Next Article in Journal
Pre-Service Teachers’ Reflections on Cooperative Learning: Instructional Approaches and Identity Construction
Next Article in Special Issue
Background Similarities as a Way to Predict Students’ Behaviour
Previous Article in Journal
Role of Urban Public Space and the Surrounding Environment in Promoting Sustainable Development from the Lens of Social Media
Previous Article in Special Issue
Effect of an Instructor-Centered Tool for Automatic Assessment of Programming Assignments on Students’ Perceptions and Performance
Open AccessArticle

Impact of Educational Stage in the Application of Flipped Learning: A Contrasting Analysis with Traditional Teaching

1
Department of Didactics and School Organization, University of Granada, Campus of Ceuta, 51001 Ceuta, Spain
2
Department of Education, Valencian International University, 46002 Valencia, Spain
*
Author to whom correspondence should be addressed.
Sustainability 2019, 11(21), 5968; https://doi.org/10.3390/su11215968
Received: 28 September 2019 / Revised: 24 October 2019 / Accepted: 25 October 2019 / Published: 27 October 2019
The effectiveness of flipped learning depends largely on student typology. This study analyzes the applicability of this approach, according to the characteristics inherent to students based on their educational stage. The objective of the research is to verify the effectiveness of flipped learning compared to a traditional methodology during the stages of preschool, primary, and secondary education. For this study, a descriptive and correlational experimental research design was followed, based on a quantitative methodology. Two types of analysis groups (control and experimental) were established in each of the mentioned educational stages. As a data collection instrument, a validated ad hoc questionnaire was applied to a sample of 168 students from the Autonomous City of Ceuta (Spain). The results show that the applicability of flipped learning is more positive in primary and secondary education when compared to a traditional teaching method. However, the results found in preschool education reflect the difficulties in adapting the model to the needs of the students of that stage, due to the difficulties in the autonomous management of digital teaching platforms and the requirement of a minimum level of abstraction to apply this approach. View Full-Text
Keywords: flipped learning; traditional teaching; educational stage; student’s t-distribution flipped learning; traditional teaching; educational stage; student’s t-distribution
Show Figures

Figure 1

MDPI and ACS Style

Pozo Sánchez, S.; López Belmonte, J.; Moreno Guerrero, A.J.; López Núñez, J.A. Impact of Educational Stage in the Application of Flipped Learning: A Contrasting Analysis with Traditional Teaching. Sustainability 2019, 11, 5968.

Show more citation formats Show less citations formats
Note that from the first issue of 2016, MDPI journals use article numbers instead of page numbers. See further details here.

Article Access Map by Country/Region

1
Search more from Scilit
 
Search
Back to TopTop