112053 20240319080951.0 doi 10.1177/14697874221081550 sideral 127928 ART-2022-127928 eng Oliván Blazquez, Bárbara Universidad de Zaragoza (orcid)0000-0001-6565-9699 Comparing the use of flipped classroom in combination with problem-based learning or with case-based learning for improving academic performance and satisfaction. 2022 Access copy available to the general public Unrestricted 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. info:eu-repo/grantAgreement/ES/UZ/PIIDUZ-19-405 info:eu-repo/semantics/openAccess by-nc-nd http://creativecommons.org/licenses/by-nc-nd/3.0/es/ 5.0 2022 EDUCATION & EDUCATIONAL RESEARCH 23 / 269 = 0.086 2022 Q1 T1 1.686 2022 Education 2022 Q1 11.9 2022 info:eu-repo/semantics/article info:eu-repo/semantics/acceptedVersion Aguilar-Latorre, Alejandra (orcid)0000-0003-2683-7346 Gascón-Santos, Santiago Universidad de Zaragoza (orcid)0000-0002-3723-0673 Gómez-Poyato, Mª José Universidad de Zaragoza (orcid)0000-0001-6592-574X Valero-Errazu, Diana Universidad de Zaragoza (orcid)0000-0002-3252-076X Magallón-Botaya,Rosa Universidad de Zaragoza (orcid)0000-0002-5494-6550 Heah, Rachel Porroche-Escudero, Ana 4009 740 Universidad de Zaragoza Dpto. Psicología y Sociología Área Psicología Social 1007 610 Universidad de Zaragoza Dpto. Medicina, Psiqu. y Derm. Area Medicina 4009 813 Universidad de Zaragoza Dpto. Psicología y Sociología Área Trabajo Social y Serv.Soc 4009 680 Universidad de Zaragoza Dpto. Psicología y Sociología Área Person.Eval.Trat.Psicoló. 24, 3 (2022), [16 pp] Active Learn. Higher Educ. Active Learning in Higher Education 1469-7874 531327 http://zaguan.unizar.es/record/112053/files/texto_completo.pdf Postprint 1735586 http://zaguan.unizar.es/record/112053/files/texto_completo.jpg?subformat=icon icon Postprint oai:zaguan.unizar.es:112053 articulos driver 2024-03-18-13:06:30 ARTICLE