Flipped classroom and creative learning resources for teaching history
Abstract
The study aims to analyse the perceptions and pedagogical skills of university students in the implementation of the flipped classroom in the degree of primary education. The sample consists of 209 students following the bilingual English programme at the University of Córdoba, Spain. The study is described as a non-experimental quantitative research, which means that it focuses on the collection and analysis of data without intervention or manipulation of variables. A fifteen-item Likert-type questionnaire was used to collect the data. The questionnaire appears to be on a scale of 1 to 5, where participants rate their answers according to the options given. The findings suggest that new electronic learning strategies need to be incorporated into teaching methodology. There is an emphasis on the importance of providing practical approaches to digital teaching and didactic resources. Students have shown a positive attitude towards their training needs, particularly in consolidating historical thinking and integrating active learning methods with good teaching practice.
Keyword : creativity, educational skills, flipped learning, historical thinking, motivation
How to Cite
Molina-Torres, M. P., & Pastor Blázquez, M. M. (2024). Flipped classroom and creative learning resources for teaching history. Creativity Studies, 17(2), 519–531. https://doi.org/10.3846/cs.2024.18366
This work is licensed under a Creative Commons Attribution 4.0 International License.
References
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Chen, Y., Wang, Y., Kinshuk, K., & Chen, N.-Sh. (2014). Is flip enough? Or should we use the flipped model instead? Computers and Education, 79, 16–27. https://doi.org/10.1016/j.compedu.2014.07.004
Chou, Ch.-L., Hung, M.-L., Tsai, Ch.-W., & Chang, Y.-Ch. (2020). Developing and validating a scale for measuring teachers’ readiness for flipped classrooms in junior high schools. British Journal of Educational Technology, 51(4), 1420–1435. https://doi.org/10.1111/bjet.12895
Cooper, H. (Ed.). (2013). Learning to teach in the primary school series. Teaching history creatively. Routledge.
Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods approaches. SAGE Publications, Inc.
Cropley, A. J. (2008). Creativity in education and learning: A guide for teachers and educators. RoutledgeFalmer.
Csikszentmihalyi, M. (2013). Creativity: The psychology of discovery and invention. Harper Perennial.
Demski, J. (2013). 6 expert tips for flipping the classroom. Campus Technology, 26(5), 32–37. https://doi.org/10.12968/sece.2013.5.1778
Durak, H. Y. (2018). Flipped learning readiness in teaching programming in middle schools: Modelling its relation to various variables. Journal of Computer Assisted Learning, 34(6), 939–959. https://doi.org/10.1111/jcal.12302
Espada, M., Rocu, P., Navia, J. A., & Gómez-López, M. (2020). Rendimiento académico y satisfacción de los estudiantes universitarios hacia el método Flipped Classroom. Profesorado: Revista de currículum y formación del profesorado, 24(1), 116–135. https://doi.org/10.30827/profesorado.v24i1.8710
Estes, M. D., Ingram, R., & Liu, J. Ch. (2014). A review of flipped classroom research, practice, and technologies. International Higher Education Teaching and Learning Association. https://www.hetl.org/a-review-of-flipped-classroom-research-practice-and-technologies/
Fatani, T. H. (2020). Student satisfaction with with videoconferencing teaching quality during the COVID-19 pandemic. BMC Medical Education, 20. https://doi.org/10.1186/s12909-020-02310-2
Flumerfelt, Sh., & Green, G. (2013). Using lean in the flipped classroom for at risk students. Educational Technology and Society, 16(1), 356–366.
Forte-Celaya, J., Ibarra, L., & Glasserman-Morales, L. D. (2021). Analysis of creative thinking skills development under active learning strategies. Education Sciences, 11(10). https://doi.org/10.3390/educsci11100621
Freeman Herreid, C., & Schiller, N. A. (2013). Case studies and the flipped classroom. Journal of Science Teaching, 42(5), 62–66.
Fulton, K. (2012). Upside down and inside out: Flip your classroom to improve student learning. Learning and Leading with Technology, June/July, 12–17.
Gaughan, J. E. (2014). The flipped classroom in world history. History Teacher, 47(2), 221–244.
Gibbs, G., & Coffey, M. (2004). The impact of training of university teachers on their teaching skills, their approach to teaching and the approach to learning of their students. Active Learning in Higher Education, 5(1), 87–100. https://doi.org/10.1177/1469787404040463
Girmen, P., & Kaya, M. F. (2019). Using the flipped classroom model in the development of basic language skills and enriching activities: Digital stories and games. International Journal of Instruction, 12(1), 555–572. https://doi.org/10.29333/iji.2019.12136a
Gnatyshina, E. V., & Salamatov, A. A. (2017). Digitalization and formation of digital culture: Social and educational aspects. Bulletin of the Chelyabinsk State Pedagogical University, 8, 19–24.
Good, Th. L., & Lavigne, A. L. (2017). Looking in classrooms. Routledge. https://doi.org/10.4324/9781315627519
Hao, Y., & Lee, K. S. (2016). Teaching in flipped classrooms: Exploring pre-service teachers’ concerns. Computers in Human Behavior, 57, 250–260. https://doi.org/10.1016/j.chb.2015.12.022
He, W., Holton, A., Farkas, G., & Warschauer, M. (2016). The effects of flipped instruction on out-of-class study time, exam performance, and student perceptions. Learning and Instruction, 45, 61–71. https://doi.org/10.1016/j.learninstruc.2016.07.001
Herrera Pavo, M. Á., & Casado Rodrigo, J. (2015). Interaction analysis of a blog/journal of teaching practice. The Internet and Higher Education, 27, 32–43. https://doi.org/10.1016/j.iheduc.2015.05.003
Hinojo-Lucena, F. J., Mingorance-Estrada, Á. C., Trujillo-Torres, J. M., Aznar-Díaz, I., & Cáceres Reche, M. P. (2018). Incidence of the flipped classroom in the physical education students’ academic performance in university contexts. Sustainability, 10. https://doi.org/10.3390/su10051334
Jovanović, J., Gašević, D., Dawson, Sh., Pardo, A., & Mirriahi, N. (2017). Learning analytics to unveil learning strategies in a flipped classroom. The Internet and Higher Education, 33, 74–85. https://doi.org/10.1016/j.iheduc.2017.02.001
Karalis, Th., & Raikou, N. (2020). Teaching at the times of COVID-19: Inferences and implications for higher education pedagogy. International Journal of Academic Research in Business and Social Sciences, 10(5), 479–493. https://doi.org/10.6007/IJARBSS/v10-i5/7219
Kim, D. (2017). Flipped interpreting classroom: Flipping approaches, student perceptions and design considerations. The Interpreter and Translator Trainer, 11(1), 38–55. https://doi.org/10.1080/1750399X.2016.1198180
Kocabas, A., & Gokce Erbil, D. (2017). A scale development for teacher competencies on cooperative learning method. Universal Journal of Educational Research, 5(3), 316–324. https://doi.org/10.13189/ujer.2017.050303
Levstik, L. S. (2017). Working class connections: Identity and the teaching of history. In S. Molina Puche, N. Llonch Molina, & T. Martínez Gil (Eds.), Identidad, ciudadanía y patrimonio: Educación histórica para el siglo XXI (pp. 63–70). Ediciones Trea, S.L.
Lo, Ch. K., & Hwang, G.-J. (2018). How to advance our understanding of flipped learning: Directions and a descriptive framework for future research. Knowledge Management and E-Learning, 10(4), 441–454. https://doi.org/10.34105/j.kmel.2018.10.027
Loizou, M., & Lee, K. (2020). A flipped classroom model for inquiry-based learning in primary education context. Research in Learning Technology, 28. https://doi.org/10.25304/rlt.v28.2287
Long, T., Cummins, J., & Waugh, M. (2017). Use of the flipped classroom instructional model in higher education: Instructors’ perspectives. Journal of Computing in Higher Education, 29, 179–200. https://doi.org/10.1007/s12528-016-9119-8
López López, M. del C., León Guerrero, M. J., & Pérez García, P. (2018). El enfoque por competencias en el contexto universitario español. La visión del profesorado. Revista de Investigación Educativa, 36(2), 529–545. https://doi.org/10.6018/rie.36.2.314351
Martínez-Jiménez, R., & Ruiz-Jiménez, M. (2020). Improving students’ satisfaction and learning performance using flipped classroom. The International Journal of Management Education, 18(3). https://doi.org/10.1016/j.ijme.2020.100422
Mayordomo, R. M., & Onrubia, J. (2015). Work coordination and collaborative knowledge construction in a small group collaborative virtual task. The Internet and Higher Education, 25, 96–104. https://doi.org/10.1016/j.iheduc.2015.02.003
Mills, G. E., & Gay, L. R. (2018). Educational research: Competencies for analysis and applications. Pearson.
Molina-Torres, M. P. (2022a). De la educación presencial a la virtual en la enseñanza universitaria. Revista Internacional de Humanidades, 11(5), 1–11. https://doi.org/10.37467/revhuman.v11.3978
Molina-Torres, M.-P. (2022b). Flipped learning as a teaching method in the bilingual university classroom. Nordic Journal of Digital Literacy, 17(3), 170–181. https://doi.org/10.18261/njdl.17.3.3
Molina-Torres, M. P. (2021). Methodological training and virtual skills of university students. Astra Salvensis: Revista de istorie si cultura, 9(17), 191–199.
O’Flaherty, J., & Phillips, C. (2015). The use of flipped classrooms in higher education: A scoping review. The Internet and Higher Education, 25, 85–95. https://doi.org/10.1016/j.iheduc.2015.02.002
Raimundo around the World. (2022). Unit 11. https://raimundoaroundtheworld.blogspot.com/
Sáez-López, J. M., Cózar-Gutiérrez, R., González-Calero, J. A., & Gómez-Carrasco, C. J. (2020). Augmented reality in higher education: An evaluation program in initial teacher training. Education Sciences, 10(2). https://doi.org/10.3390/educsci10020026
Sergis, S., Sampson, D. G., & Pelliccione, L. (2018). Investigating the impact of flipped classroom on students’ learning experiences: A self-determination theory approach. Computers in Human Behavior, 78, 368–378. https://doi.org/10.1016/j.chb.2017.08.011
Šliogerienė, J., & Valūnaitė-Oleškevičienė, G. (2017). Evoking teacher creativity while using social media. Creativity Studies, 10(1), 84–96. https://doi.org/10.3846/23450479.2017.1306808
Tashakkori, A., Johnson, B. R., & Teddlie, Ch. (2020). Foundations of mixed methods research: Integrating quantitative and qualitative approaches in the social and behavioral sciences. SAGE Publications.
Thi Thai, N. Th., Wever, de B., & Valcke, M. (2017). The impact of a flipped classroom design on learning performance in higher education: Looking for the best “Blend” of lectures and guiding questions with feedback. Computers and Education, 107, 113–126. https://doi.org/10.1016/j.compedu.2017.01.003
Thorp, R., & Persson, A. (2020). On historical thinking and the history educational challenge. Educational Philosophy and Theory, 52(8), 891–901. https://doi.org/10.1080/00131857.2020.1712550
Tomas, L., Evans, N., Doyle, T., & Skamp, K. (2019). Are first year students ready for a flipped classroom? A case for a flipped learning continuum. International Journal of Educational Technology in Higher Education, 16. https://doi.org/10.1186/s41239-019-0135-4
Turan, Z., & Akdag-Cimen, B. (2020). Flipped classroom in English language teaching: A systematic review. Computer Assisted Language Learning, 33(5–6), 590–606. https://doi.org/10.1080/09588221.2019.1584117
Wilcox Brooks, A. (2014). Information literacy and the flipped classroom: Examining the impact of a one-shot flipped class on student learning and perceptions. Communications in Information Literacy, 8(2), 225–235. https://doi.org/10.15760/comminfolit.2014.8.2.168
Yilmaz, R. (2017). Exploring the role of e-learning readiness on student satisfaction and motivation in flipped classroom. Computers in Human Behavior, 70, 251–260. https://doi.org/10.1016/j.chb.2016.12.085
Bergmann, J., & Sams, A. (2012). Flip your classroom: Reach every student in every class every day. ISTE/ASCD.
Chen, Y., Wang, Y., Kinshuk, K., & Chen, N.-Sh. (2014). Is flip enough? Or should we use the flipped model instead? Computers and Education, 79, 16–27. https://doi.org/10.1016/j.compedu.2014.07.004
Chou, Ch.-L., Hung, M.-L., Tsai, Ch.-W., & Chang, Y.-Ch. (2020). Developing and validating a scale for measuring teachers’ readiness for flipped classrooms in junior high schools. British Journal of Educational Technology, 51(4), 1420–1435. https://doi.org/10.1111/bjet.12895
Cooper, H. (Ed.). (2013). Learning to teach in the primary school series. Teaching history creatively. Routledge.
Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods approaches. SAGE Publications, Inc.
Cropley, A. J. (2008). Creativity in education and learning: A guide for teachers and educators. RoutledgeFalmer.
Csikszentmihalyi, M. (2013). Creativity: The psychology of discovery and invention. Harper Perennial.
Demski, J. (2013). 6 expert tips for flipping the classroom. Campus Technology, 26(5), 32–37. https://doi.org/10.12968/sece.2013.5.1778
Durak, H. Y. (2018). Flipped learning readiness in teaching programming in middle schools: Modelling its relation to various variables. Journal of Computer Assisted Learning, 34(6), 939–959. https://doi.org/10.1111/jcal.12302
Espada, M., Rocu, P., Navia, J. A., & Gómez-López, M. (2020). Rendimiento académico y satisfacción de los estudiantes universitarios hacia el método Flipped Classroom. Profesorado: Revista de currículum y formación del profesorado, 24(1), 116–135. https://doi.org/10.30827/profesorado.v24i1.8710
Estes, M. D., Ingram, R., & Liu, J. Ch. (2014). A review of flipped classroom research, practice, and technologies. International Higher Education Teaching and Learning Association. https://www.hetl.org/a-review-of-flipped-classroom-research-practice-and-technologies/
Fatani, T. H. (2020). Student satisfaction with with videoconferencing teaching quality during the COVID-19 pandemic. BMC Medical Education, 20. https://doi.org/10.1186/s12909-020-02310-2
Flumerfelt, Sh., & Green, G. (2013). Using lean in the flipped classroom for at risk students. Educational Technology and Society, 16(1), 356–366.
Forte-Celaya, J., Ibarra, L., & Glasserman-Morales, L. D. (2021). Analysis of creative thinking skills development under active learning strategies. Education Sciences, 11(10). https://doi.org/10.3390/educsci11100621
Freeman Herreid, C., & Schiller, N. A. (2013). Case studies and the flipped classroom. Journal of Science Teaching, 42(5), 62–66.
Fulton, K. (2012). Upside down and inside out: Flip your classroom to improve student learning. Learning and Leading with Technology, June/July, 12–17.
Gaughan, J. E. (2014). The flipped classroom in world history. History Teacher, 47(2), 221–244.
Gibbs, G., & Coffey, M. (2004). The impact of training of university teachers on their teaching skills, their approach to teaching and the approach to learning of their students. Active Learning in Higher Education, 5(1), 87–100. https://doi.org/10.1177/1469787404040463
Girmen, P., & Kaya, M. F. (2019). Using the flipped classroom model in the development of basic language skills and enriching activities: Digital stories and games. International Journal of Instruction, 12(1), 555–572. https://doi.org/10.29333/iji.2019.12136a
Gnatyshina, E. V., & Salamatov, A. A. (2017). Digitalization and formation of digital culture: Social and educational aspects. Bulletin of the Chelyabinsk State Pedagogical University, 8, 19–24.
Good, Th. L., & Lavigne, A. L. (2017). Looking in classrooms. Routledge. https://doi.org/10.4324/9781315627519
Hao, Y., & Lee, K. S. (2016). Teaching in flipped classrooms: Exploring pre-service teachers’ concerns. Computers in Human Behavior, 57, 250–260. https://doi.org/10.1016/j.chb.2015.12.022
He, W., Holton, A., Farkas, G., & Warschauer, M. (2016). The effects of flipped instruction on out-of-class study time, exam performance, and student perceptions. Learning and Instruction, 45, 61–71. https://doi.org/10.1016/j.learninstruc.2016.07.001
Herrera Pavo, M. Á., & Casado Rodrigo, J. (2015). Interaction analysis of a blog/journal of teaching practice. The Internet and Higher Education, 27, 32–43. https://doi.org/10.1016/j.iheduc.2015.05.003
Hinojo-Lucena, F. J., Mingorance-Estrada, Á. C., Trujillo-Torres, J. M., Aznar-Díaz, I., & Cáceres Reche, M. P. (2018). Incidence of the flipped classroom in the physical education students’ academic performance in university contexts. Sustainability, 10. https://doi.org/10.3390/su10051334
Jovanović, J., Gašević, D., Dawson, Sh., Pardo, A., & Mirriahi, N. (2017). Learning analytics to unveil learning strategies in a flipped classroom. The Internet and Higher Education, 33, 74–85. https://doi.org/10.1016/j.iheduc.2017.02.001
Karalis, Th., & Raikou, N. (2020). Teaching at the times of COVID-19: Inferences and implications for higher education pedagogy. International Journal of Academic Research in Business and Social Sciences, 10(5), 479–493. https://doi.org/10.6007/IJARBSS/v10-i5/7219
Kim, D. (2017). Flipped interpreting classroom: Flipping approaches, student perceptions and design considerations. The Interpreter and Translator Trainer, 11(1), 38–55. https://doi.org/10.1080/1750399X.2016.1198180
Kocabas, A., & Gokce Erbil, D. (2017). A scale development for teacher competencies on cooperative learning method. Universal Journal of Educational Research, 5(3), 316–324. https://doi.org/10.13189/ujer.2017.050303
Levstik, L. S. (2017). Working class connections: Identity and the teaching of history. In S. Molina Puche, N. Llonch Molina, & T. Martínez Gil (Eds.), Identidad, ciudadanía y patrimonio: Educación histórica para el siglo XXI (pp. 63–70). Ediciones Trea, S.L.
Lo, Ch. K., & Hwang, G.-J. (2018). How to advance our understanding of flipped learning: Directions and a descriptive framework for future research. Knowledge Management and E-Learning, 10(4), 441–454. https://doi.org/10.34105/j.kmel.2018.10.027
Loizou, M., & Lee, K. (2020). A flipped classroom model for inquiry-based learning in primary education context. Research in Learning Technology, 28. https://doi.org/10.25304/rlt.v28.2287
Long, T., Cummins, J., & Waugh, M. (2017). Use of the flipped classroom instructional model in higher education: Instructors’ perspectives. Journal of Computing in Higher Education, 29, 179–200. https://doi.org/10.1007/s12528-016-9119-8
López López, M. del C., León Guerrero, M. J., & Pérez García, P. (2018). El enfoque por competencias en el contexto universitario español. La visión del profesorado. Revista de Investigación Educativa, 36(2), 529–545. https://doi.org/10.6018/rie.36.2.314351
Martínez-Jiménez, R., & Ruiz-Jiménez, M. (2020). Improving students’ satisfaction and learning performance using flipped classroom. The International Journal of Management Education, 18(3). https://doi.org/10.1016/j.ijme.2020.100422
Mayordomo, R. M., & Onrubia, J. (2015). Work coordination and collaborative knowledge construction in a small group collaborative virtual task. The Internet and Higher Education, 25, 96–104. https://doi.org/10.1016/j.iheduc.2015.02.003
Mills, G. E., & Gay, L. R. (2018). Educational research: Competencies for analysis and applications. Pearson.
Molina-Torres, M. P. (2022a). De la educación presencial a la virtual en la enseñanza universitaria. Revista Internacional de Humanidades, 11(5), 1–11. https://doi.org/10.37467/revhuman.v11.3978
Molina-Torres, M.-P. (2022b). Flipped learning as a teaching method in the bilingual university classroom. Nordic Journal of Digital Literacy, 17(3), 170–181. https://doi.org/10.18261/njdl.17.3.3
Molina-Torres, M. P. (2021). Methodological training and virtual skills of university students. Astra Salvensis: Revista de istorie si cultura, 9(17), 191–199.
O’Flaherty, J., & Phillips, C. (2015). The use of flipped classrooms in higher education: A scoping review. The Internet and Higher Education, 25, 85–95. https://doi.org/10.1016/j.iheduc.2015.02.002
Raimundo around the World. (2022). Unit 11. https://raimundoaroundtheworld.blogspot.com/
Sáez-López, J. M., Cózar-Gutiérrez, R., González-Calero, J. A., & Gómez-Carrasco, C. J. (2020). Augmented reality in higher education: An evaluation program in initial teacher training. Education Sciences, 10(2). https://doi.org/10.3390/educsci10020026
Sergis, S., Sampson, D. G., & Pelliccione, L. (2018). Investigating the impact of flipped classroom on students’ learning experiences: A self-determination theory approach. Computers in Human Behavior, 78, 368–378. https://doi.org/10.1016/j.chb.2017.08.011
Šliogerienė, J., & Valūnaitė-Oleškevičienė, G. (2017). Evoking teacher creativity while using social media. Creativity Studies, 10(1), 84–96. https://doi.org/10.3846/23450479.2017.1306808
Tashakkori, A., Johnson, B. R., & Teddlie, Ch. (2020). Foundations of mixed methods research: Integrating quantitative and qualitative approaches in the social and behavioral sciences. SAGE Publications.
Thi Thai, N. Th., Wever, de B., & Valcke, M. (2017). The impact of a flipped classroom design on learning performance in higher education: Looking for the best “Blend” of lectures and guiding questions with feedback. Computers and Education, 107, 113–126. https://doi.org/10.1016/j.compedu.2017.01.003
Thorp, R., & Persson, A. (2020). On historical thinking and the history educational challenge. Educational Philosophy and Theory, 52(8), 891–901. https://doi.org/10.1080/00131857.2020.1712550
Tomas, L., Evans, N., Doyle, T., & Skamp, K. (2019). Are first year students ready for a flipped classroom? A case for a flipped learning continuum. International Journal of Educational Technology in Higher Education, 16. https://doi.org/10.1186/s41239-019-0135-4
Turan, Z., & Akdag-Cimen, B. (2020). Flipped classroom in English language teaching: A systematic review. Computer Assisted Language Learning, 33(5–6), 590–606. https://doi.org/10.1080/09588221.2019.1584117
Wilcox Brooks, A. (2014). Information literacy and the flipped classroom: Examining the impact of a one-shot flipped class on student learning and perceptions. Communications in Information Literacy, 8(2), 225–235. https://doi.org/10.15760/comminfolit.2014.8.2.168
Yilmaz, R. (2017). Exploring the role of e-learning readiness on student satisfaction and motivation in flipped classroom. Computers in Human Behavior, 70, 251–260. https://doi.org/10.1016/j.chb.2016.12.085