DESIGN OF A FLIPPED CLASSROOM EXPERIENCE AND ICT IN THE CLASSROOM

Abstract

The "Flipped Classroom" methodology eliminates the traditional approach and replaces it with active tasks in class and study before and after class. Despite the popularity of these approaches in the media and courses given to teachers related to this methodology, there is very little evidence of the effectiveness or consistency in understanding what actually happens in the classroom. This paper aims to analyze whether the combined use of available resources, thematic websites and the video editing by teachers through the "Flipped Classroom" approach improves student learning. Likewise, it is intended to evaluate if such methodological innovation presents a differential impact in the final evaluation when this teaching innovation is compared with the traditional method through the use of statistical analysis. The results of the experience have not shown significant differences, but they have been positive because the Flipped Classroom methodology improves the feedback that the teachers receive from the students in real time, allowing them to adapt to the student's learning rhythm. However, the students themselves recognize that it can not be understood as a teacher substitution strategy. In this sense, the practical implementation of the "Flipped Classroom" approach necessarily requires its tacit inclusion in the teaching guide in order to have the necessary binding power for the student to make the effort to review the thematic audiovisual and additional support materials at home.