PAVING THE ROAD FOR FLIPPED TEACHING IN SPANISH UNIVERSITIES
Spanish university lecturers have traditionally spent most of their contact time with students explaining theory in the classroom. Once the theoretical contents have been presented, lecturers demonstrate (with little or no student participation) several reinforcing examples and practical exercises. Student involvement only occurs when they are asked to perform a series of tasks and exercises after the lesson and generally outside the classroom. Active learning methodologies have been proven to
... ignificantly enhance the teaching-learning process, and fortunately, Spanish universities are increasingly promoting these approaches. Among these active learning methodologies, flip teaching is one of the most frequently adopted teaching strategies. However, the introduction of flip teaching poses challenges and requires a radical change of mentality from lecturers and students. To succeed, participants must abandon former work habits and work on the theoretical concepts outside the classroom, while significantly increasing the degree of interaction inside and outside the classroom. Lecturers must spearhead this process of change, but success can only be achieved with student involvement. This paper shows how flip teaching was implemented in a subject within the MSc in Project Management course at the Universitat Politècnica de València. Emphasis is given to active teaching strategy and the three basic components on which it relies: students, faculty, and the teachinglearning methodology. Results and conclusions extend the discussion and provides some guidelines on facilitating the (necessary) adoption of this and other active learning methodologies in Spanish universities.