Reimagining university feedback: the power of flipped classroom in teaching management

Jurado-Enriquez E.L.; Burgos-Gavancho T.M.; Tasayco-Barrios S. · European Public and Social Innovation Review (2024) · DOI: 10.31637/epsir-2024-1178

Resumen

Introduction: In higher education, the exploration of innovative pedagogical methods is essential to elevate the quality of learning and teaching. The purpose was to determine how the use of FC strengthens the management of effective feedback. Methodology: The approach was quantitative, applied type and explanatory level. The design was pre-experimental. The population consisted of 20 teachers; the sample consisted of 16 teachers of the English course in virtual mode at a private university. The sampling was non-probabilistic, and the technique used was observation. Results: The effective feedback shows the post-test test, 56.30% is located within the regular category. The p value (sig.) < 0.05; the null hypothesis is rejected, and the data do not follow a normal distribution. Therefore, the non-parametric Wilcoxon test was used. Discussion: The methodology that has recently gained importance is "Flipped Classroom" (FC). This approach restructures traditional teaching by moving direct instruction outside the classroom, using class time for hands-on activities, discussions, and feedback. Conclusion: Finally, feedback management is a means through which teachers can offer suggestions or criticism, allowing students to reflect and identify areas for improvement.

Instituciones: Universidad Tecnológica del Perú