Flipped classroom for teachers’ training: a research about students’ perception

Abstract

In this article we present a teaching/learning experience based on the fipped classroom approach, integrated with a backward design. The results about students’ perception are shown. The experimentation context was a Geometry and Geometry Education course, belonging to the initial training for primary school teachers, ofered by the Dipartimento formazione e apprendimento of the Scuola Universitaria Professionale della Svizzera Italiana (SUPSI), based in Locarno. The results show a positive students’ perception of the fipped classroom approach, with respect to its efectiveness, its comparison with the usual methodology and the appreciated aspects and the improvable ones throughout the whole course. We also deduce practical considerations about the implementation of the fipped classroom approach in the tertiary education. The research is part of a broader research project entitled Flipped classroom as a competence based approach, involving several SUPSI departments, and in collaboration with the Fernfachhochschule Schweiz of Brig and the University of Turin.