Impact of the flipped classroom on knowledge construction in higher education

Valdivia-Yábar S.V.; Bedoya L.G.P.; Portugal T.R.A. · European Public and Social Innovation Review (2024) · DOI: 10.31637/epsir-2024-351

Resumen

Introduction: With the advancement of information technologies, higher education has adopted the flipped classroom, varying between Anglo-Saxon and European perspectives, which define educational roles and spaces. The aim of the study was to specify how the flipped classroom model reconfigures the spaces-times, and roles of the involved actors. Methodology: A quatitative approach and explanatory research with a field design were adopted, and non directive interviews were conducted with nine university teachers in Peru using non-directive interviews. Results: Personal experiences and interactions with students proved crucial for the adoption of the model, identifying two ideal configurations: one dominated by teacher control and another that favors student autonomy. Discussions: The analysis focuses on how these two ideal types relate to the didactic triplet of mesogenesis, chronogenesis, and topogenesis, suggesting that the flipped classroom allows for a flexible redistribution of roles and teaching-learning times. Conclusions: The flipped classroom significantly modifies the dynamics of space-time and the roles of actors in the teachinglearning process in higher education. This model adapts to the individual needs of students and enhances the effectiveness of knowledge construction.

Instituciones: Universidad Nacional del Altiplano