English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Zendy Plus

Presents the access of premium content as premium feature

Premium Content

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Zendy Tools

Zendy Open

We find ourselves in the era of a new paradigm of education, in which learning ceasesto be an internal and individual activity and becomes an activity performed collectively,critically, in participation with others, and online (Siemens, 2005). It is in this sense thatthe flipped classroom model arises. The present study provides evidence of the model’sefficacy at the university. The study investigates whether the model improves: theteaching and learning processes, the satisfaction in the development of the course, theacademic performance of students and the assessment of professors. The method usedconsisted of an evaluative study and the collection of data from both professors andstudents. Regarding students, we analysed the following set of data: academic results,the university’s official survey, a questionnaire created and validated for the purpose ofthis study, and a focus group. Regarding professors, we collected data by interviewingthe professors that organized the course. The results were in line with the previousstudy carried out by Yarbro, Arfstrom, McKnight and McKnight (2014). The study byYarbro and colleagues, as well as present study, confirmed that the model contributedto: the enrichment of teaching and learning processes, aspects related to theintegration of concepts, the role change of professors and students, the improvementof the processes of participation and communication, the integration of the ICTs, theimprovement of academic results, and the promotion of student interest in the course

The flipped classroom model at the university: analysis based on professors’ and students’ assessment in the educational field