TY - JOUR

T1 - Comparing the use of flipped classroom in combination with problem-based learning or with case-based learning for improving academic performance and satisfaction

AU - Oliván-Blázquez, Bárbara

AU - Aguilar-Latorre, Alejandra

AU - Gascón-Santos, Santiago

AU - Gómez-Poyato, Mª José

AU - Valero-Errazu, Diana

AU - Magallón-Botaya, Rosa

AU - Heah, Rachel

AU - Porroche-Escudero, Ana

N1 - The final, definitive version of this article has been published in the Journal, Active Learning in Higher Education, ? (?), 2022, © SAGE Publications Ltd, 2022 by SAGE Publications Ltd at the Active Learning in Higher Education page: https://journals.sagepub.com/home/alh on SAGE Journals Online: http://journals.sagepub.com

PY - 2022/3/16

Y1 - 2022/3/16

N2 - Active learning methodologies, such as flipped classroom (FC), generate a higher level of student engagement, greater dynamism in learning and more significant interactions with course content. Some other active methodologies used in the academic environment are problem-based learning (PBL) and case study (CS). There are few studies that analyse FC combined with PBL class activities or with course-based learning (CBL) activities, however, in fact, there are no studies that analyse which combination of activities would lead to better academic performance and student satisfaction. The main aim of this study is to comparate FC methodology, combined with PBL activities or with CBL activities, in improving the academic performance of undergraduate social work students. This work also intends to analyse the level of satisfaction with the course and the methodology used. A class level randomisation study was performed. Both groups in the study used an FC active methodology, but group 1 applied this methodology with PBL, whereas group 2 applied it in conjunction with a CBL methodology. The students also had to do activities at home that were related to the PBL or CS methodology. There were significant differences in both categorical and quantitative exam scores, with the group that had applied the FC + PBL methodology achieving a higher grade in the exam and containing a higher percentage of students who passed or received merit and outstanding grades. In general, there was a good level of satisfaction in both groups and there were no significant differences across all items asked, except for ‘It helps critical thinking’ and ‘It helps to apply theory to assessment’, which were evaluated more favourably by the FC + CBL students.

AB - Active learning methodologies, such as flipped classroom (FC), generate a higher level of student engagement, greater dynamism in learning and more significant interactions with course content. Some other active methodologies used in the academic environment are problem-based learning (PBL) and case study (CS). There are few studies that analyse FC combined with PBL class activities or with course-based learning (CBL) activities, however, in fact, there are no studies that analyse which combination of activities would lead to better academic performance and student satisfaction. The main aim of this study is to comparate FC methodology, combined with PBL activities or with CBL activities, in improving the academic performance of undergraduate social work students. This work also intends to analyse the level of satisfaction with the course and the methodology used. A class level randomisation study was performed. Both groups in the study used an FC active methodology, but group 1 applied this methodology with PBL, whereas group 2 applied it in conjunction with a CBL methodology. The students also had to do activities at home that were related to the PBL or CS methodology. There were significant differences in both categorical and quantitative exam scores, with the group that had applied the FC + PBL methodology achieving a higher grade in the exam and containing a higher percentage of students who passed or received merit and outstanding grades. In general, there was a good level of satisfaction in both groups and there were no significant differences across all items asked, except for ‘It helps critical thinking’ and ‘It helps to apply theory to assessment’, which were evaluated more favourably by the FC + CBL students.

KW - Education

U2 - 10.1177/14697874221081550

DO - 10.1177/14697874221081550

M3 - Journal article

SP - 146978742210815

JO - Active Learning in Higher Education

JF - Active Learning in Higher Education

SN - 1469-7874

ER -