The impact of Flipped Classroom on the motivation and learning of students in Operations Management
The objective of this work is to analyze the effectiveness of the Flipped Classroom methodology in the discipline of Operations Management, analyzing for this the motivation of the students and their learning results in terms of the acquisition of skills and qualifications obtained. Specifically, a comparative analysis is carried out with two teaching groups, having applied the methodology of Flipped Classroom only in one of them.
El impacto del flipped classroom en la motivación y en el aprendizaje de los estudiantes en la asignatura Dirección de Operaciones
Full Text:PDF ES
Baepler, P.; Walker, J. D.; Driessen, M. (2014). It's not about seat time: Blending, flipping, and efficiency in active learning classrooms. Computers & Education, Vol. 78, pp. 227-236.
Bristol, T. (2014). Flipping the classroom. Teaching and Learning in Nursing, Vol. 9, No. 1, pp. 43-46.
Butt, A. (2014). Student Views on the Use of a Flipped Classroom Approach: Evidence from Australia. Business Education & Accreditation, Vol. 33, No. 6, pp. 33–44.
Gilboy, M. B.; Heinerichs, S.; Pazzaglia, G. (2015). Enhancing student engagement using the flipped classroom. Journal of nutrition education and behavior, Vol. 47, No. 1, pp. 109-114.
Gross, D.; Pietri, E. S.; Anderson, G.; Moyano-Camihort, K.; Graham, M. J. (2015). Increased preclass preparation underlies student outcome improvement in the flipped classroom. CBE-Life Sci-ences Education, Vol. 14, No. 4, pp: 36.
O`Flaherty, J.; Phillips, C. (2015). The use of flipped classrooms in higher education: A scoping review. The Internet and Higher Education, Vol. 25, pp. 85–95.
Tucker, B. (2012). The flipped classroom. Education Next, Vol. 12, No.1, pp.82-83.
Metrics powered by PLOS ALM
- There are currently no refbacks.
This journal is licensed under a Creative Commons Attribution 4.0 International License.
Universitat Politècnica de València
e-ISSN: 1989-9068 https://doi.org/10.4995/wpom