Flipped classroom metodologiakeskaintzen dituen abantaila pedagogikoak

Abstract

This chapter describes the experiences, implications, and reflections of a practical school based on flipped classroom. This is a follow-up to a small research conducted in 2018 before using that study methodology. During this investigation, students habits of watching videos to learn on their own were analyzed. The essence of this methodology has been used since 2018 in the subject ‘Multimedia and Transmedia Narratives’ (called ‘Multimedia Editing and Production’ in the previous plan) among second and third year journalism students at the University of the Basque Country (UPV / EHU). The aim of the course is to acquire the knowledge needed to prepare and edit the content of a multimedia and transmedia production on a web platform. Due to its peculiarities, students need to learn how to use a wide variety of tools to develop the content of the subject properly. The teacher also has two tasks: select and offer helpful videos for the lesson and act as a guide in the school. So the learning process begins on its own, as the student acquires the knowledge of using different softwares at home. This has enabled them to develop basic skills in the use of information sources during school hours, acquire new knowledge in a critical sense and acquire basic training in technology, especially in the field of information and communication. Naturally, the sessions are focused on the message, and in a minor way on the tools to convey it. Technology development and society habits have made such a learning method possible. However, flipped learning method has allowed to overcome the school or University limitations by itself, as well as dealing with the situation caused by the SARS-CoV-2 virus in the last two years. The tools that students will use in the current job market have also been learned.