Search Results (198)

In the context of digital transformation, teachers’ information literacy has become a key factor for critical and effective teaching. This study seeks to determine its assessment and strengthening through a training intervention based on the Flipped Classroom model with a Massive Open Online Course (MOOC), supported by the DigComp Framework. To this end, a quasi-experimental pre-test–post-test design with a single group was used, complemented by comparative and correlational analyses according to sociodemographic variables. The study involved 810 primary school teachers from the Lambayeque region of Peru, considering sociodemographic variables such as age, gender, educational level, teaching experience, UGEL, and geographic area. It was found that teacher training based on the Flipped Classroom model with MOOC produced a statistically significant improvement in teachers’ information and digital literacy skills, evidenced by the increase in the post-test compared to the pre-test and confirmed by the Wilcoxon test (p < 0.05). It is concluded that training through Flipped Classroom with MOOC significantly strengthened teachers’ information skills; however, sociodemographic variables influence the levels and improvement achieved, which requires differentiated training strategies. Full article

This study examines the integration of generative Artificial Intelligence (AI) tools within a Flipped Classroom model to enhance active learning and feedback processes in an English as a Foreign Language (EFL) teaching program. The participants were 242 pre-service EFL teachers enrolled in upper-level courses at a private university in southern Ecuador. Adopting a mixed-methods, design-based research approach, the study incorporated a diagnostic survey, written reflections, post-intervention survey, and focus groups. These instruments explored students’ prior knowledge, perceptions, and experiences regarding AI-supported learning. Findings showed that AI tools such as ChatGPT, Gemini, and Copilot strengthened students’ linguistic accuracy, writing performance, self-regulation, and understanding of pedagogical concepts. AI-generated feedback complemented teacher feedback by providing immediate and clear guidance, promoting iterative revision and deeper engagement with course content. Participants reported increased autonomy, improved time management, and greater readiness to integrate AI into future teaching practices. The results indicate that AI-supported flipped instruction fosters meaningful learning, enhances feedback quality, and develops both linguistic and pedagogical competencies. Full article

Background: The flipped classroom is an innovative student-centered teaching approach frequently applied in nursing education. The success of the approach relies on students coming prepared to class. Faculties play a critical role in facilitating students’ pre-class preparation. Objective: The objective of this study was to elicit nursing students’ preferred designs for pre-class preparation in large-group, flipped-classroom teaching in evidence-based practice, and to use these insights to inform practical, faculty-driven changes to course design and delivery. Methods: An action research study was conducted among bachelor’s students in nursing at a Norwegian university college. Data were collected through questionnaires with closed and open-ended questions, focus group interviews, and class meetings. Descriptive statistics and thematic analysis were applied to analyze data. Data were analyzed sequentially, and findings provided guidance for further actions. Results: The action was carried out and evaluated in two cohorts. The thematic analysis revealed one main theme—students need motivation for pre-class preparation—and three associated sub-themes: (1) Information: Communicate relevance and provide timely reminders, (2) Organization: Learning platform and workload, and (3) Engage learners: Diverse, interactive and aligned learning activities. Conclusions: Faculties can support motivation through clear communication of relevance, a well-organized learning platform, activating pre-class activities, and timely reminders. Successfully accommodating pre-class preparation for large-group teaching also appears to require coordinated faculty engagement and a shared commitment to student-centered approaches. Further evaluation is needed to determine which specific configurations work best in different contexts. Full article

Active learning methodologies have been widely reported to improve academic performance in STEM education. This paper presents a case study on the implementation of a combination of such methodologies in a college course devoted to computer networking fundamentals. The study begins in 2018, when the course was taught in a traditional manner, namely through lectures and written exams. From that point onward, different active learning methodologies were gradually introduced in both teaching and assessment, leading to an overall enhancement of academic performance. Regarding the former, classes are now delivered according to the flipped classroom methodology. With respect to the latter, assessment consists of a weighted combination of seven types of activities, including individual self-learning exams, team-based problem sets, individual computer-based exams, team-based escape rooms, project-based learning, case-based learning, and challenge-based learning. The results obtained over a six-year period reveal a significant improvement in three different ratios: the Attend-to-Register ratio, the Pass-to-Register ratio, and the Pass-to-Attend ratio. Additionally, feedback provided by students positively evaluates the combination of active learning methodologies implemented in the course. Full article

This study explores the sustainability of pedagogical innovation in higher education by examining a faculty-collaborative, ADDIE-based selective flipped learning framework in an engineering education context. It addresses a persistent challenge in engineering classrooms, namely the mismatch between traditional teaching approaches and the diverse learning needs of students, while also considering whether such innovations can be realistically sustained over time. A mixed-methods sequential explanatory design was implemented in a foundational Circuits I course at Princess Sumaya University for Technology (PSUT), involving 110 undergraduate students and eight faculty members. The ADDIE model guided the design and implementation of selectively flipped instructional materials. Quantitative data were analyzed using independent samples t-tests, while qualitative data from surveys, interviews, and focus groups were examined through thematic analysis to better understand faculty experiences and implementation processes. The findings show statistically significant improvements in student performance. Independent samples t-tests indicated significant differences in overall scores and final exam performance (p < 0.001), while additional analyses of formative assessment components also demonstrated statistically significant improvements. At the same time, the results reveal important implementation challenges. Although the course was collaboratively designed, implementation varied across instructors, and faculty were divided in their willingness to continue using the approach. This highlights a clear gap between instructional design and classroom practice, shaped by both human and institutional factors. Overall, the study suggests that well-structured instructional design models such as ADDIE can support improved learning outcomes. However, the findings do not provide conclusive evidence of long-term sustainability; rather, they highlight the conditions under which pedagogical innovations may be sustained, including institutional support, faculty engagement, and alignment with teaching realities. Full article

The flipped classroom model is increasingly recognised as a viable alternative to traditional teaching methods; however, its effectiveness largely depends on factors such as instructional design, implementation strategies, and the specific educational context. The current literature does not adequately address specific strategies for teachers to implement the flipped classroom model in practice. Therefore, the purpose of this study was twofold: first, to design a teaching sequence as a practical product that can be used to deliver lessons, and second, to assess the effectiveness of the teaching sequence as a tool for enhancing knowledge development in geometrical optics. The participants were third-year physical science students (N = 93) enrolled in a Bachelor of Education degree programme, who took a geometrical optics course lasting one semester. The methodology employed was design-based research, and this article provides a detailed description of the first iteration, including how the teaching sequence evolved over four years. The initial results obtained from tests performed during and after the implementation of the initial iteration of the teaching sequence showed that the teaching sequence was more effective in enhancing students’ recall of facts and basic concepts than in promoting their ability to explain ideas or concepts and apply that knowledge to new situations. The teaching sequence was refined over four years, suggesting that while the flipped classroom model is a viable tool in physics teacher education, it is not a one-size-fits-all solution. Instead, a continuously evolving, context-sensitive design is necessary. Full article

Background: Evidence-based practice (EBP) is a cornerstone of high-quality and safe nursing care. However, undergraduate nursing students often experience cognitive, methodological, and contextual barriers to learning and applying EBP. Active teaching strategies, such as the flipped classroom, may support the development of EBP competencies, yet qualitative evidence exploring students’ learning experiences remains limited. Objectives: To explore nursing students’ perceptions and experiences of learning evidence-based practice through a flipped classroom model. Methods: A qualitative descriptive study was conducted at the Faculty of Nursing of the University of Murcia (Spain). Purposeful maximum variation sampling was used to recruit undergraduate nursing students from the second and fourth academic years who had completed an EBP course delivered using a flipped classroom approach supported by an online learning platform. Twenty semi-structured interviews were conducted via videoconference. Data were transcribed verbatim and analyzed using reflexive thematic analysis with independent coding by two researchers and consensus procedures. Ethical approval and confidentiality were ensured. Results: Three main themes were identified: (1) transformation of the meaning of EBP learning and professional role, (2) cognitive and metacognitive processes in EBP learning, and (3) the learning experience as a catalyst for deep learning. Students described a shift from initial fear and perceived difficulty toward recognizing the practical value of EBP, accompanied by increased critical thinking, autonomous learning, and a growing evidence-informed professional identity. The flipped classroom model facilitated engagement and understanding, while the transfer of learning to clinical practice was influenced by contextual facilitators and barriers. Conclusions: Learning EBP through a flipped classroom was experienced as a transformative process that fostered critical thinking, self-regulated learning, and the construction of an evidence-oriented professional identity among nursing students. Strengthening information literacy skills and improving alignment between academic and clinical environments may enhance the sustainable application of EBP in clinical practice. Full article

Since 2000, the flipped classroom model has been widely adopted in higher education within the context of digital transformation; however, a comprehensive historical synthesis of review evidence remains limited. This study addresses this gap by conducting a review of reviews to clarify developmental trends, theoretical foundations, instructional designs, research methods, outcome variables, reported effects and implementation challenges, with the aim of informing sustainable education practices. Following the PRISMA framework, we systematically searched Web of Science Core Collection, Scopus, and Google Scholar for studies published between 2000 and 2024. Predefined inclusion and exclusion criteria were applied, and 25 systematic reviews met the eligibility requirements. Risk of bias and reporting quality were assessed descriptively at the review level. The results indicate generally positive perceptions among students and teachers, particularly regarding learning performance, collaboration and motivation, with the strongest evidence observed at the teaching and learning levels rather than at pedagogical or institutional levels. Substantial variation in flipped classroom designs and inconsistent reporting limited cross-study effect size synthesis. Further analysis reveals a fragmented theoretical basis and uneven attention to post-class learning processes. In response, two integrative frameworks—the Instructional Design Analysis Model for Flipped Classrooms (IDAMFC) and the Transformative Activation Theory for Flipped Classrooms (TAT-FC) are proposed to align pre-, in-, and post-class phases with learning strategies, cognitive engagement, and assessment in digitally supported environments. This study highlights the need for longitudinal designs and more comprehensive outcome measures to support sustainable educational development. Full article

Background: Dental students need to qualify with a clear understanding of the continuum of biological development from the molecular (genetic, epigenetic and environmental interactions) to the cellular (morphogenesis and differentiation) to the emergence of the mature tissue or organ. Histogenetics provides a core component for this understanding. The aim of this study is to investigate whether a merged approach, combining traditional and recent methods, can enhance the teaching of histogenetics to dental students. Methods: This study blended traditional (lectures, drawings, microscopy) and recent approaches (flipped classroom elements, virtual microscopy, group-based poster construction, and interactive quiz-based discussion) to enhance student engagement and perceived learning in oral histogenetics. The intervention was delivered to master-level dental students across six core oral histogenetics topics. Teaching followed a structured three-phase model: Prepare (digital lectures and short microscopy-introduction videos); Engage (microscopy session and group-based poster creation); and Test and Discuss (teacher-led quizzing and discussion). Student perceptions were evaluated through an electronically distributed 17-item questionnaire at the end of the course. Items were grouped into self-evaluation, resources, and teaching method domains and rated on a five-point Likert scale. Results: A total of 45 of 51 students responded (88%). Across all domains, positive perceptions (Agree/Strongly Agree) predominated (p < 0.001). Self-evaluation items showed strong agreement for attendance and group contribution, with more variability in preparation time and motivation. Resources were rated highly, although the accessibility of physical guidance showed more mixed responses. The merged teaching method received strong endorsement, with students reporting engagement, enjoyment, ease of understanding, and clear emphasis on clinical relevance. Conclusions: The merged approach was perceived as pedagogically valuable and clinically meaningful by the students and appears to enhance perceived engagement, clarity, and relevance in oral histogenetics teaching. These findings support the adoption of blended, student-active methodologies to strengthen comprehension and promote clinically meaningful learning in oral histology. Full article

This paper presents the results of a two-year innovative teaching project in the Vehicle Theory course, a fourth-year Mechanical Engineering subject at Universidad Carlos III de Madrid. The project explored the integration of generative artificial intelligence (GenAI) tools, particularly ChatGPT, to enhance student engagement, support project work, and promote ethical academic use. Key strategies included a flipped classroom approach, where students summarized previous lessons with GenAI assistance, and the use of AI to aid in the design and optimization of a tubular chassis project. Survey results and course observations indicate high student adoption of GenAI, with positive impacts on understanding theoretical concepts, completing exercises, and generating project outputs. Students reported that GenAI facilitated idea generation, technical problem-solving, and the creation of more effective and visually appealing presentations. Limitations included information bias, overreliance on GenAI, and variability in response quality depending on prompt formulation. Overall, the project improved attendance, engagement, and academic performance, highlighting the potential of GenAI as a complementary educational tool. Additionally, by requiring students to critically evaluate the GenAI responses, the project encouraged the development of judgment and decision-making skills, which are essential competences for future engineers. Full article

Academic Development (AD) represents a fundamental strategy for improving the quality of university teaching in the digital era. This entry proposes a critical analysis of technologies supporting AD, examining theoretical models, emerging practices, and contemporary challenges through a systematic review of academic literature. The TPACK (Technological Pedagogical Content Knowledge) framework emerges as a crucial model for the effective integration of educational technologies, while innovative approaches such as blended learning, flipped classroom, and communities of practice demonstrate significant potential in promoting teaching innovation. However, the analysis highlights structural criticalities: resistance to change, lack of institutional recognition, technological pedagogical gaps, and identity tensions related to the teaching role. The concept of “Age of Evidence” orients future perspectives toward evidence-based, personalized, and collaborative programs. The entry concludes with operational recommendations for policymakers and institutions, emphasizing the need for systemic investments that valorize teaching as a core scholarly activity. The original contribution lies in the critical integration of established theoretical frameworks with analysis of post-pandemic transformations and in identifying strategic directions to make universities “transformative” in addressing global challenges of sustainability, technological innovation, and critical thinking education. Full article

The concept of the ‘teaching library’, which originated in the Anglo-American world, describes all activities of libraries in the field of promoting information, media, and data literacy, as well as other skills in dealing with analog and digital media. Although data literacy is explicitly mentioned in this definition, many training courses in academic libraries seem to focus more on promoting library use, information, and media literacy. Given that the creation of data management plans, along with the indexing, storage, and reuse of research data, have become standard elements of the research process, this article discusses the growing importance of academic libraries in teaching data literacy. It presents a modular course framework, developed in exchange with the university library, as a reusable model for data literacy education. The primary objective is to introduce this framework and illustrate its application; preliminary, exploratory insights from a self-assessment survey are provided to support this presentation. The limited participant count in the pre- and post-evaluations restricts the statistical generalizability of the findings but provides a solid empirical impression of the effectiveness of the course format. Results indicate substantial learning progress in fields where academic libraries have proven expertise. The main conclusion is that such library-integrated interdisciplinary courses provide a valuable framework for data literacy education and highlight strategic areas for library involvement. Full article

The study aims to establish a comprehensive framework aligning institutional governance, pedagogical theories, and teaching practice for the sustainable adoption of AI-facilitated digital representatives of human instructors in higher education videos within universities. The study employs a systemic qualitative approach and grounded theory principles to analyze administrative/legal documents and academic publications. The methodology includes source searching and screening, automated text analysis using the Lexalytics tool, clustering and thematic interpretation of the findings, and a subsequent discussion of the emerging perspectives. Following the analysis of international/supranational/national regulations, the findings reveal a significant regulatory gap for humans’ digital representatives in educational videos and suggest a governance baseline for tailored institutional guidelines that address data protection, copyright, and ethical compliance. Theoretically, the study synthesizes evidence-informed educational theories and concepts to form a robust theoretical foundation for using humans’ digital representatives in higher education instructional videos and identifies constructivism, student-centered personalized learning, multimodal multimedia-based learning principles, smart and flipped classrooms, and post-digital relations pedagogy as crucial foundational concepts. The findings suggest a thematic taxonomy that outlines diverse digital representative types, their varying efficiency based on knowledge and course type, and university community attitudes highlighting benefits and challenges. The overall contribution of this research lies in an integrated interdisciplinary framework—including the legal context, pedagogical theory, and promising practices—that guides the responsible use of digital human representatives in higher education videos. Full article

This study examines university teachers’ digital competences during Emergency Remote Teaching at three Spanish institutions—the University of La Laguna, the University of Extremadura, and the University of Valladolid—and, from the faculty perspective, appraises hybrid teaching experiences and institutional support services. We employed a qualitative multi-case design using semi-structured focus-group interviews and discussion groups with 57 instructors from Social Sciences and Humanities, Engineering, and Health Sciences, selected via purposive sampling. Data were deductively coded in Atlas.ti 24. Faculty perceive hybrid teaching as useful for widening access and repositioning the virtual campus as a communicative hub; they highlight Moodle, videoconferencing, content-authoring tools such as H5P, and methodologies like gamification and flipped learning to enhance motivation. Nonetheless, generational gaps and concerns about the authenticity of online assessment persist, supporting continued reliance on in-person examinations. Technical and training support services are viewed positively, yet respondents call for more staffing and stronger dissemination of teaching resources. Consolidating teachers’ digital competences requires institutional policies that integrate robust infrastructure, contextualized continuous professional development, and communities of practice to ensure the sustainability of hybrid models in higher education at the national level. Full article

Drawing on the Technological Pedagogical Content Knowledge (TPACK) framework, this qualitative case study investigates how university English teachers integrate AI chatbots into flipped classrooms. Findings reveal that teachers employed chatbots across multiple pedagogical functions—including vocabulary support, grammar explanation, dialogue simulation, and creative content generation—embedded purposefully into both pre-class preparation and in-class collaboration. Rather than passively adopting these tools, teachers strategically positioned chatbots to enhance student autonomy, confidence, and interaction, while tailoring their use to suit specific flipped classroom designs. Meanwhile, teachers acknowledged the risks of over-reliance on AI chatbot content and the disruptions caused by vague or incorrect responses. They responded by developing structured guidance and reforming their roles as facilitators rather than content deliverers. This study contributes new insights into teacher agency in AI-mediated language education, highlighting the complex pedagogical negotiations required to meaningfully integrate emerging technologies into flipped learning environments. Full article