Flipped classroom insights after nine-year experience applying the method
| dc.contributor.author | Sein-Echaluce, M. L. | |
| dc.contributor.author | Fidalgo-Blanco, Á. | |
| dc.contributor.author | García-Peñalvo, F. J. | |
| dc.date.accessioned | 2023-11-28T08:44:02Z | |
| dc.date.available | 2023-11-28T08:44:02Z | |
| dc.date.issued | 2021-10-27 | |
| dc.description.abstract | Any new trend in Educational Innovation creates many expectations about its impact on the teaching context. This happens with the Flipped Classroom method, it presents numerous advantages: personalized learning, increased active participation, meaningful learning, autonomous learning, motivation, among others. This work collects the experience of applying the Flipped Classroom Method from 2012 up to the present. An analysis of the empirically demonstrated impact of this method on student learning is carried out. The outcome of this work is the real impact of this method in three educational environments: theoretical classes, practical classes, and teamwork competence. | en |
| dc.identifier.citation | Sein-Echaluce, M. L., Fidalgo-Blanco, Á., & García-Peñalvo, F. J. (2021). Flipped classroom insights after nine-year experience applying the method. In M. Alier & D. Fonseca (Eds.), Proceedings TEEM’21. Ninth International Conference on Technological Ecosystems for Enhancing Multiculturality (Barcelona, Spain, October 27th – 29th, 2021) (pp. 266-270). ACM. https://doi.org/10.1145/3486011.3486458 | en |
| dc.identifier.other | 978-1-4503-9066-8 | |
| dc.identifier.uri | http://repositorio.grial.eu/handle/grial/2988 | |
| dc.language.iso | en | en |
| dc.publisher | ACM | en |
| dc.subject | Flipped Classroom | en |
| dc.subject | impact indicators | en |
| dc.subject | teamwork | en |
| dc.subject | theoretical classes | en |
| dc.subject | practical laboratories | en |
| dc.title | Flipped classroom insights after nine-year experience applying the method | en |
| dc.type | Article | en |