Teaching in bilingual curricula under a CLIL approach poses a challenge to instructional design, as it is necessary to integrate content learning with instructional language practice. To implement this design it is essential that students come to class with due preparation (linguistic micro-skills, specific terminology, familiarity with concepts, etc.) through a previous first contact to assign self-study material and activities. This allows different ways to interact with contents, instruction language, peers and instructor during Face2Face periods. An instructional technique that fits well to these requirements is the so-called “Flipped” (or inverted) “Classroom”. Students watch videos outside the classroom to have their first contact with course materials, and then answer on-line questionnaires related to the content and procedures in order to aid in-class performance and detect major comprehension problems. Face2Face time can then be devoted to active and collaborative learning, thus creating for students learning experiences where they use academic and subject-specific language. Recent evidence-based research (Deslauriers, Schelew & Wieman, 2011;Bates & Galloway, 2012 and Bishop& Verleger, 2013) back the use of this educational design in Higher Education. This paper aims to discuss the impact on promoting student satisfaction and improving their involvement in their own learning when applying a “Flipped classroom” design in a first-year bilingual, English-taught module in a non-English-speaking country. “World Economy” is taught in the Faculty of Business and Economics at a traditional, F2F Spanish publicly-funded institution, the University of Oviedo (Spain). It is a bilingual module, where English is the medium of instruction and evaluation to a cohort of Spanish-speaking freshers. The design targets module contents, skills practice and improvement of students' linguistic skills. During 2013-14, the instructional designers implemented a “Flipped Classroom” design for this module: content delivery through videos in English of the different module topics, pre-class questionnaires answered through the University VLE, instructor mediation between students and content through mini-lectures and Just-in-Time Teaching, student-centered active learning approach for in-class sessions, and individual practice combined with peer-instruction mediated by the instructor.

1. “Flipped Classroom” in
Higher Education
Dra. Núria
Hernández
Nanclares
Faculty of Business and Economics
Applied Economics Department
Students’ satisfaction with a
blended instructional design
Image courtesy of sippakorn at FreeDigitalPhotos.net
#DESIGN4LEARNING Conference
27 November 2014

2. “World Economy”
1st-year English-taught module
International trade and mobility of
economic factors
Since 2010-11

6. 2013-2014

8. SOME
Bishop & Verleger. 2013
Arbaugh, J.B. (2014)
Deslauriers. Schelew & Wieman. 2011
Bates & Galloway. 2012
Johnson, G.B. (2013)
Margulieux, L. E., Bujak, K. R., McCracken, W. M., & Majerich, D. M. (2014)

10. In-class quizzes solved with Socrative
Wall-paper and poster activities
Balance of Payments exercises and working sheets

11. World Trade Organization puzzle session
WTO case analysis with Pecha-Kucha presentations

12. Foreign Exchange market peer review exercises
Country report working sheets

13. 63 students
26 men (41%) 37 women (59%).
68.25% answer rate
Questionnaire
12 likert-scale questions:
• “Flipped classroom” general elements
• Time
• self-regulated learning
• technology disposition
1 likert-scale question:
• usefulness of in-class activities
4 open questions
Johnson (2013)

14. H1 H2
…react positively to the
“Flipped classroom”, specially
motivation to learning and
communication progress in
To what extent
Students…
…are willing to get involved
in using technology for
learning in the “Flipped
classroom”
….appreciate the
possibilities of self-regulated
learning the
design offers
…appreciate the usefulness of
active learning in Face2Face
interactions
H3
H4

16. To what extent Students react positively to general elements of “Flipped classroom”, specially
motivation to learning and communication progress

17. To what extent this learning experience improves students’ willingness to get involved in using
technology for learning

18. To what extent students appreciate the possibilities of self-regulated learning the design
offers

19. To what extent students appreciate the usefulness of active learning in Face2Face interactions

20. Grades in Flipped Classroom design
Coeficient Significance
Constant 5.82 0.03
Nº of videos 0.88 0.01
SQ15 -1.06 <0.01
SQ4 1.00 0.03
SQ7 -0.70 0.02
SQ11 1.05 0.02
SQ1 -1.85 <0.01
Adjusted R2= 0.3778 Pvalor ANOVA< 0.001
SQ15.-The Flipped Classroom gives me less class time to practice course’s contents
SQ4.-I like watching the lessons on video
SQ7.-The “Virtual Campus” course page is not an important part in my learning
SQ11.-I would rather watch a traditional teacher-led lesson than a lesson video
SQ1.-The Flipped Classroom is more engaging than traditional classroom instruction

21. Grades in Flipped Classroom design
Coeficient Significance
Constant 6.96 <0.01
A1 1.26 <0.01
A6 -0.87 0.01
SQ1 -1.06 0.05
Adjusted R2= 0.177 Pvalor ANOVA< 0.01
A1.-Teacher mini-lessons based in JiTT
A6.-WTO case analysis with Pecha-Kucha presentations
SQ1.-The Flipped Classroom is more engaging than traditional classroom instruction

23. Problems with questionnaire reliability
More research about students’ performance
requested
Research design: Control group
Course design improvements