Characterization Of Flipped Classroom Model in Higher Education: A Perception from Educational Resilience During Covid-19 Pandemic

Abstract

This article presents a study about some perceptions of university students' perceptions in Barranquilla, Colombia about flipped classrooms during Covid-19 pandemic. The group of participants were 302 students who are studying in different universities of the city and took their virtual or remote classes with a flipped classroom strategy. Students identified their learning styles, experiences and characteristics of the virtual or remote classes and their class preferences. In addition, they mentioned resources and learning spaces used by the teachers that promote collaboration and knowledge development and technology used by the university to develop classes. Given the results of the survey, it was determined that flipped classroom strategy is a useful method for the students because it allowed them to be more self-taught (independent learning) during pandemic. It was possible to identify their learning styles and to create spaces of greater participation with the teachers as guides. Flipped classrooms allow learning by doing, developing and participating and no memorizing (traditional method) supported by emerging technologies applied in university teaching. These technologies must be combined with different strategies that allow the development of skills, teamwork and comprehension of the topics.

Keywords: Education Model; Educational Resilience; Flipped Classroom; High Education.