Publication: Effectiveness of the flipped classroom model on students’ self-reported motivation and learning during the COVID-19 pandemic
Authors
Campillo-Ferrer, José María ; Miralles-Martínez, Pedro
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Publisher
Springer Nature
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DOI
https://doi.org/10.1057/s41599-021-00860-4
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info:eu-repo/semantics/article
Description
© 2021 Authors
This document is made available under the CC-BY 4.0 license http://creativecommons.org/licenses/by/4.0
This document is the published version of a published work that appeared in final form in Humanities & Social Sciences Communications.
To access the final edited and published work see:
https://doi.org/10.1057/s41599-021-00860-4
Abstract
This study investigates the effects of the flipped classroom on Education students’ perceptions of their learning and motivation during the current pandemic. The sample consisted of 179 student teachers from the Faculty of Education of the University of Murcia in the academic year 2020–2021, in which the flipped classroom model was implemented. Identical surveys were administered and examined through both descriptive statistics and non-parametric tests. Statistically significant differences were found between pre-tests and post-tests with experienced students scoring higher on average in the latter. Most students had a positive perception about the flipped classroom, noting the advantage of practical in-class activities, as well as increased self-autonomy in learning.
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Citation
Humanities and Social Sciences Communications volume 8, Article number: 176 (2021)
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