Flipped learning and lifelong learning: synergies for 21st century education
DOI:
https://doi.org/10.18537/mskn.16.01.17Keywords:
flipped learning, perceptions, Flipped Learning; Perceptions; Lifelong learning; Higher Education., higher education, Ecuadorian studentsAbstract
This study explored the perceptions of Ecuadorian university students regarding the Flipped Learning (FL) model in a Research Methodology course, employing a mixed-methods approach (questionnaire, N = 18; focus group, N = 7). The findings revealed a generally positive evaluation of FL, with particular emphasis on the flexibility and usefulness of videos to reinforce learning. However, challenges were also identified, including limited student engagement and difficulties in formulating questions while watching the videos. Video duration and quality emerged as critical factors influencing the learning experience. The study concludes that FL can be effective in this context, provided it is carefully planned with attention to content selection and strategies that promote interaction. Future research should examine the long-term impact of FL, considering variables such as gender and digital competence, and recognizing the convergence of FL with lifelong learning as a comprehensive educational paradigm.
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