The Flipped Classroom and the Development of Competences: A Teaching Innovation Experience in Higher Education

Autor/inn/en	Sevillano-Monje, Verónica; Martín-Gutiérrez, Ángela; Hervás-Gómez, Carlos
Titel	The Flipped Classroom and the Development of Competences: A Teaching Innovation Experience in Higher Education
Quelle	In: Education Sciences, 12 (2022), Artikel 248 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Sevillano-Monje, Verónica) ORCID (Martín-Gutiérrez, Ángela) ORCID (Hervás-Gómez, Carlos)
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Flipped Classroom; Teaching Methods; Physical Education; Team Sports; Instructional Innovation; Educational History; Physical Activities; Exercise Physiology; Universities; Student Attitudes; Undergraduate Students; Comparative Analysis; Competence; Instructional Effectiveness + Suchen Sie Ihr Suchwort? Flipped classrooms; Flip teaching; Inverted teaching; Teaching method; Lehrmethode; Unterrichtsmethode; Körpererziehung; Sportunterricht; Mannschaftssport; Educational Innovation; Bildungsinnovation; History of education; Bildungsgeschichte; Sportphysiologie; University; Universität; Schülerverhalten; Kompetenz; Unterrichtserfolg
Abstract	Because of the changes in society, the educational scope must implement teaching--learning methodologies that help students to develop the competences that will be necessary in their academic--professional journey. This study presents a teaching innovation experience that is based on the flipped classroom methodology, which was carried out with 136 students (academic year: 2019-2020) in the subject of "Theory and History of Physical Education, Physical Activity and Sport" of the degree of Physical Activity and Sport Sciences of the University of Seville. The methodology of the study combines qualitative and quantitative approaches (mixed methods) through a pre-experimental design. The results show that there were significant differences in the acquisition of knowledge after the application of the methodology, which had a significant impact on the students' competence levels. Moreover, the students presented high levels of satisfaction in different areas. This allows for the conclusion that it is important for this methodology to continue in later courses, given its contribution to the competences that are related to the formal aspects and that are linked to research and organisation. Recommendations for practice are presented at the end of this article. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01