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Flipped classroom (FC) is a popular teaching pattern at the present stage. Based on a review of related literature, this paper rethinks the innovation, effectiveness and perceptions of FC from nine aspects, including the theoretical basis, teaching principles, teaching practice, genesis of effectiveness, effectiveness per se, objectivity and rigorousness of effect evaluation, roles played by technology, influence of different disciplines and cost performance. It is argued that: (1) the innovation of FC needs to be further clarified; (2) the effectiveness of it needs to be further validated; and (3) the perceptions of it remain to be deepened. FC therefore deserves a rational reconsideration. [Spanish translation by Mercè Rius.]

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This study provides a first overview of how to combine some of the elements of the blended teaching models, such as SPOCs, with new teaching approaches, like the Flipped Classroom, in the domains of the Supply Chain Management education. Its main goal is to raise the learning rate in a heterogeneous students' group. The proposal takes into account both classic curricular concerns on the teaching of Supply Chain Management, as in Visich and Khumawala (2006), and its pedagogical new trends, like in Wisner (2017). Richter & McPherson (2012) pointed out that in today's digital age, students can access numerous free Internet learning resources that they can watch everywhere, for free, and at their convenience, making living in a digital age a challenge for the learners, who are asked to work independently and collaboratively before coming to the classroom using various technology tools. So far, there is a pressing need to reform the traditional didactical methods to make learning both enjoyable and effective. Indeed, technology in education is an ever-evolving process and demands the students and instructor always update the emerging technology in education. As a solution, traditional classroom activities such as lectures, labs, homework, and exams can be moved to the Web 2.0 technology and students can study everywhere outside the classroom (Staker & Horn, 2012). In that direction, Halili, Razak, and Zainuddin (2014) mentioned that the use of Web 2.0 technology in education can build professional relationships through collaborating, coaching, and mentoring for social interactions in sharing ideas and the Association to Advance Collegiate Schools Business (AACSB)--the international accreditation body for business schools--has also quoted technology as an area of context in business courses (AACSB, 2013). The paper takes into account that at the time of its writing there have been no published papers concerning an implementation of the SPOCs-FC approach in the education in Supply Chain Management at Spanish University, except for some interesting recent contributions in the area of FC like in Estelles-Miguel, et al. (2015) and Argente et al. (2016). In order to contribute to this gap in the field, the guiding lines findings from a small-scale pilot case will be presented and discussed. The study itself will be conducted in the 2017/18 academic year, although its preliminary preparatory stages will start in February 2017. This case study is expected to yield significant benefits to learners through adopting this approach, as it sees to ascertain whether the SPOCs-FC approach could elicit a positive change in the academic performance of learners. The paper will discuss an implementation agenda designed to help the often under-represented experience (Little, 2015). [ABSTRACT FROM AUTHOR]

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The current context involves a generally increasing access of technologies and information, which has a strong impact on the classroom. Students are passive and reluctant to the traditional teaching model. Thus, innovations take center stage, such is the case of the Flipped Classroom (FC) model. The aim of this paper is to describe the application of FC in the teaching of human anatomy in a university environment. Four sessions of the General Anatomy program were intervened with a group of 41 students. The content was approached in 3 stages: pre-class, class and post-class, using multimedia resources and platforms such as Moodle and YouTube. The activities included virtual lessons, group work and minimalist quizzes. At the end of the semester a student perception survey was applied. Achievement percentage in preclass were 40.45 %, 55.46 %, 43.75 % and 76.04 % for sessions 01 to 04. The grades for class group work were 5.8±0.34, 6.1±0.46, 6.0±0.78 and 6.7±0.38 for the sessions worked. In the survey 63.2 % and 76.3 % of the students stated that they "very satisfied" that FC enhances autonomous and collaborative work, respectively. 73.6 % preferred the FC model over the traditional one. The FC model has shown to promote a better evolution of the teaching-learning process, being adaptable to basic science disciplines such as human anatomy. A positive experience of this innovation must be supported by well-structured programming, support inside and outside the classroom, and the adjustment of successful strategies. There is an imminent need to adapt to the new context where access to technologies and information is a priority. [ABSTRACT FROM AUTHOR]

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The "flipped classroom" is a new teaching methodology model that seeks to reverse the way learning contents are delivered to students in order to promote the subject understanding by working at home. The aim of the study is to analyze whether the implementation with "flipped classroom" is useful as a teaching tool to improve academic performance and if it is dependent on the sex of participants. We have a sample of 75 kinesiology students (55% male and 46% female) and 98 of obstetrics (94% women and 4% men), between 20-24 years. They performed three tests in the academic semester: 1st test, control group N = 164; 2nd test, introduction from class to class on paper; 3 test, introduction of web platform. The average score of the first test was 3.86 ± 0.78 and confidence interval (3.74-3.99), second test average score was 4.12 ± 0.87 and confidence interval (3.99-4.26) and third test average score was 4.92 ± 0.94 and interval confidence (4.77- 5.05). An analysis of variance was done obtaining p = 0.000, indicating that there were significant differences among the 3 groups scores. Regarding the gender variable, no differences were observed. The introduction of the teaching tools significantly improves academic performance of students and it is better with the introduction of the web platform teachem than with paper materials. [ABSTRACT FROM AUTHOR]

This paper presents and analyzes a flipped classroom proposal for teaching production programming technics, with the aim of increasing the interest, collaboration and satisfaction of the students in comparison with traditional teaching. A real size production plant problem is presented to the students in order to make decisions on tactical level and operative level. To make the decisions, the concepts linked to the different tools are supplied to the students, with the support of software applications. These incorporate smart technics applied to each step of the planning process. The effectiveness of the tools in the key indicators of production area are validated calculating indicator values that could be used as student grades criteria. The qualitative evaluation of preliminary tests shows that the use of this kind of educational model improves motivation, professor-student interaction and academic performance. [ABSTRACT FROM AUTHOR]

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This article presents elements of the design and implementation of the hybrid/flipped classroom course Introduction to University Mathematics supported by the Massive Open Online Course (MOOC) Math and motion in Coursera. The experience took place in the second semester of 2013 with eight groups at a prestigious university in northern Mexico. The course included work done online and outside the classroom and consisted in watching videos in preparation for the activities programmed for the classroom, where the learning promoted by the videos was deepen. The experience also considered collegial work among the participating teachers to systematically promote decisions about the benefits of this type of innovative format for the course. A diagnostic study was conducted to assess various dimensions including Evaluation, dimension discussed in this article. The peculiarity of including a student's self-assessment process to build their course grade invites documentation of this experience. The intention of this paper is to encourage academic reflection on the evaluation process due to modality changes being developed in teaching college courses. [ABSTRACT FROM AUTHOR]

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