La aplicación de la metodología flipped classroom en el ámbito de la Educación Superior

María José Galvis Dom´´enech; Gemma Cortijo Ruiz; Carmen Carmona Rodríguez

doi:10.31637/epsir-2024-582

Authors

María José Galvis Dom´´enech University of Valencia https://orcid.org/0000-0003-0116-7905
Gemma Cortijo Ruiz University of Valencia https://orcid.org/0000-0003-1729-7114
Carmen Carmona Rodríguez University of Valencia https://orcid.org/0000-0002-9276-0984

DOI:

https://doi.org/10.31637/epsir-2024-582

Keywords:

significant learning, inverted classroom, flipped classroom, Higher education, innovation, teaching methodology, motivation, autonomous work

Abstract

Introduction: The notable interest in methodological innovation in the educational field has confirmed the need to advance in the field of Higher Education. The teaching methodology called flipped classroom or “inverted classroom” consists of reversing the traditional order of teaching, which implies that students acquire and internalize the specific material of a subject before the planned session takes place. Methodology: The flipped classroom was applied in the subject of Anthropology of Education during the 2024/2025 academic year and its impact on the student was evaluated through a questionnaire developed ad hoc. A total of 73 responses were obtained. Results: The generalized favorable positioning on the implementation of this methodology and its usefulness to address the content of the subject stood out; while more than 60% considered that current educational teaching methodologies are obsolete in Higher Education. Discussion: The increase in the levels of participation on the part of the students directly impacts a greater commitment to the subject. Conclusions: This methodology favors the development of meaningful learning as there is a real, authentic and deeper interaction with respect to the learning objects.

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Author Biographies

María José Galvis Dom´´enech, University of Valencia

Assistant Professor at the University of Valencia. She teaches the subject Criminal Investigation: Profile and Criminological Report in the degree of Criminology and in the double degree of Law and Criminology. He has completed his doctoral thesis on Jihadist Terrorism, under the supervision of Dr. Vicente Garrido and Dr. Javier Guardiola. She obtained an FPU grant for university teacher training and, as a complement to her specialisation in Jihadist Terrorism, she completed an international doctoral stay at John Jay College of Criminal Justice in New York.

He is the first graduating class of the Bachelor's Degree in Criminology at the University of Valencia and was awarded an extraordinary prize in the Master's Degree in Criminology and Security at the same university. His research activity has been published in several articles and book chapters related to other areas of Criminology and Educational Sciences.

Gemma Cortijo Ruiz, University of Valencia

Early Childhood Education teacher and PhD student in the Education programme at the Faculty of Philosophy and Education Sciences of the University of Valencia. Currently, she is part of the research staff in training through the grant ‘Atracció al talent de la UV’ and participates in the research project of the group on learning to learn competence.

Her line of research focuses on the capabilities approach and its role in promoting the principles of human development in education.

The main objective of her thesis is to analyse to what extent the learning to learn competence in the context of Higher Education integrates and contributes to the implementation of the capabilities approach for human development in the field of Social Sciences.

Carmen Carmona Rodríguez, University of Valencia

PhD in Social and Behavioural Sciences (2006) from the University of Groningen, The Netherlands. She holds a degree in Psychology from the University of Valencia (2000), a Master in Human Resources Management (2001), and a Master in Behavioural Therapy (2008). She is currently Associate Professor in the Department of Research Methods and Diagnosis in Education-MIDE, in the Faculty of Philosophy and Educational Sciences at the University of Valencia.

She has published articles in international journals on the processes of social comparison and burnout among teachers, self-efficacy and goals of university students, and in particular on values, acculturation and intercultural competences.

She is currently a member of different organisations such as the Comenius Association, the Inter-University and Pedagogical Research Association (AIDIPE), the European Educational Research Association (EERA) and the International Association for Cross-Cultural Psychology (IACCP).

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