IDEAS home Printed from https://ideas.repec.org/a/gam/jsusta/v12y2020i9p3729-d353939.html
   My bibliography  Save this article

Effect of Bring-Your-Own-Device Program on Flipped Learning in Higher Education Students

Author

Listed:
  • Santiago Pozo Sánchez

    (Department of Didactics and School Organization, University of Granada, 18071 Granada, Spain)

  • Jesús López-Belmonte

    (Department of Didactics and School Organization, University of Granada, 18071 Granada, Spain)

  • Antonio-José Moreno-Guerrero

    (Department of Didactics and School Organization, University of Granada, 18071 Granada, Spain)

  • José María Sola Reche

    (Department of General Didactics and Specific Didactics, University of Alicante, 03080 Alicante, Spain)

  • Arturo Fuentes Cabrera

    (Department of Didactics and School Organization, University of Granada, 18071 Granada, Spain)

Abstract

The “bring your own device” (BYOD) program is positioned as one of the fastest-emerging methods to solve accessibility problems in the flipped learning methodology. The objective of the study is to analyze the potential of a training plan through inverted learning using the BYOD program compared to inverted learning without BYOD. A quasi-experimental design was carried out on a sample of 118 Higher Education students. A questionnaire was used as an instrument for data collection. The results show that the assessments of the study groups, both control and experimental, are at medium–high levels, which shows a significant incidence of the teaching and learning methodologies applied in both groups. There are only three dimensions in which a distance is observed between the groups’ assessments: motivation and autonomy, which were better valued by the experimental group, and class time, which was better valued by the control group. The study concludes that there are no great differences between the teaching methodologies applied in the groups that were subjected to experimentation, except in terms of motivation and autonomy, making these methodologies reliable for the development of these dimensions.

Suggested Citation

  • Santiago Pozo Sánchez & Jesús López-Belmonte & Antonio-José Moreno-Guerrero & José María Sola Reche & Arturo Fuentes Cabrera, 2020. "Effect of Bring-Your-Own-Device Program on Flipped Learning in Higher Education Students," Sustainability, MDPI, vol. 12(9), pages 1-11, May.
    • Handle: RePEc:gam:jsusta:v:12:y:2020:i:9:p:3729-:d:353939
    as

    Download full text from publisher

    File URL: https://www.mdpi.com/2071-1050/12/9/3729/pdf
    Download Restriction: no
    File URL: https://www.mdpi.com/2071-1050/12/9/3729/
    Download Restriction: no
    ---><---

    References listed on IDEAS

    as
    1. Santiago Pozo Sánchez & Jesús López Belmonte & Antonio José Moreno Guerrero & Juan Antonio López Núñez, 2019. "Impact of Educational Stage in the Application of Flipped Learning: A Contrasting Analysis with Traditional Teaching," Sustainability, MDPI, vol. 11(21), pages 1-15, October.
    2. María Elena Parra-González & Jesús López Belmonte & Adrián Segura-Robles & Arturo Fuentes Cabrera, 2020. "Active and Emerging Methodologies for Ubiquitous Education: Potentials of Flipped Learning and Gamification," Sustainability, MDPI, vol. 12(2), pages 1-11, January.
    Full references (including those not matched with items on IDEAS)

    Citations

    Citations are extracted by the CitEc Project, subscribe to its RSS feed for this item.
    as


    Cited by:

    1. Carles Campanyà & David Fonseca & Daniel Amo & Núria Martí & Enric Peña, 2021. "Mixed Analysis of the Flipped Classroom in the Concrete and Steel Structures Subject in the Context of COVID-19 Crisis Outbreak. A Pilot Study," Sustainability, MDPI, vol. 13(11), pages 1-20, May.
    2. Jesús López-Belmonte & José-Antonio Marín-Marín & Adrián Segura-Robles & Antonio-José Moreno-Guerrero, 2023. "Flipped Learning for Promoting Self-regulation, Social Competence, and Decision-making in Pandemic Conditions," SAGE Open, , vol. 13(4), pages 21582440231, November.
    3. Saud S. Alghazi & Amirrudin Kamsin & Mohammed Amin Almaiah & Seng Yue Wong & Liyana Shuib, 2021. "For Sustainable Application of Mobile Learning: An Extended UTAUT Model to Examine the Effect of Technical Factors on the Usage of Mobile Devices as a Learning Tool," Sustainability, MDPI, vol. 13(4), pages 1-22, February.
    4. Santiago Pozo-Sánchez & Jesús López-Belmonte & Arturo Fuentes-Cabrera & Juan-Antonio López-Núñez, 2021. "Twitch as a Techno-Pedagogical Resource to Complement the Flipped Learning Methodology in a Time of Academic Uncertainty," Sustainability, MDPI, vol. 13(9), pages 1-13, April.
    5. Arturo Fuentes-Cabrera & María Elena Parra-González & Jesús López-Belmonte & Adrián Segura-Robles, 2020. "Learning Mathematics with Emerging Methodologies—The Escape Room as a Case Study," Mathematics, MDPI, vol. 8(9), pages 1-14, September.

    Most related items

    These are the items that most often cite the same works as this one and are cited by the same works as this one.
    1. Hua-Xu Zhong & Po-Sheng Chiu & Chin-Feng Lai, 2021. "Effects of the Use of CDIO Engineering Design in a Flipped Programming Course on Flow Experience, Cognitive Load," Sustainability, MDPI, vol. 13(3), pages 1-13, January.
    2. Juan Antonio López Núñez & Jesús López-Belmonte & Antonio-José Moreno-Guerrero & José Antonio Marín-Marín, 2020. "Dietary Intervention through Flipped Learning as a Techno Pedagogy for the Promotion of Healthy Eating in Secondary Education," IJERPH, MDPI, vol. 17(9), pages 1-16, April.
    3. Santiago Pozo-Sánchez & Jesús López-Belmonte & Arturo Fuentes-Cabrera & Juan-Antonio López-Núñez, 2021. "Twitch as a Techno-Pedagogical Resource to Complement the Flipped Learning Methodology in a Time of Academic Uncertainty," Sustainability, MDPI, vol. 13(9), pages 1-13, April.
    4. Julen Izagirre-Olaizola & Jon Morandeira-Arca, 2020. "Business Management Teaching-Learning Processes in Times of Pandemic: Flipped Classroom at A Distance," Sustainability, MDPI, vol. 12(23), pages 1-17, December.
    5. María Elena Parra-González & Jesús López Belmonte & Adrián Segura-Robles & Arturo Fuentes Cabrera, 2020. "Active and Emerging Methodologies for Ubiquitous Education: Potentials of Flipped Learning and Gamification," Sustainability, MDPI, vol. 12(2), pages 1-11, January.
    6. José Juan Carrión-Martínez & Antonio Luque-de la Rosa & José Fernández-Cerero & Marta Montenegro-Rueda, 2020. "Information and Communications Technologies (ICTs) in Education for Sustainable Development: A Bibliographic Review," Sustainability, MDPI, vol. 12(8), pages 1-12, April.
    7. Francisco-Javier Hinojo-Lucena & Juan-Manuel Trujillo-Torres & José-Antonio Marín-Marín & Carmen Rodríguez-Jiménez, 2020. "B-Learning in Basic Vocational Training Students for the Development of the Module of Applied Sciences I," Mathematics, MDPI, vol. 8(7), pages 1-13, July.
    8. Francisco-Domingo Fernández-Martín & José-María Romero-Rodríguez & Gerardo Gómez-García & Magdalena Ramos Navas-Parejo, 2020. "Impact of the Flipped Classroom Method in the Mathematical Area: A Systematic Review," Mathematics, MDPI, vol. 8(12), pages 1-11, December.
    9. Antonio-José Moreno-Guerrero & Santiago Alonso García & Magdalena Ramos Navas-Parejo & María Natalia Campos-Soto & Gerardo Gómez García, 2020. "Augmented Reality as a Resource for Improving Learning in the Physical Education Classroom," IJERPH, MDPI, vol. 17(10), pages 1-13, May.
    10. Hassan Hossein-Mohand & Melchor Gómez-García & Juan-Manuel Trujillo-Torres & Hossein Hossein-Mohand & Moussa Boumadan-Hamed, 2021. "Uses and Resources of Technologies by Mathematics Students Prior to COVID-19," Sustainability, MDPI, vol. 13(4), pages 1-17, February.
    11. Gádor Indra Hidalgo & Fermín Sánchez-Carracedo & Daniel Romero-Portillo, 2021. "COVID-19 Emergency Remote Teaching Opinions and Academic Performance of Undergraduate Students: Analysis of 4 Students’ Profiles. A Case Study," Mathematics, MDPI, vol. 9(17), pages 1-20, September.
    12. José Luis Ortega Martín & Imke B. Hameleers & Juan-Manuel Trujillo-Torres & Antonio-José Moreno-Guerrero, 2020. "A Comparison between Collaborative and Individual Writings in Promoting Motivation and Language Acquisition," Sustainability, MDPI, vol. 12(19), pages 1-11, September.
    13. Alejandro Valencia-Arias & Paula Rodríguez Correa & Vanessa Garcia-Pineda & Wilmer Londoño & Jefferson Quiroz-Fabra & David García-Arango, 2023. "Identification of the Variables Involved in People’s Intellectual Understanding of Outdoor Cultural and Natural Spaces with the Support of ICT," Sustainability, MDPI, vol. 15(10), pages 1-16, May.
    14. Natalia Triviño-Amigo & Irene Polo-Campos & Santiago Gomez-Paniagua & Sabina Barrios-Fernandez & María Mendoza-Muñoz & Jorge Rojo-Ramos, 2023. "Differences in the Perception Regarding Inclusion Preparation among Teachers at Different Educational Stages," IJERPH, MDPI, vol. 20(4), pages 1-12, February.
    15. Jesús López-Belmonte & Adrian Segura-Robles & Arturo Fuentes-Cabrera & María Elena Parra-González, 2020. "Evaluating Activation and Absence of Negative Effect: Gamification and Escape Rooms for Learning," IJERPH, MDPI, vol. 17(7), pages 1-12, March.
    16. Antonio-José Moreno-Guerrero & Marina Rondón García & Nazaret Martínez Heredia & Antonio-Manuel Rodríguez-García, 2020. "Collaborative Learning Based on Harry Potter for Learning Geometric Figures in the Subject of Mathematics," Mathematics, MDPI, vol. 8(3), pages 1-16, March.
    17. Arturo Fuentes-Cabrera & María Elena Parra-González & Jesús López-Belmonte & Adrián Segura-Robles, 2020. "Learning Mathematics with Emerging Methodologies—The Escape Room as a Case Study," Mathematics, MDPI, vol. 8(9), pages 1-14, September.
    18. Rebeca Soler Costa & Marta Mauri Medrano & Pablo Lafarga Ostáriz & Antonio-José Moreno-Guerrero, 2020. "How to Teach Pre-Service Teachers to Make a Didactic Program? The Collaborative Learning Associated with Mobile Devices," Sustainability, MDPI, vol. 12(9), pages 1-17, May.
    19. Paul Garzon & Esteban Inga, 2023. "Advancing Primary Education through Active Teaching Methods and ICT for Increasing Knowledge," Sustainability, MDPI, vol. 15(12), pages 1-14, June.
    20. María Fernández-Raga & Darija Aleksić & Aysun Kapucugil İkiz & Magdalena Markiewicz & Herbert Streit, 2023. "Development of a Comprehensive Process for Introducing Game-Based Learning in Higher Education for Lecturers," Sustainability, MDPI, vol. 15(4), pages 1-18, February.

    Corrections

    All material on this site has been provided by the respective publishers and authors. You can help correct errors and omissions. When requesting a correction, please mention this item's handle: RePEc:gam:jsusta:v:12:y:2020:i:9:p:3729-:d:353939. See general information about how to correct material in RePEc.

    If you have authored this item and are not yet registered with RePEc, we encourage you to do it here. This allows to link your profile to this item. It also allows you to accept potential citations to this item that we are uncertain about.

    If CitEc recognized a bibliographic reference but did not link an item in RePEc to it, you can help with this form .

    If you know of missing items citing this one, you can help us creating those links by adding the relevant references in the same way as above, for each refering item. If you are a registered author of this item, you may also want to check the "citations" tab in your RePEc Author Service profile, as there may be some citations waiting for confirmation.

    For technical questions regarding this item, or to correct its authors, title, abstract, bibliographic or download information, contact: MDPI Indexing Manager (email available below). General contact details of provider: https://www.mdpi.com .

    Please note that corrections may take a couple of weeks to filter through the various RePEc services.

    IDEAS is a RePEc service. RePEc uses bibliographic data supplied by the respective publishers.