Students' perception of flipped classroom through the use of social networks and classroom response systems

Abstract

Social networks and digital collaborative tools have become informal education laboratories. In accordance with this statement, the objective of this research has focused on investigating the perceptions and experiences of a group of students about the flipped classroom methodology, in combination with the use of social networks, game based learning and classroom response systems as learning tools, and on understanding how they impact on learning. The study has involved 257 students and has been carried out following a qualitative methodology, using interviews, a research diary and the application called Mentimeter as data gathering tools. The results indicate that this methodology facilitates motivation, autonomy and commitment with learning. Furthermore, it serves to develop participation and commitment to the professional community and the citizenship. Also, regarding the learning-teaching processes, the results show an increase of autonomy, of the prior knowledge necessary to solve assignments and of formative assessment. Finally, these studies foster the reflection of one's own teaching practice.