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- Evaluation of Implementation of Gamification, Game-Based Learning, and Active Methodologies to the Flipped Classroom ModelPublication . Rojas-de-Gracia, María-Mercedes; Esteban, Ana; Bentabol, Maria; Rodríguez-Ruiz, María Dolores; Bentabol Manzanares, María Amparo; Paula Lopes, Ana; Baptista Soares, Filomena; Muñoz, María M.; SOLER PORTA, MARIANO; Caña Palma, RocíoThe use of the flipped classroom at HE has been very popular in recent years. However, recently a series of studies are appearing that question in a certain way the usefulness of this methodology to improve student learning. To shed more light on this dichotomy, this study has been carried out, which presents as its main strengths the fact that it is a longitudinal investigation, with a large sample of students from various subjects and from two different countries. Its findings confirm that the degree of student satisfaction when the flipped classroom is applied with gamification and with active methodologies is very high, especially with regard to the use of Kahoot!, and the work of the teachers who apply them. Likewise, it is concluded that student satisfaction is slightly higher when the teachers who apply it do not do it alone, but rather do it collaboratively with other colleagues.
- Student's perceptions of flipped classroom approach: results from an educational innovation projectPublication . Paula Lopes, Ana; Baptista Soares, Filomena; Bentabol Manzanares, María Amparo; Esteban, Ana; Muñoz, Maria Del Mar; Ruiz, Maria Dolores; Bentabol, Maria Jose; Rojas de Gracia, Merche; SOLER PORTA, MARIANO; Caña Palma, RocíoThe Flipped Classroom model is well known and recognized, and its popularity seems to keep increasing. In this pedagogical model, the transmission of conceptual knowledge is left to individual tasks outside the classroom while the contact hours, inside the classroom, are completely opened to problem solving, active and peer-assisted learning. The purpose of this work is to describe an educational innovative experience that began in the academic year 2015-2016 with the University of Malaga's Educational Innovation Project PIE15/174 (UMA), based on Flipped Classroom and gamification in a collaborative system among its students. This project has been renewed and extended over the years, with the integration of more teachers and subjects from both the UMA and the Polytechnic University of Porto, up until the current PIE19/156. Further, the aim is to examine the degree of student satisfaction with the strategies and methodologies applied in class, paying special attention to the general aspects and the level of extension of the pedagogical model in each subject. Some statistical analysis of students' satisfaction with the pedagogical model's application are presented. The results are promising and gratifying for all teachers involved, since these show a high degree of satisfaction with the teaching model and the strategy implementation.
- The use of social networks as a tool for flipped classroom methodology: a practical experience in higher education frameworkPublication . SOLER PORTA, MARIANO; Rojas-de-Gracia, María-Mercedes; Paula Lopes, Ana; Esteban, Ana; Baptista Soares, Filomena; Bentabol, María J.; Rodríguez-Ruiz, María Dolores; Muñoz, María M.; Bentabol Manzanares, María Amparo; Caña Palma, RocíoThe objective of this project is to continue improving the quality of the teaching-learning processes and to encourage motivation, thus achieving less dropout, for this we are going to continue applying the FC (Flipped Classroom) adding, as a novelty, the use of SN (Social Networks), in different ways: as interactive and the effective tools for the development of the FC; to evaluate the different networks available; to encourage students to be an active part in their learning process, through the creation of content; to allow the transmission of knowledge and collaboration through SN, between students and student-teachers; and to evaluate the motivation and academic performance of students with the application of SN. To develop the project, that will be carried out in the next academic course, we propose the creation of focus groups with students in order to obtain information on the use of networks in their subjects; an extensive bibliographic review of the use of SN in HE; study of the different SN in order to know their main advantages and disadvantages in relation to their application to HE; train of the teaching staff in the use of the most important SN; define of experiences for the application of SN with the FC methodology; and a final satisfaction survey and evaluation of academic results of the students at the end of each of the subject.
- Flipped learning 2.0: un paso mas hacia la motivaciónPublication . Bentabol Manzanares, María Amparo; SOLER PORTA, MARIANO; Caña Palma, Rocío; Esteban, A.; Luna, M.J.; Bentabol, Maria; Muñoz, M.M.; Paula Lopes, Ana; Cortes, L.Estamos llevando a cabo desde el curso 2015-2016 un proyecto de Innovación educativa cuya finalidad es aplicar el modelo pedagógico “Flipped Classroom” a asignaturas de distintos Grados y Máster universitarios. Consiste en desplazar determinados procesos de aprendizaje fuera del aula, con objeto de utilizar el tiempo de clase en potenciar la adquisición práctica y rectificación de estos u otros procesos de aprendizaje. De esta forma, nuestra función docente conlleva una actuación más creativa y exigente, y en el aula no se limita a una mera transmisión de contenidos, sino que pretendemos asumir un papel especialmente estratégico y mediador sobre los procesos cognitivos que activan los estudiantes en la construcción de su propio conocimiento, conscientes de que nuestra misión principal como docentes es que el estudiante aprenda de manera autónoma. Hasta ahora se han incrementado la motivación y la asistencia a clase y han mejorado los resultados académicos de los estudiantes.
- Looking for student's enthusiasm: flipped classroomPublication . SOLER PORTA, MARIANO; Bentabol, Maria; Paula Lopes, Ana; Caña Palma, Rocío; Bentabol Manzanares, María Amparo; Muñoz, María Del Mar; Esteban, Ana; Luna, María José; Cortés, LuisThe “flipped classroom” is a pedagogical model that consists of putting certain learning processes outside the classroom so that the teacher can devote more class time to students’ acquisition of practical skills, for example. In this way, the teacher is not limited to the transmission of course content, but in addition assumes the role of a mediator in the cognitive process, allowing students to actively construct their own knowledge. In this role, the teacher’s main task is to encourage students to become independent learners. This paper describes the implementation and initial results of the application of the flipped classroom in higher education. This study is part of a larger research project to improve our students’ motivation through the use of the flipped learning. The sample consisted of about 3000 students taking 17 different subjects, in Management and Administration Business, Finance and Accounting, Marketing and Market Research, and Chemistry, at the University of Málaga, and in Accounting and Administration, Business Communication and Marketing at the Polytechnic of Porto. According to our results, students’ motivation and class attendance increased with the application of this model; a comparison of the final exam results from two years with traditional classes and from two years with flipped learning shows that the proportion of students failing the exam decreased, which confirms that the use of this pedagogic model improves student learning.
- Gamification in education and active methodologies at higher educationPublication . Lopes, Ana Paula; SOLER PORTA, MARIANO; Caña Palma, Rocío; Cortés, Luis; Bentabol, Maria; Bentabol Manzanares, María Amparo; Muñoz, María Del Mar; Esteban, Ana; Luna Jiménez, María JoséIn recent years, there has been an increasing interest in applying Gamification in Education, which can be defined as the application of game design elements to learning activities. Its purpose is to motivate students by creating an engaging learning experience that can keep students focused on the learning task and its application in the classroom, is still in its emergent stages. Gamification is a great challenge for education, particularly in Higher Education Institutions (HEI) in such a traditional context, as is the case with courses like Management and Administration Business, Finance and Accounting, Marketing and Market Research, Chemistry, Accounting and Administration and Business Communication. This paper presents a study, applied in the 2016/2017 and 2017/2018 academic years, in which the teaching method focuses on a blended learning approach, through the implementation of a flipped classroom model and also through the introduction of online gamification activities such Kahoot! application. Kahoot is a game-based learning platform, used as educational technology that can easily be used for initial, formative and summative assessment of students’ knowledge using individual or collaborative team work mode, adding vitality, student engagement, and also meta-cognitive supports to higher education classrooms with limited instructor or student training required. The participants, in the study, were about 3 000 students of 17 different subjects from the aforementioned courses, of the Malaga University and Polytechnic of Porto. The results of this study suggest that this model improves student learning and are of relevance to researchers, educators and game-based learning designers.