The flipped classroom in Higher Education as a teaching innovation experience

Abstract

Innovative methodologies work as optimizers of the learning process and influence the motivation of students as they allow to adapt to their needs. They are particularly important in postgraduate studies, since students present concerns about their future work and it is intended that they acquire professional skills by involving them in the learning process. This paper describes the implementation of an innovation experience in an official postgraduate course and its evaluation. The aim is to promote the student's protagonism in the teaching and learning process through the flipped classroom methodology using Facebook and Google Drive tools. The evaluation of the experience has been carried out through a mixed methodology, with a questionnaire and the analysis of the teacher's diary in addition to observation. The results show that the participants had not previously taken another subject with this methodology, however, it is rated positively in terms of its contribution to the learning process. The conclusions highlight its benefits, as well as the relevance of the role of teachers in its implementation. Future lines of action are also envisaged, including teacher training in innovative and active methodologies.