Effect of Bring-Your-Own-Device Program on Flipped Learning in Higher Education Students
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AuthorPozo Sánchez, Santiago; López Belmonte, Jesús; Moreno Guerrero, Antonio José; Sola Reche, José María; Fuentes Cabrera, Arturo
Emerging methodologyEducational innovationsFlipped learningBYODAcademic indicatorsAcademic improvementsEducational experimentationHigher educationStudents
Pozo Sánchez, Santiago; López Belmonte, Jesús Moreno; Guerrero, Antonio José; Sola Reche, Jose María; Fuentes Cabrera, Arturo. Effect of Bring-Your-Own-Device Program on Flipped Learning in Higher Education Students. Sustainability 2020, 12, 3729; [doi:10.3390/su12093729]
SponsorshipThis research was funded by I+D+i OTRi CNT-4315. Metodologías activas para el aprendizaje mediante recursos tecnológicos para el desarrollo de la sociedad.
The “bring your own device” (BYOD) program is positioned as one of the fastest-emerging methods to solve accessibility problems in the flipped learning methodology. The objective of the study is to analyze the potential of a training plan through inverted learning using the BYOD program compared to inverted learning without BYOD. A quasi-experimental design was carried out on a sample of 118 Higher Education students. A questionnaire was used as an instrument for data collection. The results show that the assessments of the study groups, both control and experimental, are at medium–high levels, which shows a significant incidence of the teaching and learning methodologies applied in both groups. There are only three dimensions in which a distance is observed between the groups’ assessments: motivation and autonomy, which were better valued by the experimental group, and class time, which was better valued by the control group. The study concludes that there are no great differences between the teaching methodologies applied in the groups that were subjected to experimentation, except in terms of motivation and autonomy, making these methodologies reliable for the development of these dimensions.