ABSTRACT
The flipped learning methodology could play a key role in teacher training, as it exposes future teachers to experience this active methodology as students. With the purpose of shedding light on how students' perceptions may vary over time and how they can be related to the improvement of the flipped learning methodology, our study explores different factors in an eight-year period. Specifically, we analyse teaching performance considering data on students' perceptions from the 2015-2016 academic year to 2022-2023 of a course embedded within a master s degree in teacher training in Spain. Once future teachers had experienced flipped learning as students, a sample of 338 completed a survey regarding their perceptions of the flipped classroom approach and the instructor role. In our study, the more experienced the instructor, the better perception the students showed on both the flipped learning methodology and the performance of their teacher. In particular, we found that future teachers had (i) a good or very good opinion about flipped learning, regardless of their gender (ii) a more positive perception about flipped learning, teaching performance and course development in the last five academic years, (iii) no remarkable differences between study specialisations in those last academic years, and (iv) a better opinion about the flipped learning model when they have best grades. We discuss our findings according to six factors that affect the flipped learning experience and, thus, students' perception of flipped learning over time: "student characteristics", "teacher characteristics", "implementation", "task characteristics", "out-of-class activities" and "in-class activities"-factors already unveiled by a recent state-of-the-art review to enhance the effectiveness of flipped classroom. We can conclude that the instructor's teaching experience is a key factor that affects the implementation of flipped learning, influencing students' perception and, consequently, the success of this active methodology.
ABSTRACT
Choosing a university degree is a relevant process for the personal, social and economic development. This study was designed to explore the students choice for technical degrees. It is centered on the relationship between the quality of their choice and their motivation, satisfaction and development of professional plans. The inquiry involved an incidental sample of 89 students from the Universidad Politécnica de Madrid (UPM) in Architecture, Computer Sciences and Forestry Engineering. After the analysis of the ad hoc adapted inventory, descriptive data and the results concerning dependence between the variables considered (analyzed with Pearson's chi-squared test) are presented. Non-parametric tests were used to asses differences on satisfaction by gender and degree studied. Results show dependence between the students motivation and satisfaction, and the later and their professional plans' content. Gender and degree are also dependent with professional plans temporality, as well as degree with their structure. No significant differences were found for the means in satisfaction
Elegir qué estudios realizar es una tarea relevante para el desarrollo personal, social y económico. Este trabajo analiza la relación entre la calidad de la elección de carrera en estudiantes del área científico-tecnológica con su motivación, satisfacción y ciertas características de sus proyectos profesionales. Para ello se tomó una muestra incidental de 89 estudiantes de las titulaciones de Arquitectura, Informática e Ingeniería de Montes de la Universidad Politécnica de Madrid (UPM).Se presentan los datos descriptivos tras el análisis de las respuestas a un cuestionario adaptadoadhoc, y los resultados acerca de la dependencia entre las variables consideradas (analizados a través de la prueba Chi-Cuadrado) y de las diferencias en satisfacción en función del género y la titulación (ANOVA factorial). Los contrastes confirman dependencia entre la motivación y la satisfacción que los estudiantes manifiestan, la titulación elegida con la temporalización y la estructuración de sus proyectos, así como entre el género y la temporalización de sus proyectos. No se encontraron diferencias significativas en las medias de satisfacción (ni en los efectos principales ni en su interacción)
