Effectiveness of the flipped classroom model on students’ self-reported motivation and learning during the COVID-19 pandemic

Campillo-Ferrer, José María; Miralles-Martínez, Pedro

Publication:
Effectiveness of the flipped classroom model on students’ self-reported motivation and learning during the COVID-19 pandemic

dc.contributor.author	Campillo-Ferrer, José María
dc.contributor.author	Miralles-Martínez, Pedro
dc.contributor.department	Didáctica de las Ciencias Matemáticas y Sociales
dc.date.accessioned	2025-02-05T13:15:06Z
dc.date.available	2025-02-05T13:15:06Z
dc.date.issued	2021-07-20
dc.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	es
dc.description.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.	es
dc.format	application/pdf	es
dc.format.extent	9	es
dc.identifier.citation	Humanities and Social Sciences Communications volume 8, Article number: 176 (2021)
dc.identifier.doi	https://doi.org/10.1057/s41599-021-00860-4
dc.identifier.issn	2662-9992
dc.identifier.uri	http://hdl.handle.net/10201/150131
dc.language	eng	es
dc.publisher	Springer Nature	es
dc.relation	This research was funded by the “Spanish Ministry for Science, Innovation, and Universities. Secretary of State for Universities, Research, Development and Innovation”, grant number PGC2018-094491-B-C33, and “Seneca Foundation. Regional Agency for Science and Technology”, grant number 20874/PI/18. We would like to thank Stephen Hasler for his proofreading work. It was a pleasure to work with him.	es
dc.relation.publisherversion	https://www.nature.com/articles/s41599-021-00860-4	es
dc.rights	info:eu-repo/semantics/openAccess	es
dc.rights	Atribución 4.0 Internacional	*
dc.rights.uri	http://creativecommons.org/licenses/by/4.0/	*
dc.title	Effectiveness of the flipped classroom model on students’ self-reported motivation and learning during the COVID-19 pandemic	es
dc.type	info:eu-repo/semantics/article	es
dspace.entity.type	Publication	es