Flipped classroom: an experimental analysis in times of pandemic

Huamán C.F.R.; Rivera J.L.T.; Vasquez K.M.C.; Ingar K.V.; Manghiert R.W.F. · Proceedings of the LACCEI international Multi-conference for Engineering, Education and Technology (2023)

Resumen

Implementing a flipped classroom model despite the pandemic situation was an accurate decision. Prior to implementation, it was important to identify the best way to introduce math sessions by taking both faculty and students' significant output. This model has three essential stages that are key to guaranteeing learning: before, during and after. This study aims at analyzing the before-implementation stage in math classes addressed to first-year learners of a higher education institution in Lima who are aged around 19, come from different parts of the country, and have diverse educational backgrounds going from national to private educational centers. These are common characteristics in every career the institution offers. Both content and math problems were reviewed and contextualized systematically and, as a result, the academic performance improved; the new way of working involved watching a video with questions that learners were asked to solve prior to their class session. This study proposes the implementation of the flipped classroom because of its benefits and, consequently, the learner's satisfaction.

Instituciones: Universidad San Ignacio de Loyola; Universidad Tecnológica del Perú; Universidad Nacional del Callao; Universidad Privada del Norte