Flipped Classroom: Perception of Students of the Early Childhood Education Degree
DOI:
https://doi.org/10.30827/eticanet.v24i1.30147Keywords:
flipped classroom, active learning, higher education, Bachelor's Degree in Early Childhood Education, competencies, motivationAbstract
The article examines the perception of students in the Bachelor's Degree in Early Childhood Education regarding the "Flipped Classroom" teaching-learning model. The study was conducted at Sagrada Familia University during the academic year 2023/2024. Research objectives encompass analyzing whether the "Flipped Classroom" work system leads to significant levels of motivation in students, as well as assessing the effectiveness of the model in enhancing continuous learning throughout the semester. Likewise, the acquisition of cross-cutting competencies outlined in the course syllabus is also evaluated. To gather data, a validated ad hoc questionnaire consisting of 15 assessment questions on key aspects such as motivation, understanding, autonomy, competencies, and learning effectiveness was administered. The results revealed a favorable evaluation by students regarding the level attained in fundamental cross-cutting competencies, highlighting the contribution of the "Flipped Classroom" to the development of creativity. Despite an overall positive assessment, areas for improvement were identified in specific competencies such as critical thinking and oral and written expression. These findings suggest the effectiveness of the "Flipped Classroom" in promoting motivation and continuous learning but also indicate the need for adjustments to strengthen certain skills.
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