The Flip Teaching as Tool to Improving Students’ Sustainable Learning Performance in a Financial Course

Bachiller, Patricia; Badía, Guillermo

doi:10.3390/su12239998

Cited by 13 publications

(10 citation statements)

References 38 publications

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“…La literatura ha informado del uso del «flipped learning» en varias disciplinas, incluida la educación para medicina y otras ciencias de la salud (Betihavas et al, 2016;Chen et al, 2018;Hew & Lo, 2018;Koo et al, 2016;Meheta et al, 2013;Missildine et al, 2013;Sullivan, 2022;Tan et al, 2017;Ward et al, 2018), matemáticas (Algarni & Lortie-Forgues, 2023Coufal, 2014;Fornons & Palau, 2021;Lo & Hew, 2021;Lo et al, 2017), ingeniería (Awuor et al, 2022Karabulut-Ilgu et al, 2018;Lo, & Hew, 2019), inglés (Chen & Hwang, 2020), derecho (Ciudad-Gómez et al, 2019), empresa (Fang et al, 2021;Senali et al, 2022), economía mundial (Hernández-Nanclares & Pérez-Rodríguez, 2016;Pérez et al, 2019), física (Cuenca et al, 2021;Gosálbez-Carpena et al, 2022), deporte (Espada Mateos et al, 2020) o contabilidad (Bachiller & Badía, 2020;Duxbury et al, 2016;Ling et al, 2019).…”

Section: Revisión De La Literaturaunclassified

Flipped classroom in financial accounting: analysis of student perception

Ciudad Gómez

2024

JMBE

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In Higher Education and in Financial Accounting, we have designed an educational innovation, within a comprehensive learning approach, through the use of the "flipped classroom" methodology, "blended learning", e-rubrics, collaborative learning and self-assessment / Peer evaluation, guiding us towards a formative and shared evaluation, being implemented in "Financial Accounting III" during the 2020-2021 and 2021-2022 academic years. The purpose of this work is, within a «Design-Based Research» strategy, to explore the perception and satisfaction of the student with the «flipped classroom» methodology and if it differs according to the student's gender, an experience in the classroom where they participated 67 students, with a non-probabilistic sample of 39 students who completed the questionnaire hosted on the Moodle platform, an instrument with a reliability level of α= .940 (Cronbach's Alpha). For the analysis and discussion of the results, measures of central position and dispersion have been used, together with the Mann Whitney U statistic, showing the results a positive perception of the students towards the adopted methodology, without significant differences depending on their gender, a finding that provides support to higher education financial accounting professors interested in using the flipped classroom.

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Section: Revisión De La Literaturaunclassified

Flipped classroom in financial accounting: analysis of student perception

Ciudad Gómez

2024

JMBE

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“…Bachiller, etc. [4] applied Flip teaching (FT) to university finance courses for teaching practice. The main objective of this study is to measure the impact of flip teaching on the learning of a course at a higher education institution.…”

Section: State Of the Artmentioning

confidence: 99%

Application of Six Sigma Management-based Teaching Method in Financial Management Course Online Teaching

Qian

2022

Int. J. Emerg. Technol. Learn.

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Driven by huge demand for talents in the market, economics major in colleges and universities need to take the initiative to reform the teaching of finance specialty in accordance with the demand for finance talents in the era of big data, cultivate versatile innovative competent talents, and output high-quality talents for social enterprises, satisfy enterprises’ needs of recruiting financial talents, and give full play to the social education value of university finance specialty. Financial management is the core of economic organization, and the management effectiveness affects the overall operational feasibility of the organization. In order to promote the high-quality development of the market economy, universities should devote greater effort to the teaching reform of financial management, enhance talent cultivation conversion efficiency, and give full play to the value of the financial specialty in colleges and universities. However, the existing course teaching can hardly achieve the expected goals due to insufficient monitoring of financial management teaching process, insufficient self-learning resources, and defective student learning support service, imperfect teacher's training, single assessment method, and small proportion of practical teaching, etc. In view of the current status, this paper innovatively introduced six sigma management theory to improve the online teaching of financial management courses. Firstly, the teaching process involving five stages of define-measure-analyze-improve-control was designed according to the course characteristics of financial management and at the same time, the financial management teaching model was improved by online and offline inquiry-based teaching method. In order to improve the application effectiveness of financial management online teaching resources, a precise teaching resource push system was established using Web data mining so as to achieve the goal of recommending different teaching resources to different students. It was proved by the teaching practice that the new teaching method proposed in this study can help students improve learning efficiency and enhance their problem-solving ability. Thus, this teaching model is worthy of application and promotion in courses of finance specialty.

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“…This learning of competences for a sustainable digital society-digitainability-implies new pedagogical dynamics and methodologies, both in the face-to-face context of the learning and teaching process and in the distance learning modality [19,27,42,[147][148][149], in its variants of blended learning, flipped classroom, inquiry-participatory and smart teaching [6,24,148,[150][151][152][153][154][155]. These variants have, in their differences, the common element of fostering the dynamics of learning through (controlled) learner autonomy, with greater personalization in fostering students' self-learning [ These pedagogical dynamics, which confront an overly transmissive school culture, happen and will happen increasingly through the digital and must be, simultaneously, framed by the digital and the framers of that same digital [20,25,44,48,49,[103][104][105][106][107]150,[162][163][164].…”

Section: Digitainabilitymentioning

confidence: 99%

“…These digitainability learning processes take place in a context of social, economic and even cultural transformations caused by the COVID-19 pandemic [25,105,139,147,[151][152][153]165,166]. Regarding the changes that COVID-19 has caused in education and, specifically, in the learning and teaching process, the author of [167] (p. ix) states that the pandemic has caused "[ .…”

Section: Digitainabilitymentioning

confidence: 99%

Digitainability—Digital Competences Post-COVID-19 for a Sustainable Society

Sá¹,

Santos

Serpa

et al. 2021

Sustainability

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The digitalization of societies, accelerated by the COVID-19 pandemic, is an unstoppable process. This paper seeks to answer the question: what post-COVID-19 digital competences are needed for a sustainable society? It also aims to analyze the digitalization processes in education for shaping a sustainable digital society. A bibliographic search was performed on some of the most relevant international databases of scientific literature and the selected documents were analyzed through a content analysis. It is concluded that digital education has experienced a strong increase, reinforced by COVID-19, shaping the digital presence in all dimensions of life. However, it is not sufficient to assume that the new generations are naturally engaged in and can master digital social sustainability. The results demonstrate the importance of literacy and the unavoidable promotion of sustainability in a digital society. However, this digitalization of the educational process poses several challenges: it requires both software and hardware conditions, as well as digital literacy as a result of a complex of literacies. It also implies that teachers and students change their standpoints and practices with the attainment of new teaching and learning competences in order to fight the digital divide and to foster the widest possible social inclusion for the promotion of sustainable society—digitainability.

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The Flip Teaching as Tool to Improving Students’ Sustainable Learning Performance in a Financial Course

Cited by 13 publications

References 38 publications

Flipped classroom in financial accounting: analysis of student perception

Flipped classroom in financial accounting: analysis of student perception

Application of Six Sigma Management-based Teaching Method in Financial Management Course Online Teaching

Digitainability—Digital Competences Post-COVID-19 for a Sustainable Society

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