Título: An analysis of using flipped learning in Higher Education: ‘How flipping difficult can it be?’
Autor: Bramley, Gareth
Resumen: [EN] This paper aims to provide a discussion of how to implement flipped learning
as a teaching method in Higher Education.
A study of using flipped learning was carried out within the context of a
module on the undergraduate law degree programme at the University of
Sheffield. Prior to this study, flipped learning had not been attempted on any
undergraduate law module at the University. Students undertaking the
module were asked to complete a survey, and quantitative comments were
collated. These results will be presented and analysed in this paper. This
paper also draws on academic literature to compare perspectives of
incorporating this method of teaching into the HE curriculum.
This paper summarises the reasons for carrying out the study, together with
the key findings from this study. The key conclusions of the paper focus
primarily on the benefits of incorporating flipped learning into teaching –
with the central benefits being deeper learning for students, and increased
engagement in the subject matter. The paper also comments on some of the
challenges of this teaching method – the central challenges being the need
for consistency and clear signposting, together with a large investment of
time by staff in implementing such a teaching method.
