@misc{10481/57397,
year = {2019},
url = {http://hdl.handle.net/10481/57397},
abstract = {Flipped Classroom methodology has strongly introduced in the classrooms of different educational levels, but above all in the University. This methodolo-gy could be defined as the reversal of roles in the classroom, where the stu-dent acquires theoretical knowledge outside of the classroom and becomes a space for resolving doubts and cooperative work. Thus, this paper analyzes the experience carried out at the University of Granada with students of the Master's Degree in Secondary School Training where Flipped Classroom methodology has been applied. The research methodology used is quantita-tive, so that an ad hoc questionnaire on a Likert scale was used to obtain the data. Among the obtained results, it is observed that the students perceive an improvement in their academic performance and the improvement of the dif-ferent personal and social skills. Finally, it can be concluded that this kind of experiences where the Flipped Classroom methodology is applied favors the development of skills depending of subject taught and the field of knowledge},
organization = {This paper is part of the teaching innovation and good practices project of the
FIDO plan of the University of Granada (Code 17-12), having received public funding
for its development},
publisher = {International Association of Online Engineering},
keywords = {Flipped classroom},
keywords = {higher education},
keywords = {ICT},
keywords = {eaching Methodology.},
title = {Flipped Classroom Method for the Teacher Training for Secondary Education: A Case Study in the University of Granada, Spain},
doi = {10.3991/ijet.v14i11.9853.},
author = {Hinojo Lucena, Francisco Javier and Aznar Díaz, Inmaculada and Cáceres Reche, María Del Pilar and Romero Rodríguez, José María},
}