Pedagogical Approaches in the Knowledge Society: The Flipped Classroom Method for the Development of Creativity and Dialogical Learning. Inmaculada Aznar-Díaz & others
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Pedagogical Approaches in the Knowledge Society: The Flipped Classroom Method for the Development of Creativity and Dialogical Learning
Inmaculada Aznar-Díaz, Francisco-Javier Hinojo-Lucena,
María-Pilar Cáceres-Reche, José-María Romero-Rodríguez ()
University of Granada, Granada, Spain
Abstract—Dialogical learning and teamwork have become the principles demanded by the knowledge society, given that we are currently living in a completely globalised world that requires skilled citizens to collaborate on a social, professional and academic level. Likewise, creativity is another key element requested by organisations to solve problems. Against this background, some student-centred teaching methods like flipped classrooms are appearing. Therefore, this paper aimed to analyse the implementation of the flipped classroom method as a factor to develop dialogical learning and creativity. To this regard, a quantitative method was used, applying a survey prepared ad hoc to a sample of 308 students from Spain and Colombia, in order to know whether implementing the flipped classroom truly enhances the development of such skills. According to the results obtained, it is stated that developing the flipped classroom method promotes a team-based work dynamic, which generates dialogical learning among students. It also enhances creativity, since it provides students with autonomy to carry out their tasks. Finally, the flipped classroom pedagogical approach is a teaching method with numerous advantages and benefits for students to adapt to the competencies required by the knowledge society.
Keywords—Flipped Classroom, Dialogical Learning, Creativity, Teaching Methodology, Pedagogical Approach.
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