FLIPPED LEARNING IN HIGHER EDUCATION: A CASE STUDY

In contrast with more traditional teaching methods, based on the so-called master class, the use of other models has been generalized in Higher Education, with the purpose of adapting the teaching-learning process so that the teacher acts more as a support and guide, and the student becomes the protagonist of their own learning. One such model, Flipped Learning (FL), also called Flip Teaching or Flipped Classroom, has been used successfully in both qualitative and quantitative subjects. One of the characteristics of this model is the use of resources that allow students to acquire knowledge necessary to perform activities within it outside the classroom, as well as to obtain feedback on their progress. Among these resources, some remarkable ones are those of an audio-visual nature and the so-called Audience Response Systems (ARS). In addition to assessing the impact that their use may have on the students' academic performance, it is also worth evaluating their perception of the use of these tools in their learning process, if that perception depends on certain factors (motivation, pre-university studies, gender.), etc. This is because, by knowing the impact of these resources in students with a certain profile, the faculty would have relevant information to better schedule the activities to be carried out and tools to make use of. In an attempt to answer the questions raised, the present work reflects the results obtained from assessing of students' perception of these tools for the teaching/assimilation of a quantitative subject of a degree imparted by the University of Valencia. To collect the required data a questionnaire was prepared in which they were asked for information related to the subject in question, as well as questions of a personal nature (pre-university studies, if the center where said studies were conducted was private or public, motivation to access the degree...).