Innovation in art history education through flipped classroom. A case study.
DOI:
https://doi.org/10.17561/ae.v27n1.8927Keywords:
Flipped classroom, Art history, ICT, teachingAbstract
The general objective of this mixed research is to analyse the students' perception about the use of the flipped classroom model in the teaching-learning process of art techniques. The non-probabilistic sample is made up of 18 students enrolled in the Art History course at Santa Julia Salesian school, Mexico City. Linear regression results indicate that Google Classroom, smartphones, and Instagram positively influence student motivation and enthusiasm. Furthermore, a decision tree algorithm identified 6 predictive models considering participants' sex and age. In conclusion, the flipped classroom created an enjoyable and useful environment for teaching and learning art techniques, supported by Google Classroom, smartphones, and the Instagram social media platform.
Downloads
References
Araya-Moya, S. M., Rodríguez-Gutiérrez, A. L., Badilla-Cárdenas, N. F., & Marchena-Parrita, K. C. (2021). El aula invertida como recurso didáctico en el contexto costarricense: estudio de caso sobre su implementación en una institución educativa de secundaria. Revista Educación, 46(1), 103-119. https://doi.org/10.15517/revedu.v46i1.44333
Cui, H., Xie, X., Wang, B., & Zhao, B. (2023). Effectiveness of flipped classroom in pharmacy education - a meta-analysis. BMC Medical Education, 23, 881. https://doi.org/10.1186/s12909-023-04865-2
Dutta, R., Mantri, A., Singh, G., & Signh, N. (2023). Measuring the Impact of Augmented Reality in Flipped Learning Mode on Critical Thinking, Learning Motivation, and Knowledge of Engineering Students. Journal of Science Education and Technology, 32, 912-930. https://doi.org/10.1007/s10956-023-10051-2
Guevara-Otero, N., Cuevas-Molano, E., Vargas-Perez, A. M., & Sánchez Rivera, M. T. (2024). Evaluating face-to-face and online flipped learning on performance and satisfaction in marketing and communication students. Contemporary Educational Technology, 16(1), ep490. https://doi.org/10.30935/cedtech/14100
Hsieh, H. M., & Maritz, A. (2023). Effects of flipped teaching on entrepreneurship professional student’ learning motivation, self-directed learning, and learning outcome. Contemporary Educational Technology, 15(4), ep472. https://doi.org/10.30935/cedtech/13649
Idsardi, R., Friedly, I., Mancinelli, J., & Matos, L. (2023). Outcomes of Early Adopters Implementing the Flipped Classroom Approach in Undergraduate STEM Courses. Journal of Science Education and Technology, 32, 655-670. https://doi.org/10.1007/s10956-023-10066-9
Pasaribu, T. A., & Wulandari, M. (2021). EFL teacher candidates’ engagement in mobile-assisted flipped classroom. Turkish Online Journal of Distance Education, 22(3), 1-18. https://doi.org/10.17718/tojde.961774
Rodríguez-Jiménez, F. J., Pérez-Ochoa, M. E., & Ulloa-Guerra, Óscar. (2023). Innovación educativa: explorando el impacto del aula invertida en el rendimiento académico de estudiantes de secundaria en matemática. Revista Educación, 48(1). https://doi.org/10.15517/revedu.v48i1.55892
Shen, D., & Chang, C. S. (2023). Implementation of the flipped classroom approach for promoting college students’ deeper learning. Educational technology research and development, 71, 1323-1347. https://doi.org/10.1007/s11423-023-10186-4
Veytia-Bucheli, M. G., Flores, L. G., & Moreno-Tapia, J. (2019). Clase invertida para el desarrollo de la competencia: uso de la tecnología en estudiantes de preparatoria. Revista Educación, 44(1), 328-345. https://doi.org/10.15517/revedu.v44i1.36961
Published
Issue
Section
License
Copyright (c) 2025 Ricardo-Adán Salas-Rueda, Leticia Domínguez-Hernández
This work is licensed under a Creative Commons Attribution 4.0 International License.
The authors who publish in this journal agree with the following terms:
The authors retain the copyright and guarantee the journal the right to be the first publication of the work as well as a Creative Commons Attribution License that allows others to share the work with an acknowledgment of the authorship of the work and the initial publication in this magazine.
Authors may separately establish additional agreements for the non-exclusive distribution of the version of the work published in the journal (for example, place it in an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
Authors are allowed and encouraged to disseminate their work electronically (for example, in institutional repositories or on their own website) before and during the submission process, as it may result in productive exchanges, as well as a more early and major published papers (See The Effect of Open Access).
