Impact of Feedback in Flipped Learning on the Development of Soft Skills of University Students
This study investigates the impact of flipped learning (FL) with and without teacher feedback on resilience and perceived professional competence among university students. This quasi-experimental study, conducted over three academic years, involved 255 s-year students (mean age = 20.47 ± 2.63; 60.4...
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| Language: | English |
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MDPI AG
2025-01-01
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| Series: | Education Sciences |
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| Online Access: | https://www.mdpi.com/2227-7102/15/1/63 |
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| author | Ricardo Sanchez-Gil-Machín Salvador Baena Morales Nuria Molina-García Alberto Ferriz-Valero |
| author_facet | Ricardo Sanchez-Gil-Machín Salvador Baena Morales Nuria Molina-García Alberto Ferriz-Valero |
| author_sort | Ricardo Sanchez-Gil-Machín |
| collection | DOAJ |
| description | This study investigates the impact of flipped learning (FL) with and without teacher feedback on resilience and perceived professional competence among university students. This quasi-experimental study, conducted over three academic years, involved 255 s-year students (mean age = 20.47 ± 2.63; 60.4% female) enrolled in a Primary Education Teaching degree program at a Spanish public university. Participants were divided into two treatment groups: Feedback FL and Non-feedback FL. Validated scales—the Brief Resilience Scale (BRS) and the Perceived Competence Scale for Students (PCNS)—were used for pre- and post-intervention assessments. Both groups demonstrated significant improvements in resilience and perceived competence, with no statistically significant differences between the Feedback FL and Non-feedback FL groups. Data analysis included Mann–Whitney U tests for inter-group comparisons, Wilcoxon tests for intra-group comparisons, and 2 × 2 repeated measures ANOVA, which revealed no interaction effects (Time × Treatment) for either variable. These results suggest that FL alone fosters the development of transversal skills such as resilience and perceived competence, regardless of teacher feedback. The findings highlight the effectiveness of active learning models like FL in higher education for promoting essential competencies. Future research should address additional soft skills and employ larger, more diverse samples to further explore the role of feedback and innovative methodologies in enhancing FL’s impact. |
| format | Article |
| id | doaj-art-9bfd287f15dc46949fd9c40b4bf78fb8 |
| institution | Kabale University |
| issn | 2227-7102 |
| language | English |
| publishDate | 2025-01-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | Education Sciences |
| spelling | doaj-art-9bfd287f15dc46949fd9c40b4bf78fb82025-01-24T13:30:26ZengMDPI AGEducation Sciences2227-71022025-01-011516310.3390/educsci15010063Impact of Feedback in Flipped Learning on the Development of Soft Skills of University StudentsRicardo Sanchez-Gil-Machín0Salvador Baena Morales1Nuria Molina-García2Alberto Ferriz-Valero3Department of General and Specific Didactics, Faculty of Education, University of Alicante, 03690 Alicante, SpainDepartment of General and Specific Didactics, Faculty of Education, University of Alicante, 03690 Alicante, SpainDepartment of General and Specific Didactics, Faculty of Education, University of Alicante, 03690 Alicante, SpainDepartment of General and Specific Didactics, Faculty of Education, University of Alicante, 03690 Alicante, SpainThis study investigates the impact of flipped learning (FL) with and without teacher feedback on resilience and perceived professional competence among university students. This quasi-experimental study, conducted over three academic years, involved 255 s-year students (mean age = 20.47 ± 2.63; 60.4% female) enrolled in a Primary Education Teaching degree program at a Spanish public university. Participants were divided into two treatment groups: Feedback FL and Non-feedback FL. Validated scales—the Brief Resilience Scale (BRS) and the Perceived Competence Scale for Students (PCNS)—were used for pre- and post-intervention assessments. Both groups demonstrated significant improvements in resilience and perceived competence, with no statistically significant differences between the Feedback FL and Non-feedback FL groups. Data analysis included Mann–Whitney U tests for inter-group comparisons, Wilcoxon tests for intra-group comparisons, and 2 × 2 repeated measures ANOVA, which revealed no interaction effects (Time × Treatment) for either variable. These results suggest that FL alone fosters the development of transversal skills such as resilience and perceived competence, regardless of teacher feedback. The findings highlight the effectiveness of active learning models like FL in higher education for promoting essential competencies. Future research should address additional soft skills and employ larger, more diverse samples to further explore the role of feedback and innovative methodologies in enhancing FL’s impact.https://www.mdpi.com/2227-7102/15/1/63active learningresiliencehigher educationperceived competencestudent engagement |
| spellingShingle | Ricardo Sanchez-Gil-Machín Salvador Baena Morales Nuria Molina-García Alberto Ferriz-Valero Impact of Feedback in Flipped Learning on the Development of Soft Skills of University Students Education Sciences active learning resilience higher education perceived competence student engagement |
| title | Impact of Feedback in Flipped Learning on the Development of Soft Skills of University Students |
| title_full | Impact of Feedback in Flipped Learning on the Development of Soft Skills of University Students |
| title_fullStr | Impact of Feedback in Flipped Learning on the Development of Soft Skills of University Students |
| title_full_unstemmed | Impact of Feedback in Flipped Learning on the Development of Soft Skills of University Students |
| title_short | Impact of Feedback in Flipped Learning on the Development of Soft Skills of University Students |
| title_sort | impact of feedback in flipped learning on the development of soft skills of university students |
| topic | active learning resilience higher education perceived competence student engagement |
| url | https://www.mdpi.com/2227-7102/15/1/63 |
| work_keys_str_mv | AT ricardosanchezgilmachin impactoffeedbackinflippedlearningonthedevelopmentofsoftskillsofuniversitystudents AT salvadorbaenamorales impactoffeedbackinflippedlearningonthedevelopmentofsoftskillsofuniversitystudents AT nuriamolinagarcia impactoffeedbackinflippedlearningonthedevelopmentofsoftskillsofuniversitystudents AT albertoferrizvalero impactoffeedbackinflippedlearningonthedevelopmentofsoftskillsofuniversitystudents |