Reimagining university feedback: the power of flipped classroom in teaching management

Authors

DOI:

https://doi.org/10.31637/epsir-2024-1178

Keywords:

Flipped classroom, Methodology, active, Management, learning, feedback, effective and evaluation

Abstract

In higher education, the exploration of innovative pedagogical methods is essential to elevate the quality of learning and teaching. The purpose was to determine how the use of FC strengthens the management of effective feedback. Methodology: The approach was quantitative, applied type and explanatory level. The design was pre-experimental. The population consisted of 20 teachers; the sample consisted of 16 teachers of the English course in virtual mode at a private university. The sampling was non-probabilistic, and the technique used was observation. Results: The effective feedback shows the post-test test, 56.30% is located within the regular category. The p value (sig.) < 0.05; the null hypothesis is rejected, and the data do not follow a normal distribution. Therefore, the non-parametric Wilcoxon test was used. Discussion: The methodology that has recently gained importance is "Flipped Classroom" (FC). This approach restructures traditional teaching by moving direct instruction outside the classroom, using class time for hands-on activities, discussions, and feedback. Conclusion: Finally, feedback management is a means through which teachers can offer suggestions or criticism, allowing students to reflect and identify areas for improvement.

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Author Biographies

Elizabeth Lizbel Jurado-Enriquez, Universidad Tecnológica del Perú

Language Teacher, Speciality-English, Research. Graduate of the Instituto Superior Pedagógico Juan XXIII. Bachelor's degree from San Luis Gonzaga University. Degree in English, Universidad César Vallejo. Master in Educational Psychology and Doctorate in Education, Universidad César Vallejo. Master's Degree in Teaching and University Research, Cayetano Heredia University. Second specialisation in Educational Research and Management, University of Tumbes. Second speciality in Information and Communication Technologies, University of Huancavelica. Professional experience as a teacher at the Instituto Superior Pedagógico, Teacher at the Universidad Tecnológica del Perú. Teacher at the César Vallejo University. Teacher at the Norbert Wiener University. Experience in research work. Teacher immersed in lines of research in education, social sciences, public law, social psychology and educational psychology. Speaker at national and international level.

Trylce Mia Burgos-Gavancho, Universidad Tecnológica del Perú

Bachelor of Science in Education and Bachelor of Education, specialising in English-French, graduated from the University Abraham Valdelomar, with a Master's Degree in Business Administration and Management. I have specialised courses in intermediate and advanced English at the College of Southern Maryland, First Certificate in English- FCE-Cambridge University and diplomas in Office Automation applied to Education, University Teaching and Public Management. With more than 10 years of experience in Universities such as San Juan Bautista de Ica, Universidad Alas Peruanas- Filial Ica and Zegel Ipae. She is currently Coordinator and teacher of English at the Technological University of Peru.

Sonia Tasayco Barrios, Universidad Tecnológica del Perú

Lawyer by the Universidad Privada San Juan Bautista and qualified teacher in the speciality of Primary Education, by the I.S.P.P. Juan XXIII. Bachelor in Educational Sciences from the National University San Luis Gonzaga of Ica, I have a second speciality in Didactics of Communication from the Catholic University of Trujillo, a second speciality in Technology, Information and Communication from the National University of Huancavelica and a second speciality in Early Education from the National University of Tumbes. With a Master's degree in Administration and Planning of Higher Education and a Doctorate in Education from the Cesar Vallejo University, she currently works as a teacher at the Technological University of Peru.

References

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Castillo, M. y Ccahuana, S. (2021). Creencias docentes sobre la retroalimentación en la enseñanza remota de emergencia en una institución pública de San Miguel [Tesis de Licenciatura, Pontificia Universidad Católica del Perú]. Repositorio Institucional PUCP. http://hdl.handle.net/20.500.12404/19347

Cedeño-Escobar, M. y Vigueras-Moreno, J. (2020). Aula invertida una estrategia motivadora de enseñanza para estudiantes de educación general básica. Dominio de las Ciencias, 6(3), 878-897. https://doi.org/10.23857/dc.v6i3.1323

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Published

2024-11-06

How to Cite

Jurado-Enriquez, E. L., Burgos-Gavancho, T. M., & Tasayco Barrios, S. (2024). Reimagining university feedback: the power of flipped classroom in teaching management. European Public & Social Innovation Review, 9, 1–19. https://doi.org/10.31637/epsir-2024-1178

Issue

Vol. 9 (2024)

Section

INNOVATING IN AVANT-GARDE EDUCATIONAL FORMS

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Copyright (c) 2024 Elizabeth Lizbel Jurado-Enriquez, Trylce Mia Burgos-Gavancho, Sonia Tasayco Barrios

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