Flipped classroom model before and during covid-19: using technology to develop 21st century skills

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 ITSE 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] Fo ins uc ions on how o o de ep in s o his a icle, please isi ou websi e: www.eme aldg ouppublishing.com/licensing/ ep in s.h m O con ac us o u he de ails: [email p o ec ed] ITSE