Flipped learning as a teaching method in the bilingual university classroom

Abstract

Over recent decades, the implementation of active learning methodologies, such as the flipped classroom (FC), has provided an innovative, motivating, and multidisciplinary role in the acquisition of educational competences of university students. Thus, the objective of this research was to analyse the usefulness of the FC versus traditional methodologies. The sample is composed of 155 students in the bilingual itinerary of the Degree in Primary Education at the University of Cordoba (Spain). The research methodology was quantitative based on a Likert-type questionnaire with twelve closed questions. The results show the conceptions that students have about the educational methodologies that they have used in their classroom practices, and those they have learned in their teacher training. As a general conclusion, this study provided an opportunity to reflect on the benefits or the weaknesses of digital education in the face of more theoretical teaching.