Pedagogical Approaches in the Knowledge Society: The Flipped Classroom Method for the Development of Creativity and Dialogical Learning

Inmaculada Aznar-Díaz, Francisco-Javier Hinojo-Lucena, María-Pilar Cáceres-Reche, José-María Romero-Rodríguez


Dialogical learning and teamwork have become the principles demanded by the knowledge society, given that we are currently living in a completely globalised world that requires skilled citizens to collaborate on a social, pro-fessional and academic level. Likewise, creativity is another key element re-quested by organisations to solve problems. Against this background, some student-centred teaching methods like flipped classrooms are appearing. Therefore, this paper aimed to analyse the implementation of the flipped classroom method as a factor to develop dialogical learning and creativity. To this regard, a quantitative method was used, applying a survey prepared ad hoc to a sample of 308 students from Spain and Colombia, in order to know whether implementing the flipped classroom truly enhances the develop-ment of such skills. According to the results obtained, it is stated that devel-oping the flipped classroom method promotes a team-based work dynamic, which generates dialogical learning among students. It also enhances creativ-ity, since it provides students with autonomy to carry out their tasks. Final-ly, the flipped classroom pedagogical approach is a teaching method with numerous advantages and benefits for students to adapt to the competencies required by the knowledge society.


Flipped Classroom; Dialogical Learning; Creativity; Teaching Methodology; Pedagogical Approach.

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Copyright (c) 2020 Inmaculada Aznar-Díaz, Francisco-Javier Hinojo-Lucena, María-Pilar Cáceres-Reche, José-María Romero-Rodríguez

International Journal of Emerging Technologies in Learning (iJET) – eISSN: 1863-0383
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