Article Preview
TopIntroduction
In the current educational model, present at all academic levels, classroom training is mainly based on lectures in which the teacher transmits knowledge while students merely listen and receive the contents. Direct consequence is a total inactivity or passivity of the students, who tend to memorize a series of concepts that, most probably, they will forget once the exam has been taken because nobody will ask them about them again.
Different authors have shown that if students participate actively in the training process, the obtained learning is more effective and efficient, both from a cognitive and emotional point of view, which translates into a lower failure rate and, consequently, a decrease in the dropout rate. Kolb (Kolb, 1984) states that the learning cycle should begin with an initial period based on the continuous and active participation of the students. Dewey (Dewey, 1916), (Dewey, 1929) associates learning by doing with the improvement of learning, since in this way more cognitive actions than mere listening are involved.
The active process is the most important pillar of the constructivism theory (Mathews, 1998) which is based on the fact that learning takes place when new knowledge is created from existing knowledge, by combining both (Bringuier, 2000), integrating social interaction (Vygotsky, 1978) and interacting with the environment, which facilitates the learner's understanding of his or her immediate reality (Ausubel, 1969).
Other works focus more on procedures and activities. Thus Bloom, in his well-known taxonomy, highlights the creation and evaluation of knowledge (Bloom et al., 1956) and uses different levels of cognitive activities that are directly related to the impact on learning.
Currently, methodologies such as Flip Teaching (FT) promote active learning (Strayer, 2012). This methodology consists of moving the lesson home while the tasks are performed in the classroom (Baker, 2000), (Lage et al., 2000). Traditional classes are replaced by videos, readings and other activities that students can execute individually outside class hours; meanwhile, the classroom becomes a meeting place where knowledge is implemented through the development of practical activities and in a cooperative way between students and teachers (Angelini et al., 2015), (De Oliveira et al., 2015), thus encouraging interaction amongst them (Brahimi et al., 2015). In addition, in the TF the learning process is enhanced with didactic resources generated by the students (Danker, 2015).
However, the implementation of this methodology requires an important organizational change in learning, which is not always easy to put into practice and, in addition, it demands a great effort on the part of the teaching staff. Some authors such as Bergmann and Sams (Bergmann et al., 2012) state that the implementation of FT implies an increase in interaction among students, the assumption by students of responsibility for their own learning, the role of teachers as advisors in the classroom, virtual spaces for storing content and classrooms where students can carry out learning activities. The Flipped Learning Network (FLN) detailed the FLIP model, establishing four essential pillars (Hamdan et al., 2013): a flexible context, a learning culture (modifying the role of the teacher), intentional content (in order to encourage student participation) and a professional educator.