Facilitating self-efficacy in university students: an interactive approach with Flipped Classroom

ABSTRACT

The aim of this study is to investigate the perceived self-efficacy of university students after experiencing several Flipped Classroom sessions at different time points: prior to the outbreak of the COVID-19 pandemic (onsite instruction) and after confinement at home (online instruction). The study's methodology followed a quantitative approach in which a total of 376 university students who had experienced the Flipped Learning sessions completed a general self-efficacy questionnaire. The results showed that the perceived self-efficacy is influenced by the academic year in which the students are enrolled, the modality in which the Flipped Classroom experience has been implemented (online or onsite) and the predisposition to innovation. In terms of practical implications, the Flipped Classroom applied in online formats could be a highly useful resource for designing active learning environments in which university students could improve their sense of self-efficacy. Consequently, their expectations and academic performance could also be improved.

KEYWORDS:

• Flipped classroom
• self-efficacy
• online
• innovation

Acknowledgements

This research has been financed by the Teaching Innovation Project of the University of Zaragoza with code PIIDUZ_19_020, within the University of Zaragoza's Teaching Innovation call 2019-20.

Disclosure statement

No potential conflict of interest was reported by the authors.