Flipped classroom in COVID-19 times: a cross-talking perspective

Abstract

COVID-19 has generated a series of changes in the different spheres of our lives. These changes have been particularly visible in the education field, where it has been necessary to urgently rethink the training processes in terms of non-face-to-face. Based on this situation, this work presents a Flipped learning experience carried out with the first year’s students of the Degree in Pedagogy of the University of Valencia. An analysis of student’s prior conception of this methodology and its perception after completion of its implementation is also proposed, offering a transverse view. To this end, the information of the 107 participants has been collected through a validated instrument to analyze the usefulness of resources and methodologies based on three dimensions: communicative, instrumental and pedagogical. The results suggest that the perception of usefulness on the part of students is higher in the post-test than in the pre-test in all three dimensions. It also points out that, while in the pre-test the highest score was associated with the instrumental dimension, in the post-test the highest usefulness is linked to the pedagogical dimension, materializing the importance of the participant’s experience and the impact of flipped classroom on their learning.