Impact of the Flipped Classroom Model and Collaborative Learning in Childhood Teaching University Degree

Abstract

This study presents the applications of the flipped classroom model (JITT) as an emergent didactic strategy with two groups of students in Childhood Teaching Degree, using the methodology of collaborative learning, where the professor implemented the flipped classroom model in one of the groups. From a quasi-experimental design, a total of 152 students participated on it. After applying the model to one of the groups, the student presented positive scores in the flipped classroom group. The students from the experimental group completed an open survey –online- before the implementation of the flipped classroom model and another one at the end of it to organise and follow the on-site sessions. The conclusions of the study based on the designed instruments showed progress regarding the use of collaborative learning in both groups, appearing particularly more valued in the flipped classroom group. In reference to the implementation of the model teachers´amount of work and students´ effort are highlighted, underlining the increase of students’ competence in the obtained average score.

Keywords

• flipped classroom
• collaborative learning
• academic results
• initial teacher training