Comparing the Use of Flipped Classroom in Combination with Problem-Based Learning or with Case-Based Learning for Improving Academic Performance and Satisfaction

Autor/inn/en	Oliván-Blázquez, Bárbara; Aguilar-Latorre, Alejandra; Gascón-Santos, Santiago; Gómez-Poyato, Mª José; Valero-Errazu, Diana; Magallón-Botaya, Rosa; Heah, Rachel; Porroche-Escudero, Ana
Titel	Comparing the Use of Flipped Classroom in Combination with Problem-Based Learning or with Case-Based Learning for Improving Academic Performance and Satisfaction
Quelle	In: Active Learning in Higher Education, 24 (2023) 3, S.373-388 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Aguilar-Latorre, Alejandra)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1469-7874
DOI	10.1177/14697874221081550
Schlagwörter	Flipped Classroom; Problem Based Learning; Case Method (Teaching Technique); Academic Achievement; Active Learning; Teaching Methods; Student Satisfaction; Grades (Scholastic) + Suchen Sie Ihr Suchwort? Flipped classrooms; Flip teaching; Inverted teaching; Problem-based learning; Problemorientiertes Lernen; Case method; Fallmethode; Schulleistung; Aktives Lernen; Teaching method; Lehrmethode; Unterrichtsmethode; Notenspiegel
Abstract	Active learning methodologies, such as flipped classroom (FC), generate a higher level of student engagement, greater dynamism in learning and more significant interactions with course content. Some other active methodologies used in the academic environment are problem-based learning (PBL) and case study (CS). There are few studies that analyse FC combined with PBL class activities or with course-based learning (CBL) activities, however, in fact, there are no studies that analyse which combination of activities would lead to better academic performance and student satisfaction. The main aim of this study is to comparate FC methodology, combined with PBL activities or with CBL activities, in improving the academic performance of undergraduate social work students. This work also intends to analyse the level of satisfaction with the course and the methodology used. A class level randomisation study was performed. Both groups in the study used an FC active methodology, but group 1 applied this methodology with PBL, whereas group 2 applied it in conjunction with a CBL methodology. The students also had to do activities at home that were related to the PBL or CS methodology. There were significant differences in both categorical and quantitative exam scores, with the group that had applied the FC + PBL methodology achieving a higher grade in the exam and containing a higher percentage of students who passed or received merit and outstanding grades. In general, there was a good level of satisfaction in both groups and there were no significant differences across all items asked, except for 'It helps critical thinking' and 'It helps to apply theory to assessment', which were evaluated more favourably by the FC + CBL students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01