Factors with influence on the adoption of the flipped clasroom model in technical and vocational education
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2018
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Informing Science Institute
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Villalba, M. T., Castilla, G., & Redondo-Duarte, S. (2018). Factors with influence on the adoption of the flipped classroom model in technical and vocational education. Journal of Information Technology Education: Research, 17, 441-469. https://doi.org/10.28945/4121
Abstract
The aim of this work is to explore which factors impact on the adoption of the flipped classroom in vocational education to pave the way for the schools which want to apply this model.
Although various experiences in the use of the flipped classroom have been reported in recent years in the literature, fewer efforts have been done on how to implement this model from a pedagogical standpoint. The factors that influ ence its adoption have not been studied in depth, at least not in a global way. These factors include the use of technology and teaching methodologies active in the classroom, the trend towards innovation of teachers and schools, and whether teachers have the necessary ICT training and infrastructures. Moreover, although the results of many experiences in Higher Education have been pub lished, this is not so for other levels of education, such as vocational schools
An empirically validated framework of the factors influencing the adoption of the flipped classroom approach in schools was obtained. This framework can guide the curriculum design of flipped classroom model courses for vocational
education teachers.
A quantitative research method was used by constructing a questionnaire. The questionnaire included open questions in order to obtain qualitative infor mation, which enriched the results obtained. Descriptive and factor analysis was
used to analyze data, within the framework of the project FlipIT!–Flipped Classroom in the European Vocational Education”, ERASMUS+ Strategic Partnership (2015-1-HU01-KA202-013555) funded by the European Union, with the participation of Hungary, the United Kingdom, Ireland, the Czech Republic, and Spain. The research sample includes 625 teachers (434 from Spain, 121 from Hungary and 61 from the Czech Republic) from schools par ticipating or somehow associated to the project).
Empirically validated factors for the adoption of the flipped classroom in tech nical schools are presented. In addition, descriptive analysis results from a sample of 625 vocational educa tion teachers confirmed that the countries involved in the survey fulfill the fac tors needed for the adoption of the flipped classroom in vocational education schools. Another important result is that, according to the surveyed teachers, the flipped classroom is a strongly practice-oriented method very suitable for vocational education.
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