Flipped Classroom Methodology for Hybrid Learning in the Higher Education Context: Students' Satisfaction and Performance

Sousa Santos, Susana and Peset Gonzalez, Maria Jose and Muñoz Sepúlveda, Jesús A. (2018): Flipped Classroom Methodology for Hybrid Learning in the Higher Education Context: Students' Satisfaction and Performance.

Abstract

The recent emergence of hybrid education, defined as one that combines face-to-face and online classes, has tried to overcome the weaknesses of the teaching exclusively online. The main goal of this paper is to identify the best methodologies and instruments of the hybrid education in order to develop all its educational potential. In this regard, we have addressed the satisfaction of the students with the hybrid teaching format compared to the exclusively online, as well as their perception with the new Flipped Classroom (FC) methodology as opposed to the traditional methodology in which theory is explained in class and practice is implemented at home. In addition, we have also evaluate the learning outcomes and grades of the students enrolled in these hybrids courses as compared to those enrolled in exclusively online courses. The findings of the research show a high degree of students’ satisfaction with the hybrid format and with the application of the FC methodology, as well as higher success rates and lower withdrawal rates in this hybrid courses.

• Item Type: MPRA Paper
• Language: Spanish
• Keywords: Flipped Classroom, Hybrid Teaching, Higher Education, Student Satisfaction, Student Performance, Educational Innovation.
• Subjects: I - Health, Education, and Welfare > I2 - Education and Research Institutions > I20 - General; I - Health, Education, and Welfare > I2 - Education and Research Institutions > I23 - Higher Education ; Research Institutions; I - Health, Education, and Welfare > I2 - Education and Research Institutions > I26 - Returns to Education

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