Projection of the "Flipped Learning" Methodology in the Teaching Staff of Cross-Border Contexts

Autor/inn/en	López Belmonte, Jesús; Pozo Sánchez, Santiago; del Pino Espejo, María José
Titel	Projection of the "Flipped Learning" Methodology in the Teaching Staff of Cross-Border Contexts
Quelle	In: Journal of New Approaches in Educational Research, 8 (2019) 2, S.184-200 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (López Belmonte, Jesús) ORCID (Pozo Sánchez, Santiago) ORCID (del Pino Espejo, María José)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2254-7339
Schlagwörter	Blended Learning; Information Technology; Educational Innovation; Educational Facilities; Foreign Countries; Teacher Education; Teacher Attitudes; Personal Autonomy; Student Participation; Student Motivation; Interaction; Educational Environment; Student Diversity; Geographic Location; Migration; Teacher Competencies; Pedagogical Content Knowledge; Technological Literacy; Spain; Morocco + Suchen Sie Ihr Suchwort? Informationstechnologie; Instructional innovation; Bildungsinnovation; Bildungsstätte; Ausland; Lehrerausbildung; Lehrerbildung; Lehrerverhalten; Individuelle Autonomie; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Schulische Motivation; Interaktion; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Lehrkunst; Pädagogische Kompetenz; Technisches Wissen; Spanien; Marokko
Abstract	Technological impact and immigration have resulted in ICT playing a significant role in educational adaptation to multicultural environments. This study focuses on flipped learning as an innovative teaching method. The overall objectives of this research are, on the one hand, to carry out a review of the scientific literature about flipped learning, and, on the other hand, to know the extent of its scope amongst teaching staff in cross-border regions. To achieve these objectives, a quantitative method has been developed through a descriptive model. 316 teachers from different educational centres of the Spanish Autonomous City of Ceuta (Spain) were selected as a sample, and an ad hoc questionnaire was used as an instrument for collecting personal data. Statistical procedures were performed through SPSS software, using location and scattering parameters (median and standard deviation), measurements (Pearson's asymmetry coefficient and Fisher's pointing coefficient) and association tasks between variables. The results show that teachers claim to have the necessary knowledge to implement flipped learning in their programmes, but they still have certain deficiencies in their specific training. A significant number of these teachers do not use it because they lack training and digital assets, and also because of a certain apprehension towards innovative practices. The main benefits include the improvement in the student's autonomy, their participation, interaction and motivation, as well as the teachers' satisfaction. Regarding the teachers' perception, it therefore follows that flipped learning contributes to the attention towards diversity created by the multicultural environments, which in this case is a result of the migration phenomenon. (As Provided).
Anmerkungen	University of Alicante. Carretera San Vincente del Raspeig, Alicante, 03690, Spain. Tel: +34-96-590-3721; Fax: +35-96-590-3464; e-mail: editor.naerjournal@ua.es; Web site: https://naerjournal.ua.es
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01