A COMPARATIVE STUDY AMONG TEACHERS' AND STUDENTS' PERCEPTIONS REGARDING THE FLIPPED CLASSROOM

The advantages for students' learning provided by the flipped classroom are widely known, nevertheless, it is revealing to see how students' perceptions regarding the advantages and limitations of this modality do not correspond greatly with those held by teachers. This work presents a comparative study between teachers' and students' perceptions regarding the flipped classroom. The comparison considered advantages and areas of opportunity for activities developed outside the classroom, such as the use of videos, which were commonly completed by students before attending class. A survey was applied to a group of 150 undergraduate students from the first semesters of engineering courses who had attended courses using the flipped classroom modality; the same survey was applied to 22 teachers in charge of such courses. Students and teachers listed advantages and areas of opportunity for activities and materials used for class preparation. Using that information, the analysis of this study consisted of comparing and contrasting the different perceptions from both teachers and students. This study was conducted using a qualitative based approach trying to find out which is consistently the perception of the used of videos in a flipped classroom for both students and teachers. As a result of the analysis, it was found that even if there are coincidences in issues like flexibility and the possibility of replaying a video, there are important differences in the perception the videos have in motivating students for learning. The results obtained in this research allow teachers to be in a better position to create appropriate visual material that is better suited and directed to reach learning objectives in specific subjects. Lastly, we present a conclusion on students' and teachers' perceptions and their attitudes towards the activities due before lectures. Furthermore, this study will help to build a practical educational experience on novel educational models, such as flipped classroom, to enhance learning.