STRUCTURAL MODEL OF INFLUENTIAL EXTRINSIC FACTORS IN FLIPPED LEARNING

Technological advances have caused the field of education to be influenced by the emergence of new teaching and learning models mediated by the large amount of digital resources and electronic devices that teachers have today. One of the methodological approaches that is emerging as a consequence of educational innovation is flipped learning. This model of teaching and learning is based on the idea that students can visualize and work on the contents of the next classroom sessions outside the academic environment, in order to spend as much time as possible in class solving problems and the deployment of more practical, participatory and active work. In this way, greater motivation is achieved that benefits the learning process. The objective of this study has been to discover the incidence of external factors such as family context, autonomy, self-esteem and the motivation of students on the flipped learning approach. For this, a quantitative method has been developed through an experimental design of longitudinal cut and of descriptive and correlational nature. A diachronic sample (2013-2018) of 607 students was taken from the Faculty of Education, Economy and Technology of Ceuta (Spain). A previously validated ad hoc questionnaire was used to collect data. The results reveal that students who have a suitable family context, as well as adequate values in autonomy, motivation and self-esteem achieve optimal values in learning outcomes. Likewise, older students obtain better ratings. On the other hand, those with labor obligations reflect a decrease in the same, with the sex of the participants not determining the learning outcomes.