Author

Listed:
  • Santiago Pozo Sánchez

    (Department of Didactics and School Organization, University of Granada, 18071 Granada, Spain)

  • Jesús López-Belmonte

    (Department of Didactics and School Organization, University of Granada, 18071 Granada, Spain)

  • Antonio-José Moreno-Guerrero

    (Department of Didactics and School Organization, University of Granada, 18071 Granada, Spain)

  • José María Sola Reche

    (Department of General Didactics and Specific Didactics, University of Alicante, 03080 Alicante, Spain)

  • Arturo Fuentes Cabrera

    (Department of Didactics and School Organization, University of Granada, 18071 Granada, Spain)

Abstract

The “bring your own device” (BYOD) program is positioned as one of the fastest-emerging methods to solve accessibility problems in the flipped learning methodology. The objective of the study is to analyze the potential of a training plan through inverted learning using the BYOD program compared to inverted learning without BYOD. A quasi-experimental design was carried out on a sample of 118 Higher Education students. A questionnaire was used as an instrument for data collection. The results show that the assessments of the study groups, both control and experimental, are at medium–high levels, which shows a significant incidence of the teaching and learning methodologies applied in both groups. There are only three dimensions in which a distance is observed between the groups’ assessments: motivation and autonomy, which were better valued by the experimental group, and class time, which was better valued by the control group. The study concludes that there are no great differences between the teaching methodologies applied in the groups that were subjected to experimentation, except in terms of motivation and autonomy, making these methodologies reliable for the development of these dimensions.

Suggested Citation

  • Santiago Pozo Sánchez & Jesús López-Belmonte & Antonio-José Moreno-Guerrero & José María Sola Reche & Arturo Fuentes Cabrera, 2020. "Effect of Bring-Your-Own-Device Program on Flipped Learning in Higher Education Students," Sustainability, MDPI, vol. 12(9), pages 1-11, May.
    • Handle: RePEc:gam:jsusta:v:12:y:2020:i:9:p:3729-:d:353939
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    References listed on IDEAS

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    1. María Elena Parra-González & Jesús López Belmonte & Adrián Segura-Robles & Arturo Fuentes Cabrera, 2020. "Active and Emerging Methodologies for Ubiquitous Education: Potentials of Flipped Learning and Gamification," Sustainability, MDPI, vol. 12(2), pages 1-11, January.
    2. Santiago Pozo Sánchez & Jesús López Belmonte & Antonio José Moreno Guerrero & Juan Antonio López Núñez, 2019. "Impact of Educational Stage in the Application of Flipped Learning: A Contrasting Analysis with Traditional Teaching," Sustainability, MDPI, vol. 11(21), pages 1-15, October.
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    Cited by:

    1. Carles Campanyà & David Fonseca & Daniel Amo & Núria Martí & Enric Peña, 2021. "Mixed Analysis of the Flipped Classroom in the Concrete and Steel Structures Subject in the Context of COVID-19 Crisis Outbreak. A Pilot Study," Sustainability, MDPI, vol. 13(11), pages 1-20, May.
    2. Jesús López-Belmonte & José-Antonio Marín-Marín & Adrián Segura-Robles & Antonio-José Moreno-Guerrero, 2023. "Flipped Learning for Promoting Self-regulation, Social Competence, and Decision-making in Pandemic Conditions," SAGE Open, , vol. 13(4), pages 21582440231, November.
    3. Saud S. Alghazi & Amirrudin Kamsin & Mohammed Amin Almaiah & Seng Yue Wong & Liyana Shuib, 2021. "For Sustainable Application of Mobile Learning: An Extended UTAUT Model to Examine the Effect of Technical Factors on the Usage of Mobile Devices as a Learning Tool," Sustainability, MDPI, vol. 13(4), pages 1-22, February.
    4. Santiago Pozo-Sánchez & Jesús López-Belmonte & Arturo Fuentes-Cabrera & Juan-Antonio López-Núñez, 2021. "Twitch as a Techno-Pedagogical Resource to Complement the Flipped Learning Methodology in a Time of Academic Uncertainty," Sustainability, MDPI, vol. 13(9), pages 1-13, April.
    5. Arturo Fuentes-Cabrera & María Elena Parra-González & Jesús López-Belmonte & Adrián Segura-Robles, 2020. "Learning Mathematics with Emerging Methodologies—The Escape Room as a Case Study," Mathematics, MDPI, vol. 8(9), pages 1-14, September.

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