Using the flipped learning model in a public high school

Abstract

The purpose of the techno-pedagogical models that have been developed is to apply the most accurate information and communication technologies (ICT) use to the instructional design that is planned to be executed. Among the different models revised to develop the current research, the flipped learning model reveals application possibilities in the public high schools. In general, the flipped learning model proposes that the direct instruction is replaced by learning materials, which are delivered outside the class while typical homework activities are implemented in class time. On this basis, a flipped classroom experience was carried out in the “Reading comprehension in English as a foreign language” class in the fifth semester of a public high school in the city of Xalapa, Veracruz (Mexico). Digital resources and multimedia activities were developed and hosted in a Moodle platform. A quantitative-based approach was used along with a quasi-experimental design with control and experimental groups. Standardized tests for pre and post assessment of written text comprehension were also used. The results show statistically important evidences that allow to make some promising considerations.