Abstract
This article has a quantitative methodology and approach, a descriptive-correlational scope that collects students' perceptions about the application of the flipped and traditional classroom and presents the contribution of these two approaches to the development of higher thinking skills. This study took place in March, April, and May 2021. Two classes participated from a public high school in Quito, Ecuador, with students between 16 and 18 years old. The flipped classroom applied with 25 students; 29 students worked in the traditional classroom. Researchers collected information with a Likert questionnaire and another one with questions that measured higher cognitive abilities. The collected data received treatment with measures of central tendency and factorial analysis of multiple correspondences. Results reveal that the students of the inverted and traditional classrooms have positive perceptions regarding the two scenarios in which they worked. The results suggest slight advantages in analyzing and evaluating in the flipped classroom. In the final evaluation, students showed 5.5 points in the flipped classroom out of 10, statistically higher than the 4.7 average points observed in the traditional classroom. The data collected in the application of the flipped classroom are the strength of this study. Research that adds to the still scarce bibliographic sources about this subject during COVID 19 pandemic.
References
Akçayır, Gökçe. y Akçayır, Murat. (2018). The Flipped Classroom: A Review of Its Advantages and Challenges. Computers and Education, 126, 334-345. https://doi.org/10.1016/j.compedu.2018.07.021
Al-Mubaid, Hisham. (2016). New Method for Promoting Critical Thinking in Online Education. International Journal of Advanced Corporate Learning, 7(4), 34-37. https://online-journals.org/index.php/i-jac/article/view/4048
Álvarez, Marisol del Carmen. (2020). Habilidades Cognitivas y Estrategia de Interacción Didáctica: Una Posibilidad a Través de Las Preguntas Formuladas En Clases. Mendive. Revista de Educación, 18(4), 857-867. http://scielo.sld.cu/scielo.php?script=sci_abstract&pid=S1815-76962020000400857
Cantuña Avila, Abigail Alejandra. y Cañar Tapia, Carolina Elizabeth. (2020). Systematic Review of the Flipped Classroom in Ecuador: Approach to the State of the Art. Estudios Pedagogicos, 46(3), 45–58. doi: http://dx.doi.org/10.4067/S0718-07052020000300045
Aristika, Ayu., Darhim, Juandi. y Dadang, Kusnandi. (2021). The Effectiveness of Hybrid Learning in Improving of Teacher- Student Relationship in Terms of Learning Motivation. Emerging Science Journal, 5(4), 443–456. https://www.ijournalse.org/index.php/ESJ/article/view/559/pdf
Bassett, Kaleb., Olbricht, Gayla R. y Shannon, Katie. (2020). Student Preclass Preparation by Both Reading the Textbook and Watching Videos Online Improves Exam Performance in a Partially Flipped Course. CBE Life Sciences Education, 19(3), 1–9. https://doi.org/10.1187/cbe.19-05-0094
Cantuña Avila, Abigail Alejandra. y Cañar Tapia, Carolina Elizabeth. (2020). Systematic Review of the Flipped Classroom in Ecuador: Approach to the State of the Art. Estudios Pedagogicos, 46(3), 45–58. https://doi.org/10.4067/S0718-07052020000300045
Capone, Roberto., De Caterina, Patrizia. y Mazza, Giustina Anna Gerarda. (2017). Blended Learning, Flipped Classroom and Virtual Environment: Challenges and Opportunities for the 21St Century Students. EDULEARN17 Proceedings, 10478–82. https://doi.org/10.21125/edulearn.2017.0985
Chew, Sie Wai., Huang, Xuan Yang., Hsu, Fu Hui. y Chen, Nian Shing. (2020). Enhancing Critical Thinking Skills of Elementary School Students through Collaborative Learning. Proceedings - IEEE 20th International Conference on Advanced Learning Technologies [Conferencia]. https://doi.org/10.1109/ICALT49669.2020.00082
Chiang, Tosti-Hsu Cheng. (2017). Analysis of Learning Behavior in a Flipped Programing Classroom Adopting Problem-Solving Strategies. Interactive Learning Environments, 25(2), 189–202. https://doi.org/10.1080/10494820.2016.1276084
Constitución de la República del Ecuador. (2008). Decreto Legislativo 0. https://www.oas.org/juridico/pdfs/mesicic4_ecu_const.pdf
Davis, Nicole L. (2016). Anatomy of a Flipped Classroom. Journal of Teaching in Travel and Tourism, 16(3), 228–32. https://doi.org/10.1080/15313220.2015.1136802
Djumanova, Barno. y Kudratbek, Makhmudov. (2020). Roles of Teachers in Education of the 21st Century. Science and Education, 1(3), 554–57.
Duke, Nell K., Halvorsen, Anne Lise., Strachan, Stephanie L., Kim, Jihyun. y Konstantopoulos, Spyros. (2021). Putting PjBL to the Test: The Impact of Project-Based Learning on Second Graders’ Social Studies and Literacy Learning and Motivation in Low-SES School Settings. American Educational Research Journal, 58(1), 160–200. https://doi.org/10.3102/0002831220929638
Eliyasni, Rifda., Kenedi, Ary Kiswanto. y Sayer, Inaad Mutlib. (2019). Blended Learning and Project Based Learning: The Method to Improve Students’ Higher Order Thinking Skill (HOTS). Jurnal Iqra’ : Kajian Ilmu Pendidikan, 4(2), 231-248. https://doi.org/10.25217/ji.v4i2.549
Gianoni-Capenakas, Silvia., Lagravere, Manuel., Pacheco-Pereira, Camila. y Yacyshyn, James. (2019). Effectiveness and Perceptions of Flipped Learning Model in Dental Education: A Systematic Review. Journal of Dental Education, 83(8), 935-945. https://doi.org/10.21815/jde.019.109
Hao, Yungwei. (2016). Exploring Undergraduates’ Perspectives and Flipped Learning Readiness in Their Flipped Classrooms. Computers in Human Behavior, 59, 82–92. https://doi.org/10.1016/j.chb.2016.01.032
Hildén, Ebba., Löfdahl Hultman, Annica. y Ribaeus, Katarina. (2021). Teaching as a New Mission: Swedish Preschool Teachers’ Collegial Discussions. Early Years, 1-14. https://doi.org/10.1080/09575146.2021.1880374
Hossein-Mohand, Hossein., Trujillo-Torres, Juan Manuel., Gómez-García, Melchor., Hossein-Mohand, Hassan. y Campos-Soto, Antonio. (2021). Analysis of the Use and Integration of the Flipped Learning Model, Project-Based Learning, and Gamification Methodologies by Secondary School Mathematics Teachers. Sustainability, 13(5), 1–18. https://doi.org/10.3390/su13052606
Hover, Ashlee. y Wise, Teresa. (2020). Exploring Ways to Create 21st Century Digital Learning Experiences. Education 3-13, 50(3). https://doi.org/10.1080/03004279.2020.1826993
Jaegher, Lut De. (2020). What Is the Impact of the Flipping the Classroom Instructional E-Learning Model on Teachers. Voprosy Obrazovaniya, (2), 175–203. https://doi.org/10.17323/1814-9545-2020-2-175-203
Jensen, Jamie L., Holt, Emily A., Sowards, Jacob B., Ogden, T. Heath. y West, Richard E. (2018). Investigating Strategies for Pre-Class Content Learning in a Flipped Classroom. Journal of Science Education and Technology, 27(6), 523-535. https://doi.org/10.1007/s10956-018-9740-6
Jian, Qiang. (2019). Effects of Digital Flipped Classroom Teaching Method Integrated Cooperative Learning Model on Learning Motivation and Outcome. Electronic Library, 37(5), 842–59. https://www.ejmste.com/article/effects-of-digital-flipped-classroom-teaching-method-integrated-cooperative-learning-model-on-5423
Jovanovic, Jelena., Mirriahi, Negin., Gašević, Dragan., Dawson, Shane. y Pardo, Abelardo. (2019). Predictive Power of Regularity of Pre-Class Activities in a Flipped Classroom. Computers and Education, 134, 156–68. https://doi.org/10.1016/j.compedu.2019.02.011
Junjie, Feng. (2020). Research on the Main Problems and Countermeasures of Flipped Classroom in College Teaching Practice. Proceedings - 2020 International Conference on Computer Engineering and Application [Conferencia]. https://doi.org/10.1109/ICCEA50009.2020.00043
Kong, Siu Cheung. (2015). An Experience of a Three-Year Study on the Development of Critical Thinking Skills in Flipped Secondary Classrooms with Pedagogical and Technological Support. Computers and Education, 89, 16–31. https://doi.org/10.1016/j.compedu.2015.08.017
Kushnir, Iryna., Zozulia, Iryna., Hrytsenko, Olha., Uvarova, Tetiana. y Kosenko, Iuliia. (2021). Means of Visualization in Teaching Ukrainian as a Foreign Language to Modern Students with Clip Way of Thinking. Laplage Em Revista, 7(Extra-D), 127-136. http://dspace.zsmu.edu.ua/bitstream/123456789/14531/1/1078-Texto%20do%20Artigo-1780-2-10-20210711.pdf
Leeuwen, Anouschka. y Janssen, Jeroen. (2019). A Systematic Review of Teacher Guidance during Collaborative Learning in Primary and Secondary Education. Educational Research Review, 27, 71–89. https://doi.org/10.1016/j.edurev.2019.02.001
Li, Rita., Lund, Andreas. y Nordsteien, Anita. (2021). The Link between Flipped and Active Learning: A Scoping Review. Teaching in Higher Education, 1–35. doi: https://doi.org/10.1080/13562517.2021.1943655
Liebech-Lien, Beathe. y Sjølie, Ela. (2020). Teachers’ Conceptions and Uses of Student Collaboration in the Classroom. Educational Research, 63(2), 1–17. https://doi.org/10.1080/00131881.2020.1839354
Liu, Shuang., Yang, Xu., Zhang, Hai., Wang, Yining., Yoneda, Terumi. y Li, Zhe. (2018). Study on Teaching Methods for Developing Higher Order Thinking Skills for College Students in Flipping Classroom. Proceedings - 6th International Conference of Educational Innovation Through Technology [Conferencia]. https://doi.org/10.1109/EITT.2017.69
Mashlihatul, Umami., Mursid, Saleh., Januarius, Mujiyanto. y Fitriati, Sri Wuli. (2018). “The Implementation of Hybrid Computer Mediated Collaborative Learning (HCMCL) for Promoting Students’ Critical Thinking at IAIN Salatiga, Indonesia.” Journal of Chemical Information and Modeling, (4). https://dx.doi.org/10.24093/awej/call4.12
Mihić, Matej. y Završki, Ivica. (2017). Professors’ and Students’ Perception of the Advantages and Disadvantages of Project Based Learning. International Journal of Engineering Education, 33(6), 1737-1750.
Ministerio de Educación. (2015). Ley Orgánica de Educación Intercultural (LOEI). http://190.57.147.202:90/xmlui/bitstream/handle/123456789/1899/Ley_Organica_de_Educacion_Intercultural_LOEI_codificado.pdf?sequence=1&isAllowed=y
Ministerio de Educación. (2021). Educación Capacita a Los Docentes En Habilidades Del Siglo XXI. https://educacion.gob.ec/educacion-capacita-a-los-docentes-en-habilidades-del-siglo-xxi/
Morais, Paula., Ferreira, Maria Joao. y Veloso, Bruno. (2021). Improving Student Engagement with Project-Based Learning: A Case Study in Software Engineering. IEEE Revista Iberoamericana de Tecnologias del Aprendizaje, 16(1), 21–28. https://doi.org/10.1109/RITA.2021.3052677
Morton, David A. y Colbert-Getz, Jorie M. (2017). Measuring the Impact of the Flipped Anatomy Classroom: The Importance of Categorizing an Assessment by Bloom’s Taxonomy. Anatomical Sciences Education, 10(2), 170–75. https://doi.org/10.1002/ase.1635
Munir, M. T., Baroutian, Saeid., Young, Brent R. y Carter, Susan. (2018). Flipped Classroom with Cooperative Learning as a Cornerstone. Education for Chemical Engineers, 23, 25–33. https://doi.org/10.1016/j.ece.2018.05.001
Murillo-Zamorano, Luis R., López Sánchez, José Ángel. y Godoy-Caballero, Ana Luisa. (2019). How the Flipped Classroom Affects Knowledge, Skills, and Engagement in Higher Education: Effects on Students’ Satisfaction. Computers and Education, 141. https://doi.org/10.1016/j.compedu.2019.103608
Paul, Richard. y Elder, Linda. (2003). La Mini-Guía Para El Pensamiento Crítico Conceptos y Herramientas. https://www.criticalthinking.org/resources/PDF/SP-ConceptsandTools.pdf
Prahani, Binar Kurnia., Jatmiko, Budi., Hariadi, Bambang., Sunarto, Dewiyani., Sagirani, Tri., Amelia, Tan. y Lemantara, Julianto. (2020). Blended Web Mobile Learning (BWML) Model to Improve Students’ Higher Order Thinking Skills. International Journal of Emerging Technologies in Learning, 15(11), 42-55. https://doi.org/10.3991/IJET.V15I11.12853
Puente Pacheco, Mario Alberto de la., Guerra, Dick., Aguado, Carlos Mario de Oro., McGarry, Callum Alexander. y Tinoca, Luís. (2019). Undergraduate Students’ Perceptions of Project-Based Learning (PBL) Effectiveness: A Case Report in the Colombian Caribbean. Cogent Education, 6(1), 1–17. https://doi.org/10.1080/2331186X.2019.1616364
Qiang, Jian. (2018). Effects of Digital Flipped Classroom Teaching Method Integrated Cooperative Learning Model on Learning Motivation and Outcome. Eurasia Journal of Mathematics, Science and Technology Education, 14(6), 2213–20. https://doi.org/10.29333/ejmste/86130
Robson, Colin. y McCartan, Kieran. (2017). Real World Research (4th ed.). Wiley.
Rodríguez G., Díez, J., Pérez, N., Baños, J.E. y Carrió, M. (2019). Flipped Classroom: Fostering Creative Skills in Undergraduate Students of Health Sciences. Thinking Skills and Creativity, 33. https://doi.org/10.1016/j.tsc.2019.100575
Sergis, Stylianos, Sampson, Demetrios G. y Pelliccione, Lina. (2018). Investigating the Impact of Flipped Classroom on Students’ Learning Experiences: A Self-Determination Theory Approach. Computers in Human Behavior, 78, 368–78. https://doi.org/10.1016/j.chb.2017.08.011
Sojayapan, Chanakan. y Jintavee, Khlaisang. (2020). The Effect of a Flipped Classroom with Online Group Investigation on Students’ Team Learning Ability. Kasetsart Journal of Social Sciences, 41(1), 28-33. https://doi.org/10.1016/j.kjss.2018.02.003
Stöhr, Christian., Demazière, Christophe. y Adawi, Tom. (2020). The Polarizing Effect of the Online Flipped Classroom. Computers & Education, 147, 103789. https://doi.org/10.1016/j.compedu.2019.103789
Strelan, Peter., Osborn, Amanda. y Palmer, Edward. (2020). The Flipped Classroom: A Meta-Analysis of Effects on Student Performance across Disciplines and Education Levels. Educational Research Review, 30. https://doi.org/10.1016/j.edurev.2020.100314
Styers, Melanie L., Van Zandt, Peter A. y Hayden, Katherine L. (2018). Active Learning in Flipped Life Science Courses Promotes Development of Critical Thinking Skills. CBE Life Sciences Education, 17(3),1-13. https://doi.org/10.1187/cbe.16-11-0332
Tang, Tao., Abuhmaid, Atef M., Olaimat, Melad., Oudat, Dana M., Aldhaeebi, Maged. y Bamanger, Ebrahim. (2020). Efficiency of Flipped Classroom with Online-Based Teaching under COVID-19. Interactive Learning Environments, 1-12. https://doi.org/10.1080/10494820.2020.1817761
Turan, Zeynep. y Akdag-Cimen, Birgul. (2020). Flipped Classroom in English Language Teaching: A Systematic Review. Computer Assisted Language Learning, 33(5-6), 590–606. https://doi.org/10.1080/09588221.2019.1584117
Vlachopoulos, Panos., Jan, Shazia K. y Buckton, Rodney. (2020). A Case for Team-Based Learning as an Effective Collaborative Learning Methodology in Higher Education. College Teaching, 69(2), 1–9. https://doi.org/10.1080/87567555.2020.1816889
Wu, Shu-Jing., Han, Jiao., Sun, Fu- Rong., Wan,Rong-Gen. y Zhao, Yu-Quan. (2021). An Integrated Model for Exploring College Students’ Engagement and Competence Development in Flipped Learning Using Partial Least Squares Path Modeling. Interactive Learning Environments, 1–20. https://doi.org/10.1080/10494820.2021.1881799
Xiu, Ying., Moore, Michael Edward., Thompson, Penny. y French, Donald P. (2019). Student Perceptions of Lecture-Capture Video to Facilitate Learning in a Flipped Classroom. TechTrends, 63(4), 369-375. 10.1007/s11528-018-0293-6
Xu, Liu Jie., Yu,Sheng Quan., Chen, Shi Deng. and Ji, Shang Peng. (2019). Effects of the Flipped Classroom Model on Student Performance and Interaction with a Peer-Coach Strategy. Educational Studies, 47(3), 1–20. https://doi.org/10.1080/03055698.2019.1701991
Yavuz, Fatih. y Ozdemir, Selin. (2019). Flipped Classroom Approach in EFL Context : Some Associated Factors. World Journal on Educational Technology: Current Issues, 11(4), 238-244.
Zainuddin, Zamzami. y Perera, Corinne Jacqueline. (2019). Exploring Students’ Competence, Autonomy and Relatedness in the Flipped Classroom Pedagogical Model. Journal of Further and Higher Education, 43(1), 115–26. https://doi.org/10.1080/0309877X.2017.1356916
Zaka, Pinelopi A., Wendy H. Fox. y Docherty, Paul D.. (2019). Student Perspectives of Independent and Collaborative Learning in a Flipped Foundational Engineering Course. Australasian Journal of Educational Technology, 35(5), 79–94. https://doi.org/10.14742/ajet.3804