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Flipped Classroom: Active Methodology for Sustainable Learning in Higher Education during Social Distancing Due to COVID-19

Author

Listed:
  • Joshua Collado-Valero

    (Department of Developmental and Educational Psychology, University of Malaga, 29071 Malaga, Spain)

  • Gemma Rodríguez-Infante

    (Department of Developmental and Educational Psychology, University of Malaga, 29071 Malaga, Spain)

  • Marta Romero-González

    (Neuropsipe, Child and Adolescent Neuroscience Center, 29010 Malaga, Spain)

  • Sara Gamboa-Ternero

    (Neuropsipe, Child and Adolescent Neuroscience Center, 29010 Malaga, Spain)

  • Ignasi Navarro-Soria

    (Department of Developmental and Educational Psychology, University of Alicante, 03690 Alicante, Spain)

  • Rocío Lavigne-Cerván

    (Department of Developmental and Educational Psychology, University of Malaga, 29071 Malaga, Spain)

Abstract

Methodological guidelines for virtual teaching during the lockdown, tailored to Flipped Classroom, are suggested by the Spanish University Education System. This educational methodology is recommended as an effective method for distance learning due to COVID-19 by several articles, studies, research, universities and institutions in different countries around the world. However, what is the impact of these extreme circumstances on the implementation of Flipped Classroom in Higher Education? The study design is a descriptive and correlational research that compares the frequency of the implementation of Flipped Classroom before and during social distancing. This information is provided by the participants, university professors from the Faculty of Education Sciences of the University of Malaga, through an ad hoc questionnaire. The results reveal a significant increase in the frequency of Flipped Classroom sessions ( z = −4.80; p <.001) during the lockdown. The data also show a significant increase in the quantity and variety of didactic resources ( t = −2.390; p = 0.021), mainly those related to Flipped Classroom, with video (z = −2.860, p = 0.004) and audio ( z = −2.049, p = 0.040) files. University professors consider virtual teaching during the lockdown an opportunity for Flipped Classroom and digital skills that could improve the quality of university educational methodology.

Suggested Citation

  • Joshua Collado-Valero & Gemma Rodríguez-Infante & Marta Romero-González & Sara Gamboa-Ternero & Ignasi Navarro-Soria & Rocío Lavigne-Cerván, 2021. "Flipped Classroom: Active Methodology for Sustainable Learning in Higher Education during Social Distancing Due to COVID-19," Sustainability, MDPI, vol. 13(10), pages 1-19, May.
    • Handle: RePEc:gam:jsusta:v:13:y:2021:i:10:p:5336-:d:551894
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    References listed on IDEAS

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    1. César Torres Martín & Christian Acal & Mohammed El Homrani & Ángel Custodio Mingorance Estrada, 2021. "Impact on the Virtual Learning Environment Due to COVID-19," Sustainability, MDPI, vol. 13(2), pages 1-16, January.
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    Cited by:

    1. Natanael Karjanto & Maxima Joyosa Acelajado, 2022. "Sustainable Learning, Cognitive Gains, and Improved Attitudes in College Algebra Flipped Classrooms," Sustainability, MDPI, vol. 14(19), pages 1-18, September.
    2. Yen-Ting Lin, 2021. "Effects of Flipped Learning Approaches on Students’ Learning Performance in Software Engineering Education," Sustainability, MDPI, vol. 13(17), pages 1-16, September.
    3. Zhong Linling & Rohaya Abdullah, 2023. "The Impact of COVID-19 Pandemic on Flipped Classroom for EFL Courses: A Systematic Literature Review," SAGE Open, , vol. 13(1), pages 21582440221, January.
    4. Tabea Bork-Hüffer & Vanessa Kulcar & Ferdinand Brielmair & Andrea Markl & Daniel Marian Immer & Barbara Juen & Maria Hildegard Walter & Katja Kaufmann, 2021. "University Students’ Perception, Evaluation, and Spaces of Distance Learning during the COVID-19 Pandemic in Austria: What Can We Learn for Post-Pandemic Educational Futures?," Sustainability, MDPI, vol. 13(14), pages 1-25, July.
    5. José María Campillo-Ferrer & Pedro Miralles-Martínez, 2021. "Effectiveness of the flipped classroom model on students’ self-reported motivation and learning during the COVID-19 pandemic," Palgrave Communications, Palgrave Macmillan, vol. 8(1), pages 1-9, December.
    6. Angel Deroncele-Acosta & Rosa Victoria Jiménez-Chumacero & Sofía Gamarra-Mendoza & José Gregorio Brito-Garcías & Hernán Gerardo Flores-Valdivieso & Miriam Encarnación Velázquez-Tejeda & Félix Fernando, 2023. "Trends in Educational Research for Sustainable Development in Postgraduate Education Programs at a University in Peru," Sustainability, MDPI, vol. 15(6), pages 1-20, March.
    7. 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.

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