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

Abstract

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.

The role of asynchronous and synchronous activities in university academic performance: A comparative study of traditional and inverted class methodologies

“…The relevance and validity of this inverted class model is demonstrated by the large volume of publications during the past decade (Sola Martínez, Aznar Díaz, Romero Rodríguez & Rodríguez-García, 2018;Wang, 2019;González-Velasco, Feito-Ruiz, González-Fernández, Álvarez-Arenal & Sarmiento-Alonso, 2021;Tekin, Ilgaz, Afacan, Yıldırım & Gülbahar, 2020;Oliván-Blázquez et al, 2022;Cueva & Inga, 2022;Ishartono, Nurcahyo, Waluyo, Prayitno & Hanifah, 2022;Felgueras & Delgado, 2021;Alyoussef, 2021;Limaymanta, Apaza-Tapia, Vidal & Gregorio-Chaviano, 2021; among others).…”

“…The efficacy of this inverted class methodology has been studied in different higher education environments, especially in areas such as biomedical sciences (McLaughlin et al, 2013;Baepler, Walker & Driessen, 2014;Chen, Lui, & Martinelli, 2017;Njie-Carr, Ludeman, Lee, Dordunoo, Trocky & Jenkins, 2017;Wu, Chi, Wu & Kang, 2018), social sciences (Albert & Beatty, 2014;Roach, 2014), language teaching (Adnan, 2017;Lee & Wallace, 2018) and social work (Gómez-Poyato, Aguilar-Latorre, Martínez-Pecharromán, Magallón-Botaya & Oliván-Blázquez, 2020;Holmes, Tracy, Painter, Oestreich & Park, 2015;Oliván Blázquez et al, 2022). However, within the social sciences where this research is framed, literature on the impact of this method on grades and the perception of students is extremely limited.…”

Application of the flipped classroom model to stimulate university students’ learning with online education

“…Consequently, there are numerous recent relevant works, such as those done by Aguilera, Manzano, Martínez, Lozano and Casiano (2017), Alebrahim andKu (2020), Prieto, Diaz, Lara, Monserrat, Sanvicen, Santiago et al (2018), Romero-García, de Paz-Lugo, Buzón-García and Navarro-Asencio (2021), Tse, Choi andTang (2019), Valero, Martinez, Pozo andPlanas (2019), ; Zheng, Bhagat, Zhen and Zhang (2020) and Zheng, Chang, Lin and Zhang (2021). This is especially notable since the suspension of in-person classes owing to the Covid-19 pandemic and the shift to online learning in many centres (Campos-Mesa, Castañeda-Vázquez, Del Castillo-Andrés & González-Campos, 2022;Clark, Kaw, Lou & Scott, 2022;Oliván-Blázquez, Aguilar-Latorre, Gascón-Santos, Gómez-Poyato, Valero-Errazu, Magallón-Botaya et al, 2022).…”

Precedence and Impact of Flipped Classroom on Student Engagement: Mediating Study Using Sem-PLS

“…Case-based learning (CBL) and problem-based learning (PBL) are popular instructional approaches in today's classrooms. Integration of FC with either PBL or CBL in the classroom is seldom studied, and the aspects that might affect its success are never investigated, including which combination of activities would be most beneficial to students' learning and engagement (Oliván-Blázquez et al, 2022).…”