González A, Fillat MF

Language: Spanish
References: 15
Page: 4-14
PDF size: 419.65 Kb.

ABSTRACT

In the present study, we described and analyzed the results obtained after the application of the methodologies of flipped classroom and active learning on achievement and academic performance of university students in laboratory practices of Molecular Biology. Flipped learning was evaluated by short online questionnaires, performed prior to the lab practice, which represented a 10% of the final grade. The student performance in the face-to-face lab practices was evaluated by a final individual report and a further online questionnaire. The results of this final integrative questionnaire represented an additional 10% of the final grade. A short anonym survey was applied online after the finalization of the course in order to value the students’ opinion about the influence of these learning innovations on their personal achievement and interest for the course. The introduction of flipped classroom and active learning methodologies such as questions and answers, discussion of application to novel contexts, peer instruction, problem-based learning, among others, led to increase academic performance compared to the same results in previous years as well as a higher homogeneity in learning acquisition and competence development by all the students. Students’ opinion of the innovation was highly positive and motivating.

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