This page has only limited features, please log in for full access.

Unclaimed
Joshua Collado-Valero
Department of Developmental and Educational Psychology, University of Malaga, 29071 Malaga, Spain

Basic Info

Basic Info is private.

Honors and Awards

The user has no records in this section


Career Timeline

The user has no records in this section.


Short Biography

The user biography is not available.
Following
Followers
Co Authors
The list of users this user is following is empty.
Following: 0 users

Feed

Journal article
Published: 11 May 2021 in Sustainability
Reads 0
Downloads 0

Methodological guidelines for virtual teaching during the lockdown, tailored to Flipped Classroom, are suggested by the Spanish University Education System. This educational methodology is recommended as an effective method for distance learning due to COVID-19 by several articles, studies, research, universities and institutions in different countries around the world. However, what is the impact of these extreme circumstances on the implementation of Flipped Classroom in Higher Education? The study design is a descriptive and correlational research that compares the frequency of the implementation of Flipped Classroom before and during social distancing. This information is provided by the participants, university professors from the Faculty of Education Sciences of the University of Malaga, through an ad hoc questionnaire. The results reveal a significant increase in the frequency of Flipped Classroom sessions (z = −4.80; p <.001) during the lockdown. The data also show a significant increase in the quantity and variety of didactic resources (t = −2.390; p = 0.021), mainly those related to Flipped Classroom, with video (z = −2.860, p = 0.004) and audio (z = −2.049, p = 0.040) files. University professors consider virtual teaching during the lockdown an opportunity for Flipped Classroom and digital skills that could improve the quality of university educational methodology.

ACS Style

Joshua Collado-Valero; Gemma Rodríguez-Infante; Marta Romero-González; Sara Gamboa-Ternero; Ignasi Navarro-Soria; Rocío Lavigne-Cerván. Flipped Classroom: Active Methodology for Sustainable Learning in Higher Education during Social Distancing Due to COVID-19. Sustainability 2021, 13, 5336 .

AMA Style

Joshua Collado-Valero, Gemma Rodríguez-Infante, Marta Romero-González, Sara Gamboa-Ternero, Ignasi Navarro-Soria, Rocío Lavigne-Cerván. Flipped Classroom: Active Methodology for Sustainable Learning in Higher Education during Social Distancing Due to COVID-19. Sustainability. 2021; 13 (10):5336.

Chicago/Turabian Style

Joshua Collado-Valero; Gemma Rodríguez-Infante; Marta Romero-González; Sara Gamboa-Ternero; Ignasi Navarro-Soria; Rocío Lavigne-Cerván. 2021. "Flipped Classroom: Active Methodology for Sustainable Learning in Higher Education during Social Distancing Due to COVID-19." Sustainability 13, no. 10: 5336.