Flipped Class oom model be o e
and du ing COVID-19: using
echnology o de elop
21s cen u y skills
Cecilia La o e-Cosculluela
Depa amen o Ciencias de la Educaci
on,
Facul ad de Ciencias Humanas y de la Educacion, Uni e sidad de Za agoza,
Huesca, Spain
C is ina Su
a ez and Sonia Qui oga
Depa men o Economics, Facul y o Economic, Business and
Tou ism Sciences o he Uni e si y o Alcalá de Hena es, Alcalá de Hena es, Spain
Na alia Sob adiel-Sie a
Depa amen o Ciencias de la Educaci
on,
Facul ad de Ciencias Humanas y de la Educacion,Uni e sidad de Za agoza,
Huesca, Spain
Raquel Lozano-Blasco
Depa amen o Ciencias de la Educaci
on,
Facul ad de Educaci
on,Uni e sidad de Za agoza, Za agoza, Spain, and
Ana Rod íguez-Ma ínez
Depa amen o Ciencias de la Educaci
on,
Facul ad de Ciencias Humanas y de la Educacion,Uni e sidad de Za agoza,
Huesca, Spain
Abs ac
Pu pose –The confidence placed in he use o echnology and o he compu ing esou ces is an impo an suppo
o he deep ans o ma ion owa d p ocesses o e y high quali y eaching-lea ning based on ac i e lea ning. This
pape aims o p esen and desc ibe a highe educa ion expe ience wi h Flipped Lea ning be o e and du ing he
ans o ma ion o educa ion due o he COVID-19 pandemic. In addi ion, he s udy analyzes he e ec i eness
pe cei ed by uni e si y s uden s o Flipped Lea ning o he de elopmen o compe encies o he 21s cen u y.
Design/me hodology/app oach –Fo his s udy, a quan i a i e me hodology is used in which 376
uni e si y s uden s fill ou a ques ionnai e a e expe iencing se e al sessions wi h an in e ed class oom
unde bo h onsi e and online ins uc ions.
Findings –On a e age, he esul s show a high ag eemen among s uden s on he benefi s o e ec i eness
ha lea ning designs wi h Flipped Class oom ha e on he de elopmen o skills ha will be use ul o hei
pe sonal and p o essional u u e. These compe encies include cha ac e building, collabo a ion,
communica ion, ci izenship, c i ical hinking and c ea i i y. A he same ime, and depending on some con ol
a iables such as he modali y o eaching (onsi e o online), he cou se, he p edisposi ion o inno a e o
p e ious expe ience wi h inno a ion, significan di e ences a e also obse ed.
O iginali y/ alue –Educa ion and lea ning ha e he need o espond o he di e en educa ional and
aining needs o he u u e. In his sense, he Flipped Class oom me hodology allows he de elopmen o
Flipped
Class oom
model
Recei ed 12 Augus 2020
Re ised 29 Sep embe 2020
Accep ed 6 Oc obe 2020
In e ac i e Technology and Sma
Educa ion
© Eme ald Publishing Limi ed
1741-5659
DOI 10.1108/ITSE-08-2020-0137
The cu en issue and ull ex a chi e o his jou nal is a ailable on Eme ald Insigh a :
h ps://www.eme ald.com/insigh /1741-5659.h m
skills o he 21s cen u y. In u n, his app oach also makes i possible o app oach blended lea ning.
Expe iences such as he one desc ibed in his s udy will cha ac e ize he u u e o educa ion.
Keywo ds Highe educa ion, Flipped Class oom, Lea ning me hods, O he , Uni e si ies,
Ac i e lea ning, Flipped lea ning, COVID-19, Compe encies o he 21s cen u y
Pape ype Resea ch pape
Theo e ical amewo k
The COVID-19 pandemic is equi ing a subs an ial change in educa ion sys ems a ound he
wo ld. The o ced need o social dis ancing has s uc u ed a edesign o he eaching–
lea ning p ocesses owa d app oaches in which digi al esou ces a e he main p o agonis s
in a eali y acco ding o he in o ma ion socie y (A o a and S ini asan, 2020;Lim and Kim,
2015). In ac , Lea ning and Knowledge Technologies ha e been es ablished as he only ools
o in e ac ion and communica ion be ween eache s and s uden s. Gi en he magni ude o
his challenge, digi al ools and di e en so wa e a e posi ioned as esou ces wi h be e
esul s han adi ional eaching (Reime s and Schleiche , 2020;Uluyol and Sahin, 2016).
Simila ly, UNESCO (2017) highligh ed in he ou h o he Sus ainable De elopmen Goals
he need o p omo e quali y educa ion ha adop s ICT ools o achie e g ea e sus ainabili y
in educa ion sys ems.
In he con ex o highe educa ion, he p io i y objec i e o he educa ional communi y is
o ien ed owa d aining o he de elopmen o compe encies o a 21s cen u y socie y.
Wi h he unexpec ed a i al o he COVID-19 pandemic and i s ine i able consequences, he
p io i y o educa ional sys ems has been mani es ed in he use o ICT as he only esou ce o
each online synch onously o asynch onously (Ka alis and Raikou, 2020;Vine e al.,2020).
Among hese challenges is de eloping he skills equi ed o he 21s cen u y. In his
con ex , he pedagogical model o a Flipped Class oom, o Flipped Lea ning (among o he
names), enables he implemen a ion o a ious didac ic modali ies. Among many o he
issues, eflec ion, discussion and collabo a ion among s uden s, eache s and he con ex in
which he lea ning akes place a e allowed (A nold-Ga za, 2014).
O ganizing he dynamics o a class oom om he pedagogical pe spec i e o he Flipped
Class oom implies conside ing a se o ele an aspec s. Fi s , Schmid and Ralph (2016)
highligh ed he use o audio isual esou ces (such as ideos). Wi h an app oxima e du a ion
o be ween 10 and 15 min, he eache p esen s heo e ical knowledge and lea ning h ough
audio isual esou ces. In he design o hese p oduc s, he academic and aes he ic issues, he
dynamism in he p esen a ion o he con en s, and he simplici y o he e ec s and he way
in which he eco ding is designed, a e e y impo an (Ga cía-Gil and C emades-And eu,
2019). Since i began o be used, he essence o he Flipped Class oom has been o ien ed
owa d he de elopmen o lea ning ou side he class oom h ough he isualiza ion o
digi al con en and o he didac ic ma e ials p oduced by he eache (Be gmann and Sams,
2016). La e , du ing onsi e ins uc ion in he class oom, he con en lea ned was deepened
and hose ques ions ha we e mo e complica ed o he s uden s we e sol ed. In his
p ocess, echnology and he di e en ac i i y modules (which include ques ionnai es, g oup
discussions, p ac ical ac i i ies, pee lea ning and u o ing, among o he ac ions) gene a e
ich coope a i e lea ning en i onmen s o g ea a ac i eness and in e es o s uden s
(Se gis e al., 2018). Consequen ly, a new lea ning cul u e is c ea ed, cha ac e ized by
en husiasm and mo i a ion owa d e e y hing new ha is lea ned.
Howe e , and in he ace o he unp eceden ed si ua ion in which socie y is cu en ly,
educa ional ins i u ions ha e begun o modi y his design. Thus, educa ional mee ings ha
we e p e iously held ia onsi e ins uc ion a e now ca ied ou h ough i ual mee ings.
ITSE
Du ing hese i ual encoun e s, deepe issues a e discussed, and online ac i i ies a e
scheduled so ha s uden s can sol e collabo a i ely (Flack e al.,2020). Be gmann, one o
he p o esso s and esea che s who p o ocolized he Flipped Class oom sys em, has
ecognized ha he dynamics o his pedagogical model a e hose ha could possibly
p o ide he mos e ec i e solu ion o he global p oblem o ans o ming eaching in o an
online modali y (Ca ei a, 2020). As a esul , du ing he COVID-19 pandemic, many
educa ion sys ems ha e elied on his me hodology o ace he eaching-lea ning p ocess.
Tha is, why au ho s such as Yen (2020) suppo he applicabili y o Flipped Lea ning o
he de elopmen o success ul lea ning expe iences in he uni e si y en i onmen .
In ecen yea s, Flipped Lea ning has a ac ed mo e and mo e ollowe s. Thus, eache s
a di e en educa ional le els and con ex s ha e joined a Flipped Lea ning on which
nume ous in es iga ions al eady exis (Ka abulu -Ilgu e al.,2017;Se gis e al., 2018;Tou 
on
and San iago, 2015). In he con ex o Highe Educa ion, he applica ions and expe iences
desc ibed a e conside ably nume ous (Du 
an e al.,2017;Lee, 2018;Meh ing and Leis, 2018).
In all o hem, he mul iple benefi s ha his pedagogical esou ce gene a es o lea ning and
o he educa ional dynamics o he con ex in which i is applied a e highligh ed (Gilboy
e al., 2015;Pien a, 2016). Among hese a o able aspec s, men ion is made o he e ficiency
in he use o he empo a y esou ce du ing onsi e ins uc ion, he possibili ies o ac i e and
meaning ul lea ning, he inc ease in oppo uni ies o in e ac ion be ween eache s and
s uden s, he s imula ion o a ious lea ning s yles and, finally, au onomy o lea n.
Likewise, he sys ema ic e iew by O’Flahe y and Phillips (2015) concluded ha Flipped
Lea ning is conside ed a s a egy wi h g ea po en ial o imp o e s uden lea ning
expe iences h ough he c ea ion o mo e dynamic in e ac ions.
The echnological ends o ecen yea s a e leading o impo an beha io al changes in
he mode n socio-cul u al wo ld ha a e isible in he educa ional con ex o 21s cen u y
s uden s (Onyema and Daniil, 2017;Opa aocha e al.,2014). Unlike p e ious gene a ions,
s uden s in he 21s cen u y a e p og essi ely demons a ing less ole ance o mo e
con en ional eaching (Roehl e al.,2013). In his sense, me hodological ini ia i es based on
ac i e eaching designs, such as he Flipped Class oom, p omo e deep lea ning ha defines
he cha ac e and he new gene a ions o he knowledge socie y. P ecisely o his eason,
some s udies began o ocus hei in e es on he analysis ha he benefi s o applying ac i e
lea ning app oaches ha e on he de elopmen o skills and compe encies o he 21s cen u y
(Niemo e al.,2016). These skills, specified in Fullan and Langwo hy’s (2013) p oposal,
include cha ac e building, ci izenship, communica ion, c i ical hinking, collabo a ion and
c ea i i y. Thus, he me hodologies in which he maximum use o communica ion ne wo ks
and he inc easing a ailabili y o educa ional esou ces a e combined, lead o he de elopmen
o cha ac e quali ies equi ed by s uden s o he 21s cen u y (Bezanilla e al., 2019).
S uden s’pe cep ions abou he use ulness o hese eaching sys ems based on he use o
ICT ake on undamen al impo ance. In ac , he echnology accep ance model de eloped by
Da is (1989) heo izes ha a pe son’s in en ion o accep and adop a new sys em (in his
case, he Flipped Lea ning app oach) is de e mined by hei belie s abou he use ulness and
pe cei ed benefi s. Saga and Zmud (1994) con inued he esea ch o Da is (1989) and ound
ha expe imen a ion wi h s a egies based on he use o ICT was mo e common i he use
pe cei ed i as use ul, con enien and socially desi able. In his ega d, in ecen yea s,
uni e si ies in di e en coun ies ha ha e inco po a ed elemen s o Flipped Lea ning in
hei class ooms ha e analyzed he e ec i eness and pe cei ed u ili y o his me hodological
app oach (Lape e al.,2014;McLaughlin e al., 2013). To do so, some o he in es iga ions
chose o analyze he pe cep ions and he le el o s uden sa is ac ion (Cus e , 2016;Pa k and
Howell, 2015). In his sense, he end o mos o he esul s o hese s udies is ema kably
Flipped
Class oom
model
posi i e (Day and Foley, 2006). Howe e , e en hough academic pe o mance among
s uden s inc eased a e flipping classes, s udies such as hose o Missildine e al. (2013)
ound ha s uden sa is ac ion was no a o able. The au ho s conside ha hese esul s
could be due o he g ea e wo kload and e o pe cei ed du ing he Flipped Lea ning
sessions. This pe cei ed demand was also highligh ed in he p e ious li e a u e (Gianoni-
Capenakas e al., 2019).
Home lea ning and echnology a e causing di e en eac ions among he educa ion
sec o du ing he unique si ua ion caused by he COVID-19 pandemic. I he digi al age had
al eady significan ly accele a ed educa ional and wo k con ex s, as a consequence o his
unp edic able si ua ion, aining con ex s a e u he p edic ed in which online eaching-
lea ning p ocesses will acqui e a significan ole (Zhang e al.,2020). The cu en challenges
ha all educa ional agen s ace ha e b ough abou ce ain changes in hei pe cep ions ha
should be conside ed. On he o he hand, and despi e he inc ease in he li e a u e
specifically aimed a s udying he impac o Flipped Lea ning expe iences in he uni e si y
class oom, he majo i y end has been owa d he analysis o benefi s on academic
pe o mance o pe cei ed sa is ac ion. Howe e , i is no usual o he ocus o in e es o be
placed on he pe cep ions o he s uden s abou he po en ial o he Flipped Class oom o
he imp o emen and de elopmen o skills and compe ences equi ed in a socie y o he
21s cen u y.
Thus, wi hin he amewo k o he de elopmen o a Flipped Class oom expe ience in he
uni e si y con ex ca ied ou du ing he cu en s a e o wo ld, a s udy is p oposed o
answe he ollowing esea ch ques ion: A e pa icipa ing in se e al sessions in he
Flipped Class oom, o wha ex en do uni e si y s uden s conside ha his ac i e
me hodology con ibu es o he de elopmen o skills o he 21s cen u y? The e o e, his
s udy aims o analyze he conside a ions o he uni e si y s uden s who ha e been in ol ed
in Flipped Class oom lea ning. Mo e specifically, he s uden s’pe cep ions o he po en ial
ha he Flipped Class oom has o he de elopmen o skills and compe encies o he
21s cen u y a e explo ed. In u n, he e ec s o some con ol a iables ela ed o he cou se,
he ype o eaching (onsi e o online), he p edisposi ion o inno a e and he p e ious
expe ience wi h inno a ion a e analyzed. Finally, he need o ace he adical change ha
has come abou wi h he unexpec ed si ua ion o online educa ion is highligh ed.
Flipped Class oom expe ience p ocedu e
Due o he dispa i y o cha ac e is ics p esen ed by he s uc u e and con en o each subjec
in which he expe ience has been implemen ed, a se o minimum c i e ia o homogenei y
we e es ablished o ensu e simila guidelines o he de elopmen o he lea ning model o
he Flipped Class oom. Fi s , he heo e ical con en was ese ed o au onomous lea ning
sessions. Subsequen ly, he lea ning sessions wi h he eache could be onsi e in he
uni e si y class oom (i he classes we e held p io o he COVID-19 pandemic) o
synch onous (i he classes we e held in a i ual o ma due o suspension o class oom
a endance). In any case, hese sessions we e in ended o eflec on he ma e ial analyzed
au onomously and o consolida e e e y hing p e iously s udied (Roach, 2014). Du ing he
h ee weeks o he s udy, each eache had o plan and design he audio isual ma e ial ha
included he con en o be lea ned. F om he coo dina ion o he p ojec , hey we e
ecommended o ely on figu es, diag ams, g aphics and images, as long as he con en o
he subjec was adequa e.
Fu he mo e, p io o he Flipped Lea ning sessions, he dynamics o his me hodology
we e explained o he s uden s. Gi en he no el y o he expe ience, special emphasis was
placed on he need o access he audio isual ma e ial p o ided by he eache in he
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co esponding online media. In u n, hey we e in o med ha hey would ha e o design
ac i i ies a anged in an online o ma based on he heo e ical con en p epa ed o each o
he h ee weeks. All his, wi h a weekly pe iodici y and p io o he onsi e o synch onous
session (depending on when he expe ience was ca ied ou ). Fo he onsi e o synch onous
sessions, eache s we e o e ed di e en models o ac i i ies o apply: quiz- ype ques ions,
elabo a ion o mind maps o design o ques ions o exchange wi h o he classma es. Each
eache emained ee o schedule he ac i i ies ha hey conside ed bes -sui ed o he
con en o hei subjec .
Me hod
A quan i a i e s udy is p esen ed wi h a desc ip i e su ey and non-expe imen al cha ac e
based on a ques ionnai e. This app oxima es he objec i e unde -s udy wi hou in oducing
modifica ions o he a iables, wi h he aim o explo ing and desc ibing i (Lie z, 2010). This
ype o design allows an objec i e and compa able sys ema ic desc ip ion o cha ac e is ics
and ac s o a popula ion. The e o e, his is a aluable sou ce o in o ma ion o analyzing
he pe cep ions o uni e si y s uden s.
Sampling and da a collec ion
The sampling o his s udy consis s o 376 s uden s om highe educa ion o a Spanish
Uni e si y Ins i u ion. The s udy was launched du ing he fi s and second semes e s o he
2019-2020 academic yea . As seen in Table 1, 75% o he sample was en olled in he ini ial
uni e si y cou ses, and he emaining 25% o he sample was en olled in he las cou ses.
Almos 68% o he sample expe ienced Flipped Class oom sessions as onsi e ins uc ion,
compa ed o 32% who expe ienced i as online ins uc ion. The dis ibu ion o he sample,
based on he a i ude owa d and p edisposi ion o inno a ion, was simila o bo h
ca ego ies. Finally, and in e ms o p e ious expe ience wi h inno a ion, 36.70% o he
sample had no expe ience a all, whe eas 63.30% did ha e some p io con ac .
Su ey design and desc ip i e analysis
The esponden s we e asked o indica e hei le el o ag eemen wi h 21 s a emen s abou
he con ibu ion o he Flipped Class oom me hodology o he de elopmen o skills o he
21s cen u y. These compe ences we e a anged in se en di e en dimensions: cha ac e
Table 1.
Sociodemog aphic
cha ac e is ics o he
sample
Va iable N% O The Sample
Cou se
Fi s cou ses (1° and 2°) 282 75.00
Las cou ses (3°, 4° and Mas e ) 94 25.00
Type o expe ience wi h Flipped Class oom
Onsi e ins uc ion 255 67.82
Online ins uc ion 121 32.18
Willingness o inno a e
Li le 197 52.39
Yes, always 179 47.61
P e ious expe ience wi h inno a i e expe ience
Ne e 138 36.70
Yes, on occasion 238 63.30
TOTAL 376
Flipped
Class oom
model

building; collabo a ion; communica ion; ci izenship; c i ical hinking; c ea i i y; and o he s.
A Like scale was used wi h an in e al om 0 ( o ally disag ee) o 10 ( o ally ag ee). This
scale was used because i co esponds o he na u al e alua ion sys em wi hin he Spanish
educa ional sys em. Consequen ly, he uni e si y s uden s we e ully accus omed o his
in e al. These indica o s we e aken om he ques ionnai e used in he s udy o Ma ín and
Tou 
on (2017). The su ey was comple ed by he s uden s in an online o ma once he h ee
Flipped Class oom sessions we e comple ed. A pla o m o c ea ing and sending
ques ionnai es called “Qual ics”was used. This pla o m was open since he fi s Flipped
Class oom expe iences began (in Oc obe 2019) un il he las (in May 2020).
A e da a collec ion and s a is ical analysis, i was ound ha he pe cen age o i em
non- esponses was below 15%. To es o he exis ence o a specific pa e n o missing da a,
a missing comple ely a andom (MCAR) es was pe o med. The MCAR es es ima ed
whe he a significan ela ionship exis ed be ween he missing da a and he alues ha we e
obse ed o missing. The null hypo hesis o he MCAR es is ha he da a is missing
comple ely a andom. The insignificance o he MCAR es (
x
2
(30)= 33.59) means ha he
null hypo hesis canno be ejec ed. The Kaise –Meye –Olkin (KMO) measu e o sampling
adequacy and Ba le ’s es o sphe ici y we e pe o med o de e mine whe he he da a is
sui able o s uc u e de ec ion.
Desc ip i e s a is ics we e calcula ed o e alua e he app op ia eness o he 21 indica o s
ela ed o he de elopmen o he 21
s
cen u y skills wi h he expe ience o he Flipped
Class oom by calcula ing he means o all he esponses, s anda d de ia ions, skewness and
ku osis pe i em. In he “su ey design and desc ip i e analysis”sec ion, an addi ional
explana ion has been included abou he indica o s o he ques ionnai e, which espond o
se en di e en compe ences, and abou he eason why hese analyzes ha e been applied.
Addi ionally, wi h a Like scale i was necessa y o calcula e and epo C onbach’s
alpha coe ficien o in e nal consis ency eliabili y (Gliem and Gliem, 2003), which is an
index o how ela ed a se o i ems is as a g oup. The mos and leas ag eed-upon s a emen s
we e iden ified acco ding o he ollowing con ol a iables: cou se, ype o expe ience wi h
he Flipped Class oom, willingness o inno a e and p e ious expe ience wi h inno a i e
expe ience. In u n, a wo-sided independen sample z- es was used o compa e he mean
sco es o he di e en pe cep ions be ween he le els o con ol a iables and o his
eason we e an e ec i e s a is ical app oach confi ming ela ionships and e ealing hei
causal na u e and s eng h (Smi h, 2018).
Resul s
Table 2 p esen s he means, s anda d de ia ion, skewness, ku osis, i em o al co ela ion
(co ela ion coe ficien be ween he sco e on he indi idual i em and he sum o he sco es on
he emaining i ems), and C onbach’s alpha coe ficien i he indi idual i em is disca ded
om he scale. In gene al, he e is a high ag eemen among all he indica o s on he scale.
Almos all o hem exceed he a e age sco e o 7. The esponden s ag eed mos wi h he Q7
i em, which defines Communica ion o Skills o he 21s cen u y as “Accessibili y o
lea ning ma e ial and con en ”(mean 8.24), ollowed by Q16 (“My lea ning au onomy”; mean
8.11) and Q11 (“The eache p omo es a acili a ing lea ning con ex ; mean 8.10).”The leas
ag eed-upon s a emen was Q10, which defines Ci izenship as “Take in o accoun my
s eng hs, weaknesses and in e es s”(mean 6.89). Likewise, a subs an ially high index o
ag eemen was no ob ained ega ding he pe cei ed imp o emen o g ades wi h he
Flipped Class oom me hodology (Q20, mean 7.40), he flexibili y o choose he ype o
ma e ials mos app op ia e o hei lea ning (Q1, mean 7.43) and, finally, he inc ease in he
in e ac ions and con ac wi h he eache (Q19, mean 7.49). The skewness alues (#j1.112j)
ITSE
and ku osis alues (#j5.227j) we e wi hin he ange o ecommended alues (Kline, 2016),
so i is possible o assume ha he esponses we e ela i ely no mally dis ibu ed. The
in e nal consis ency o he concep s measu ed by C onbach’s alpha o Skills o he 21s
cen u y was accep able o good, anging om 0.657 o Communica ion o 0.878 o
Collabo a ion; and C onbach’s alpha o he o e all scale was 0.945.
Rega ding he analysis o di e ences based on a ious con ol a iables (Table 3), some
esul s ha e been ound ha should be highligh ed. In gene al, and in compa ison wi h he
s uden s o he highes uni e si y cou ses (3 d, 4 h and Mas e ), he ag eemen be ween hose
en olled in he fi s cou ses is significan ly less. This pa e n o esponses occu s in almos all
he indica o s o he di e en compe encies. As excep ions in which no di e ences a e ound,
he eis he“ un and lea ning”and he “de elopmen o he o al and w i en exp ession.”
When paying a en ion o he so-called online e ec , e y ew significan di e ences ha e
been ound in he s a emen s. S uden s who ied he Flipped Class oom expe ience du ing
Table 2.
Desc ip i e s a is ics
Pe cep ion abou skills o he 21s cen u y Mean SD Skewness Ku osis
I em o al
co ela ion
C onbach’s
alpha
Cha ac e building (C onbach’s alpha = 0.812)
Q1. Flexibili y o choose he ype o ma e ials
ha a e bes o my lea ning 7.43 1.70 0.488 3.684 0.539 0.778
Q2. Wo k a you own pace 7.81 1.63 0.374 2.463 0.594 0.815
Q3. Fun and lea ning 8.00 1.66 0.811 4.211 0.463 0.721
Q4. Inc ease my mo i a ion 7.94 1.79 0.826 3.738 0.479 0.734
Collabo a ion (C onbach’s alpha = 0.878)
Q5. Collabo a ion wi h my classma es 7.92 1.63 0.854 3.942
Q6. Lea ning om/wi h my classma es 7.96 1.68 0.874 4.045
Communica ion (C onbach’s alpha = 0.657)
Q7. Accessibili y o lea ning ma e ial 8.24 1.47 0.553 2.530 0.362 0.532
Q8. De elopmen o my o al and w i en
exp ession 7.54 1.83 0.965 4.810 0.337 0.504
Q9. Lea n using digi al echnology 7.65 1.77 1.054 5.219 0.469 0.639
Ci izenship (C onbach’s alpha = 0.755)
Q10. Take in o accoun my s eng hs,
weaknesses and in e es s 6.89 1.84 0.556 3.997
Q11. The eache p omo es a acili a ing
lea ning con ex 8.10 1.54 0.753 3.384
C i ical Thinking (C onbach’s alpha = 0.861)
Q12. Decision-making pa icipa ion when
collabo a ing wi h my classma es 7.91 1.59 0.985 4.571 0.574 0.802
Q13. Pa icipa e in p oblem esolu ion 7.87 1.59 1.112 5.227 0.572 0.800
Q14. De elop my c i ical hinking 8.04 1.67 1.086 4.784 0.577 0.804
Q15. Au o-e alua e my lea ning p og ess 7.71 1.55 0.406 2.804 0.710 0.880
C ea i i y (C onbach’s alpha = 0.758)
Q16. My lea ning au onomy 8.11 1.44 0.487 2.841 0.576 0.731
Q17. Imp o ed lea ning p ocess 8.02 1.39 0.551 3.048 0.336 0.503
Q18. Inc eased c ea i i y 7.71 1.73 0.795 3.848 0.618 0.764
O he s (C onbach’s alpha = 0.748)
Q19. F equen in e ac ion/con ac wi h he
eache 7.49 1.73 0.809 4.273 0.498 0.665
Q20. Imp o emen o my g ades 7.40 1.56 0.329 3.286 0.507 0.673
Q21. I such as he me hodology used 7.74 1.78 0.702 3.098 0.488 0.656
Flipped
Class oom
model
home confinemen due o he COVID-19 pandemic less s ongly suppo ed he de elopmen
o some o he skills o he 21s cen u y wi h his pedagogical app oach. Specifically, his
end was obse ed in he “ un and lea ning”(z=1.92, p<0.1) and in he wo indica o s o
collabo a i e compe ence, ha is, in “collabo a ion wi h he classma es”(z=2.12, p<0.05)
and in “lea ning om/wi h he classma es”(z=2.09, p<0.05). Fo he es o he
indica o s, g ea e ag eemen is obse ed be ween he de elopmen o 21s cen u y
compe encies in hose uni e si y s uden s who ca ied ou he Flipped Class oom expe ience
p io o confinemen .
The deg ee o ag eemen in many o he indica o s o he s uden s wi h a posi i e ision
owa d he expe iences o inno a ion in he uni e si y has been significan ly highe han
ha o he s uden s who do no p esen his p edisposi ion o inno a ion in educa ion.
Excep ions a e in he h ee communica ion- ela ed skills, in he conside a ion o in e es s,
Table 3.
Analysis o
significan e ec s o
he con ol a iables
in skills o he 21s
cen u y s uden ’s
pe cep ions
Pe cep ion
Fi s yea s
e ec
Online
e ec
Willingness
o inno a e
P e ious
expe ience
Cha ac e building
Q1. Flexibili y o choose he ype o ma e ials
ha a e bes o my lea ning z=1.99** z=0.80 z= 2.85*** z=0.19
Q2. Wo k a you own pace z=4.02*** z=1.16 z= 2.58*** z=1.43
Q3. Fun and lea ning z=1.40 z=1.95* z= 3.48*** z=0.89
Q4. Inc ease my mo i a ion z=2.12** z=0.94 z= 3.17*** z=0.37
Collabo a ion
Q5. Collabo a ion wi h my classma es z=2.36** z=2.12** z= 2.73*** z=1.01
Q6. Lea ning om/wi h my classma es z=2.48** z=2.09** z= 3.18*** z=0.96
Communica ion
Q7. Accessibili y o lea ning ma e ial z=2.73*** z= 0.60 z= 0.83 z=1.64*
Q8. De elopmen o my o al and w i en
exp ession z= 0.09 z= 0.76 z= 1.25 z=0.66
Q9. Lea n using digi al echnology z=1.66* z= 1.47 z=1.32 z=0.75
Ci izenship
Q10. Take in o accoun my s eng hs,
weaknesses and in e es s z=1.87* z=0.77 z= 1.59 z=0.54
Q11. The eache p omo es a acili a ing lea ning
con ex z= -2.64*** z=1.43 z= 3.00*** z=0.31
C i ical Thinking
Q12. Decision-making pa icipa ion when
collabo a ing wi h my classma es z=1.97** z=1.45 z= 2.31** z=2.80***
Q13. Pa icipa e in p oblem esolu ion z=1.82* z= 0.18 z= 2.76*** z=1.74*
Q14. De elop my c i ical hinking z=2.77*** z=0.66 z= 3.87*** z=1.79*
Q15. Au o-e alua e my lea ning p og ess z=2.04** z= 0.78 z= 2.68*** z=1.28
C ea i i y
Q16. My lea ning au onomy z=3.50*** z= 0.28 z= 3.17*** z=1.35
Q17. Imp o ed lea ning p ocess z=3.52*** z= 0.08 z= 3.15*** z=0.87
Q18. Inc eased c ea i i y z=1.91* z=0.34 z= 1.94* z= 0.03
O he s
Q19. F equen in e ac ion/con ac wi h he
eache z=2.70*** z=1.23 z= 2.29** z= 0.27
Q20. Imp o emen o my g ades z=2.45** z= 0.78 z= 1.39 z=0.24
Q21. I such as he me hodology used z=4.29*** z=0.93 z= 3.23*** z=0.13
No es: *p<0.1; **p<0.05; ***p<0.01
ITSE
s eng hs and weaknesses (indica o o he compe ence dimension o ci izenship) and in he
imp o emen o qualifica ions (included in he “o he compe ences”sec ion). On he o he
hand, p e ious expe ience wi h inno a ion ac i i ies yielded s a is ically significan
di e ences in some o he s a emen s. Specifically, he ag eemen in pa icipa ion in
decision-making (z=2.80, p<0.01), in p oblem sol ing (z=1.74, p<0.1) and in he
de elopmen o c i ical hinking (z=1.79, p<0.1) was lowe in hose s uden s who had
p e ious expe iences o inno a ion in he uni e si y class oom.
Discussion
The lea ning me hod wi h Flipped Class oom al eady has many expe iences ha suppo i s
e ec i eness and po en ial o ac i e s uden lea ning (B ewe and Mo ahedaza houligh,
2018). Howe e , in his esea ch, he conside a ions con ibu ed by a g oup o uni e si y
s uden s di ec ly in ol ed in he expe ience ha e been highligh ed. Specifically, he
pe cei ed use ulness o Flipped Lea ning has been analyzed, bu less on ins uc ional design
and mo e on he p ocess o acqui ing and de eloping compe encies o g ea ele ance o
pe o mance in 21s cen u y socie y. In addi ion o he e idence suppo ing he imp o emen
o academic pe o mance hanks o hese lea ning dynamics in uni e si y se ings
(C immins and Midki , 2017;Thai e al.,2017), his esea ch has highligh ed he use ulness
o his me hodology o he de elopmen o o he undamen al quali ies ha define a
compe en pe son. Today, he quali ies analyzed he e a e conside ed essen ial o
success ully ace pe sonal, social and p o essional demands.
Conside ing hese esul s, a ai ly posi i e ecep ion is app ecia ed by uni e si y
s uden s o his Flipped Class oom me hodology. In gene al, he e is a a o able
app ecia ion ega ding he benefi s o he Flipped Class oom o de eloping skills o he
21s cen u y. This coincides wi h o he p e ious in es iga ions in which he po en ial o
using ac i e me hodologies in Highe Educa ion ha e been in es iga ed (Ramnanan and
Pound, 2017). The Flipped Class oom is based on he p emises o he Eu opean Highe
Educa ion A ea (Reyes, 2015) and is a esou ce wi h g ea po en ial so ha s uden s ha e he
possibili y o sel - egula ing and leading hei pa icula lea ning p ocess. As Tucke (2012)
poin s ou , he Flipped Class oom does no ansla e in o iewing audio isual ma e ial om
home. In con as , he Flipped Class oom is a anged as a e y well-s uc u ed combina ion
o eaching p ac ices and cons uc i is lea ning. The e o e, paying a en ion o he lea ning
p ocess is a key aspec o gua an ee he success o any educa ional me hodological design
wi h his app oach.
The di e ences ha ha e been obse ed in ela ion o p e ious expe ience wi h
inno a ion in he educa ional field could be due o he way in which he s uden in e p e s
he e m “inno a ion.”As Kopcha e al. (2016) indica ed, inno a ion applied o eaching and
echnology is o en unde s ood as a placeholde desc ip ion o hose ini ia i es ha do no
co espond o ypical o adi ional p ac ices. Howe e , he concep o educa ional
inno a ion goes much u he . Acco ding o Cohen and Ball (2007, p.19), inno a ion includes
“no el p ac ices, ools o echnologies, and knowledge and ideas.”F om he uni e si y
con ex , and an example o his a e he esul s o his s udy, eedom o expe imen a ion
wi h new and inno a i e app oaches ha ake maximum ad an age o echnology o
de elop a mo e e ec i e ype o eaching o all s uden s is demanded.
On he o he hand, s uden s who ca ied ou he online expe ience a e less suppo i e o
he indica o s o he compe ences ela ed o un and lea ning, wi h collabo a ion wi h he
classma es and wi h lea ning om he classma es. Acco ding o Goh and Sanda s (2020),
wi h he COVID-19 pandemic, educa ion a ound he wo ld has unde gone a majo dis up i e
change. In his p ocess, echnology has been used in a e y apid way o ensu e eaching
Flipped
Class oom
model
including COVID-19: a apid sys ema ic e iew”,The Lance Child and Adolescen Heal h, Vol. 4
No. 5, pp. 397-404, doi: 10.1016/S2352-4642(20)30095-X.
Yen, T.F.T. (2020), “The pe o mance o online eaching o flipped class oom based on COVID-19
aspec ”,Asian Jou nal o Educa ion and Social S udies, Vol. 8 No. 3, pp. 57-64, a ailable a :
h ps://jou nalajess.com/index.php/AJESS/a icle/ iew/30229
Zhang, W., Wang, Y., Yang, L. and Wang, C. (2020), “Suspending classes wi hou s opping lea ning:
China’s educa ion eme gency managemen policy in he COVID-19 ou b eak”,Jou nal o Risk
and Financial Managemen , Vol. 13 No. 3, pp. 1-6, doi: 10.3390/j m13030055.
Co esponding au ho
Na alia Sob adiel-Sie a can be con ac ed a : [email p o ec ed]
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