Flipped classroom and ubiquitous learning in higher education
DOI:
https://doi.org/10.5281/zenodo.22684374Keywords:
flipped classroom, ubiquitous learning, higher education, active learning, university studentsAbstract
The flipped classroom is a strategy that reorganizes the teaching process and can foster flexible, continuous learning experiences. In this context, the aim of this study was to determine the influence of the flipped classroom on the ubiquitous learning of university students. To this end, a quantitative, quasi-experimental study was conducted using a pretest-posttest design with non-equivalent groups. A total of 234 students participated, divided into a control group (n = 117) and an experimental group (n = 117). Ubiquitous learning was assessed using the Ubiquitous Learning Assessment Test (PEAU). Due to initial differences between the groups, an analysis of covariance (ANCOVA) was performed, using the pretest as a covariate. After adjustment, the experimental group showed a mean score of 88.41 points, compared to 81.05 for the control group. The difference was statistically significant: F(1,231) = 20.32; p < 0.001; η²p = 0.081. Consequently, it is concluded that participation in the flipped classroom methodology is associated with higher levels of ubiquitous learning, even after controlling for initial differences between the groups.
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