Propedeutic for the implementation of the flipped classroom methodology and its viability in economics studies in a Spanish university and in another North American

Abstract

The origins of the Flipped Classroom system are studied as a methodology in the teaching activity of higher education in the environment of new technologies derived from advances in computerized network communications. Precedents and previous experiences in some activities carried out in the Spanish University during the decade of the 80s are presented. The information that the students have about this methodology and its predisposition to assume it from the survey system is analyzed. The fieldwork has been developed in parallel in degrees and similar levels at Kendall College (Chicago) and the Carlos III University of Madrid in the first four months of the academic year 2017-18. The guidelines that should be taken into account to predict the viability of this teaching method are indicated.