Assessing a flipped classroom experience
DOI:
https://doi.org/10.51302/tce.2023.3399Keywords:
flipped classroom, study conditions, support, demands, learning, well-being, satisfaction, stressAbstract
This paper has won a Runner-up Prize in the Financial Studies 2022 Award in the Education and New Technologies category.
The flipped classroom is an active methodology that changes the traditional teaching model and generates an emotional connection with students (men and women). The purpose of this study is to analyse the extent to which the flipped classroom promotes meaningful learning and is related to students satisfaction and/or stress in a Quality Management course at the Universitat Jaume I, using the novel study demands-resources (SD-R) framework. The research concludes that the flipped classroom enables meaningful learning. Although perceptions of workload affect the level of stress of students, neither the workload nor the level of stress affect negatively in terms of learning.
Supporting Agencies
Todos los autores del artículo agradecen el apoyo recibido desde la Unitat de Suport Educatiu (USE) de la Universitat Jaume I a través de la financiación de los proyectos «Benchmarking sobre experiencias en la flipped classroom», llevado a cabo por el grupo de mejora educativa NEDDE (Nuevas Estrategias Docentes en Dirección de Empresas) y dirigido por la profesora Ana Belén Escrig-Tena; e «Integración de metodologías activas y de evaluación formativa con el aula invertida (flipped classroom)», llevado a cabo por el grupo de mejora educativa FLIPCLAS (Flipped Classroom) y dirigido por la profesora Mercedes Marqués Andrés, a quien le dan las gracias especialmente por compartir su experiencia y sus conocimientos con todos los participantes en el proyecto.
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Copyright (c) 2023 Ana Belén Escrig-Tena, Mercedes Segarra-Ciprés, Beatriz García-Juan, Alejandro Salvador-Gómez, María Luisa Flor-Peris, Georgina Alexandra Badoiu
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