Comparing the use of flipped classroom in combination with problem-based learning or with case-based learning for improving academic performance and satisfaction.

Oliván Blazquez, Bárbara (Universidad de Zaragoza) ; Aguilar-Latorre, Alejandra ; Gascón-Santos, Santiago (Universidad de Zaragoza) ; Gómez-Poyato, Mª José (Universidad de Zaragoza) ; Valero-Errazu, Diana (Universidad de Zaragoza) ; Magallón-Botaya,Rosa (Universidad de Zaragoza) ; Heah, Rachel ; Porroche-Escudero, Ana

Resumen: 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 coursebased 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.

Idioma: Inglés

DOI: 10.1177/14697874221081550

Año: 2022

Publicado en: Active Learning in Higher Education 24, 3 (2022), [16 pp]
ISSN: 1469-7874

Factor impacto JCR: 5.0 (2022)

Categ. JCR: EDUCATION & EDUCATIONAL RESEARCH rank: 23 / 269 = 0.086 (2022) - Q1 - T1

Factor impacto CITESCORE: 11.9 - Social Sciences (Q1)

Factor impacto SCIMAGO: 1.686 - Education (Q1)

Financiación: info:eu-repo/grantAgreement/ES/UZ/PIIDUZ-19-405

Tipo y forma: Artículo (PostPrint)

Área (Departamento): Área Psicología Social (Dpto. Psicología y Sociología)
Área (Departamento): Area Medicina (Dpto. Medicina, Psiqu. y Derm.)
Área (Departamento): Área Trabajo Social y Serv.Soc (Dpto. Psicología y Sociología)
Área (Departamento): Área Person.Eval.Trat.Psicoló. (Dpto. Psicología y Sociología)