FLIPPED LEARNING APPLICATION IN HIGHER EDUCATION

This paper describes the development and results of the introduction of Flip teaching in Higher Education. The application of this methodology is contextualized in the subject of Electrical Installations at the School of Architecture at the Universitat Politecnica de Valencia (UPV). Sixty nine undergraduate students participated in the study. A self-report questionnaire was conducted in order to measure the students' subjective evaluation of the learning process. Student survey responses revealed pre-class studying as a serious implementation problem and that some students showed mixed feelings about the experience. The results of this study show that students prefer the traditional class in front of the Flipped Learning (FL) methodology. However, they recognize that they learn much more during class time, their interest in the subject increase and that class attendance with this methodology facilitates learning and helps them to prepare themselves better for the exam.