The article "The Flexibility of the Flipped Classroom for the Design of Mediated and Self-regulated Learning Scenarios" explores a topic of growing interest in higher education: the use of digital technologies to support flexible teaching and learning approaches. Specifically, it focuses on the flipped classroom model and its ability to adapt to different teaching modalities, such as face-to-face, virtual, hybrid, and intermittent in-person learning.
The authors argue that, while there is extensive literature on the benefits of the flipped classroom in various contexts, there is limited evidence showing that the same pedagogical design can be applied across different modalities without negatively impacting student satisfaction and learning outcomes.
The research presented analyzes eight cases of flipped classroom design application during the 2020-2021 and 2021-2022 academic years at the Faculty of Education at the Universitat Autònoma de Barcelona.
The study examines students' perceptions of the effective use of technologies, the development of self-regulated learning, perceived academic performance, and actual learning outcomes. It also seeks to determine whether there are significant differences in student satisfaction and learning outcomes depending on the teaching modality used.
The significance of this study lies in its contribution to understanding the flexibility of the flipped classroom model and its ability to adapt to different educational contexts. At a time when higher education is undergoing increasing digitalization and flexibility, understanding how a single pedagogical design can function across various teaching modalities is crucial for developing effective and adaptable educational practices.
By focusing on students' perceptions of their academic performance and comparing them with final grades, the study provides valuable insights into formative assessment within the context of the flipped classroom.
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How to cite: Noguera Fructuoso, I., Robalino, P. E., & Ahmedi, S. (2023). The Flexibility of the Flipped Classroom for the Design of Mediated and Self-regulated Learning Scenarios. RIED-Revista Iberoamericana de Educación a Distancia, 26(2), 155-173. https://doi.org/10.5944/ried.26.2.36035
