Aspectos críticos para aplicar con éxito el modelo flipped classroom a la enseñanza de la inmunologíaresultados de 5 años de experiencias en la Universidad de Alcalá

  1. Prieto Martín, Alfredo
  2. Díaz Martín, David
  3. Lara Aguilera, Isabel
  4. Monserrat Sanz, Jorge
  5. Oliva Martín, Raquel
  6. Barbarroja Escudero, José
Teaching and Learning Innovation Journal = Revista de Innovación en la Enseñanza y el Aprendizaje

ISSN: 2531-1123

Year of publication: 2017

Issue: 1

Pages: 19-23

Type: Article

DOI: 10.18002/TELE(IN)2J.V1I0.5148 DIALNET GOOGLE SCHOLAR lock_openOpen access editor

More publications in: Teaching and Learning Innovation Journal = Revista de Innovación en la Enseñanza y el Aprendizaje

Sustainable development goals


Immunology teachers form Alcala’s University implementes flipped classroom model in the last five years into three immunology courses in sanitary biology university degree. The percentage of students that studied the instructive materials (documents and videos) before class has increased from minority values in the first years to percentages close to 100% in the last years. The mean grade obtained by the classes in the learning assessment exams has increased in the three courses in more than one standard deviation with respect to the original mean obtained in each course with traditional expositive methods before the implementation of the flipped learning model. The percentages of failed students have decreased and those of students that attain mastery levels (grades ¿80% of the maximum grade) have increased. The students recognize that the flipped model helps them to develop competencies in the activities developed in the seminars. The degree of satisfaction with the teaching has also increased We can conclude that university students thanks to the flipped model devote more time of work to the study of flipped courses and as a consequence of this increase in study they learn more and obtain increased grades in the learning assessment exams.

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