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

Susana Sousa Santos, Maria Jose Peset Gonzalez and Jesús A. Muñoz Sepúlveda

MPRA Paper from University Library of Munich, Germany

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.

Keywords: Flipped Classroom; Hybrid Teaching; Higher Education; Student Satisfaction; Student Performance; Educational Innovation. (search for similar items in EconPapers)
JEL-codes: I20 I23 I26 (search for similar items in EconPapers)
Date: 2018-03-11
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