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Online flipped classroom in higher education: a case study of a spanish language module from a degree in translation and interpreting

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No. 58 (2021): Segundo semestre

Abstract

This article assesses the positive and negative aspects of the lipped classroom on the basis of students’ perceptions. The study was carried out on a module, taught online via synchronous classes in 2020/2021, on the history and varieties of Spanish from the degree of Translation and Interpreting from the University of Granada. Students were expected to prepare materials in advance and the class was used for students to ask questions, deepen their understanding of key concepts, and carry out and/or correct practical activities. A quantitative and qualitative thematic analysis was conducted on the data obtained from surveys and written narratives (165 and 117 student responses respectively). The results show the suitability and success of this model of the lipped classroom. Although it implies a greater workload for students, it increases student engagement, interest, efort, motivation, and self-conidence; mainly, it fosters autonomous and spaced learning, resulting in long-term acquisition.

Keywords:

flipped classroom, online teaching and learning, university teaching, teaching innovation, Spanish language

Author Biographies

Leyre Martín Aizpuru, Universidad de Sevilla

Para correspondencia, dirigirse a: Leyre Martín Aizpuru (lmartin12@us.es)

Rocío Díaz-Bravo, Universidad de Granada

Para correspondencia, dirigirse a: Rocío Díaz-Bravo (rociodiazbravo@ugr.es)

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How to Cite
Martín Aizpuru, L., & Díaz-Bravo, R. (2021). Online flipped classroom in higher education: a case study of a spanish language module from a degree in translation and interpreting. Lenguas Modernas, (58), pp. 191–218. Retrieved from https://byzantion.uchile.cl/index.php/LM/article/view/66439
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Lenguas Modernas
Facultad de Filosofía y Humanidades
Universidad de Chile
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