Flipped Learning for Promoting Self-regulation, Social Competence, and Decision-making in Pandemic Conditions

Jesús López-Belmonte, José-Antonio Marín-Marín, Adrián Segura-Robles and Antonio-José Moreno-Guerrero

SAGE Open, 2023, vol. 13, issue 4, 21582440231208772

Abstract: Flipped learning has emerged as a method that can facilitate practical learning supported by technology. This study analyzes the impact of the flipped approach on students’ learning of prevention guidelines and socio-health regulations related to the COVID-19 pandemic. A total of 585 Spanish secondary education students participated, and three validated instruments were used to obtain information about their self-regulation, social competence, and decision-making. The results showed that the average scores achieved by all groups, both in the pre-test and the post-test measures, were similar, except those achieved by the experimental post-test group, where the average scores were higher than the rest. The study concludes that both traditional and flipped learning pedagogical applications for training students in the measures to prevent COVID-19 generate knowledge and improved skills. Theoretical and practical implications are discussed, including the insight that active teaching methods promote greater improvement in student learning than traditional, expository methods.

Keywords: flipped learning; expository-traditional method; COVID-19; pretest-postest; control group-experimental group (search for similar items in EconPapers)
Date: 2023
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Persistent link: https://EconPapers.repec.org/RePEc:sae:sagope:v:13:y:2023:i:4:p:21582440231208772

DOI: 10.1177/21582440231208772

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